npj Science of Learning最新文献_第7页

Neural mechanisms underpinning the association between visual arts education and creativity. 视觉艺术教育与创造力之间联系的神经机制。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-12-09 DOI: 10.1038/s41539-025-00388-1

Jing Teng, Xinuo Qiao, Kelong Lu, Tuo Liu, Xinyue Wang, Zhenni Gao, Tingting Yu, Ning Hao

{"title":"Neural mechanisms underpinning the association between visual arts education and creativity.","authors":"Jing Teng, Xinuo Qiao, Kelong Lu, Tuo Liu, Xinyue Wang, Zhenni Gao, Tingting Yu, Ning Hao","doi":"10.1038/s41539-025-00388-1","DOIUrl":"10.1038/s41539-025-00388-1","url":null,"abstract":"Visual arts education has been linked to cognitive and neural benefits, yet the neural mechanisms associated with creativity remain unclear. This study examined how long-term engagement in design-related visual arts education relates to creative performance and brain function. Using a quasi-experimental design with propensity score matching, we compared design majors to matched non-design majors. Participants completed visual art creative tasks (product and book cover design) and divergent thinking tasks (AUT, TTCT-figural) during fNIRS recording. The design group outperformed peers across tasks and showed greater left dorsolateral prefrontal activation during early idea generation, while non-design peers relied more on sensory and motor regions. Functional connectivity revealed reduced coupling within task-relevant circuits, indicating greater neural efficiency. Dynamic network analysis showed design majors spent more time in efficient states and switched between states more flexibly. These findings suggest that design-related visual arts education may support creativity through efficient and flexible brain network engagement.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":"6"},"PeriodicalIF":3.0,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12804192/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mindfulness training enhances face working memory: evidence from the drift-diffusion model. 正念训练增强面部工作记忆：来自漂移-扩散模型的证据。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-12-09 DOI: 10.1038/s41539-025-00389-0

Hui Kou, Wei Luo, Xiaodong Li, Jia Wu, Qianguo Xiao, Taiyong Bi

{"title":"Mindfulness training enhances face working memory: evidence from the drift-diffusion model.","authors":"Hui Kou, Wei Luo, Xiaodong Li, Jia Wu, Qianguo Xiao, Taiyong Bi","doi":"10.1038/s41539-025-00389-0","DOIUrl":"10.1038/s41539-025-00389-0","url":null,"abstract":"The effect of mindfulness training on working memory is unclear. The current study sought to confirm the impact of mindfulness training on working memory for facial stimuli and to reveal the cognitive mechanisms underlying this effect by using drift-diffusion modeling (DDM). Using a delayed match-to-sample task with facial stimuli, we measured memory performance across five emotional categories (happy, sad, fearful, angry, neutral). Sixty participants received five-week emotion-targeted mindfulness training versus 60 waitlist controls. Assessments pre-training, post-training, and at one-month follow-up revealed significantly improved memory accuracy for all emotions except fear, with the effects persisting for one month. More importantly, drift-diffusion modeling showed increased drift rates across emotional categories post-training. Furthermore, accuracy improvements strongly correlated with drift rate enhancements within each emotion category. These findings demonstrate that mindfulness training induces lasting improvements in both accuracy and processing efficiency of visual working memory, independent of facial emotions, clarifying its cognitive mechanisms.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":"7"},"PeriodicalIF":3.0,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12804977/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145710035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning visual to auditory sensory substitution reveals flexibility in image to sound mapping. 学习视觉到听觉的感官替代揭示了图像到声音映射的灵活性。

IF 4.3 1区心理学

npj Science of Learning Pub Date : 2025-12-03 DOI: 10.1038/s41539-025-00385-4

Asa Kucinkas, Chrysa Retsa, Peter B L Meijer, Mark T Wallace, Monica Gori, Micah M Murray

{"title":"Learning visual to auditory sensory substitution reveals flexibility in image to sound mapping.","authors":"Asa Kucinkas, Chrysa Retsa, Peter B L Meijer, Mark T Wallace, Monica Gori, Micah M Murray","doi":"10.1038/s41539-025-00385-4","DOIUrl":"10.1038/s41539-025-00385-4","url":null,"abstract":"Visual-to-auditory sensory substitution devices (SSDs) translate images to sounds. One SSD, The vOICe, translates a pixel's vertical position into pitch and horizontal position into time. This mapping is primarily based on technical considerations for preserving image content in human-audible sounds without presupposing intuitiveness, although some literature also invokes crossmodal correspondences in perception, such as pitch for elevation. We investigated these presuppositions and the efficacy of learning a traditional algorithm (i.e., pitch indicating elevation and time indicating azimuth) versus a reversed algorithm (i.e., pitch indicating azimuth and time indicating elevation), or an arbitrary single-tone control mapping (i.e., each visual stimulus was represented by a single non-systematic pitch-time pairing without structured spatial correspondences). Sixty sighted adults participated with random assignment to the Traditional, Reversed, or Control groups. They completed learning and evaluation sessions using simplified black-and-white visual stimuli. Both the Traditional and Reversed groups learned mappings within 30 minutes and demonstrated successful recognition of novel stimuli, outperforming the Control group but not differing between them. Structured mappings facilitate SSD learning. Mapping pixel position onto spectral-temporal acoustic axes appears flexible, rather than anchored to cross-modal correspondences. These findings reveal how SSDs may be rendered bespoke across user, stimuli, and functionality levels.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":"4"},"PeriodicalIF":4.3,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12783664/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The challenge of explicit learning in life skill education. 显性学习在生活技能教育中的挑战。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-12-01 DOI: 10.1038/s41539-025-00375-6

Dominik M Piehlmaier, Dee Warmath

引用次数: 0

Behavioral and eye-tracking investigation of event segmentation following short video watching. 短视频观看后事件分割的行为与眼动研究。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-11-26 DOI: 10.1038/s41539-025-00378-3

Hongxiao Li, Jiashen Li, Xin Hao, Wei Liu

{"title":"Behavioral and eye-tracking investigation of event segmentation following short video watching.","authors":"Hongxiao Li, Jiashen Li, Xin Hao, Wei Liu","doi":"10.1038/s41539-025-00378-3","DOIUrl":"https://doi.org/10.1038/s41539-025-00378-3","url":null,"abstract":"The proliferation of short-video platforms prompts critical investigation of their effects on human cognitive functions. We hypothesized that the frequent, user-driven content shifts inherent to short-video watching impair event segmentation, a cognitive process critical for continuous memory encoding. Combining behavioral, eye-tracking, and self-report data, we revealed that acute exposure to randomly selected short videos was associated with poorer memory for continuous movies, particularly in participants with more frequent daily short-video viewing. This effect was absent after viewing personalized short videos and did not apply to static image encoding tasks. Intersubject correlation analysis of eye movements revealed that random short video watching attenuated eye synchronization at event boundaries. Furthermore, Hidden Markov Model analysis indicated that personalized and random short videos induced qualitatively different latent event structures. These findings indicate that the algorithmic curation of content, not merely the short-video format, is a crucial factor shaping event segmentation and subsequent memory.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"86"},"PeriodicalIF":3.0,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12657513/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145641218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dissociable sensory, motor, and visuomotor predictive functions. 可分离的感觉、运动和视觉运动预测功能。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-11-26 DOI: 10.1038/s41539-025-00377-4

Inmaculada Márquez, Mario Treviño

{"title":"Dissociable sensory, motor, and visuomotor predictive functions.","authors":"Inmaculada Márquez, Mario Treviño","doi":"10.1038/s41539-025-00377-4","DOIUrl":"https://doi.org/10.1038/s41539-025-00377-4","url":null,"abstract":"The visual system continuously generates predictions to guide behavior, yet how visuomotor adaptation relates to sensory detection and motor variability remains unclear. We addressed this question using joystick-based tasks: a visuomotor interception task with angular or speed perturbations, a sensory detection task, and a no-feedback motor variability task. Participants showed robust within-task responses, with angular discrepancies engaging both external (target-based) and self-referential control, while speed discrepancies primarily involved self-referential strategies. Gaze behavior reflected distinct tracking modes depending on perturbation type. However, cross-task regression analyses revealed weak associations between detection, variability, and adaptation. These dissociations were not due to noise or low power but reflected consistent performance patterns. Notably, within-subject variability exceeded between-subject variability across all tasks, highlighting trial-to-trial fluctuations as key drivers of behavior. Together, these findings support the view that predictive control relies on specialized, context-dependent mechanisms, in which task-specific computations adaptively integrate context and internal state dynamics.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"85"},"PeriodicalIF":3.0,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12658261/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145641211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Prior text-based learning enhances the benefits of simulation-based learning on confidence and long-term recall. 基于先验文本的学习增强了基于模拟的学习对信心和长期记忆的益处。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-11-24 DOI: 10.1038/s41539-025-00380-9

Angélique Lebert, Óscar Vilarroya

{"title":"Prior text-based learning enhances the benefits of simulation-based learning on confidence and long-term recall.","authors":"Angélique Lebert, Óscar Vilarroya","doi":"10.1038/s41539-025-00380-9","DOIUrl":"10.1038/s41539-025-00380-9","url":null,"abstract":"Simulation-based learning (SBL) has been mostly studied in medical and STEM settings, where its specific role in learning is difficult to isolate. We ran a randomized, counterbalanced mixed design (N = 88) in which naïve adults learned two fictitious clinical cases via a live standardized-patient simulation or a structured text format; content and exposure time were matched. One month later, video- and text-based evaluations assessed accuracy, reaction time, and confidence. SBL yielded faster responses and higher accuracy than text. An order effect emerged: learning text first boosted subsequent SBL accuracy, while the opposite order did not. Individual imagery ability predicted better accuracy overall and more strongly in the text condition. Participants were more likely to report absolute confidence after SBL, with confidence more closely aligned to accuracy. These findings suggest that both SBL and text support durable learning, but their effects depend on instructional order and imagery ability, and SBL additionally enhances confidence-accuracy calibration.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":" ","pages":"93"},"PeriodicalIF":3.0,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12748732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145597909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

EEG analysis of brain dynamics in a simulated multi-task and multi-stage learning environment. 模拟多任务多阶段学习环境下脑动态的脑电图分析。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-11-21 DOI: 10.1038/s41539-025-00376-5

Hui Xie, Chunli Jia, Yanxia Luo, Jiangshan He, Zexiao Dong, Dan Liang, Ziqi Ren, Mingzhe Jiang, Xinbo Gao, Xueli Chen

{"title":"EEG analysis of brain dynamics in a simulated multi-task and multi-stage learning environment.","authors":"Hui Xie, Chunli Jia, Yanxia Luo, Jiangshan He, Zexiao Dong, Dan Liang, Ziqi Ren, Mingzhe Jiang, Xinbo Gao, Xueli Chen","doi":"10.1038/s41539-025-00376-5","DOIUrl":"10.1038/s41539-025-00376-5","url":null,"abstract":"The development of brain oscillation patterns during knowledge acquisition has gained attention, yet studies in realistic learning contexts remain limited. This study investigated dynamic brain activity across an 11-lesson biology course simulating a MOOC environment. Twenty undergraduates wore 14-channel Electroencephalography (EEG) headsets while completing lecture, virtual lab, and quiz tasks across three progressive stages. EEG signals from six participants (after quality screening) were analyzed using amplitude, power spectral density (PSD), and phase-locking index (PLI). Wilcoxon rank sum tests revealed significant stage- and task-related differences despite the small sample size, including increased frontal theta during quizzes, parietal alpha suppression during lectures, and high-beta enhancements in later stages of labs and quizzes. Machine learning models trained on EEG features achieved a classification accuracy of 83% for three learning stage discrimination, validating that the brain presents nonidentical functional patterns during cognitive learning. These results underscore the potential for real-time EEG-based personalized educational interventions.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"84"},"PeriodicalIF":3.0,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12638910/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145574851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Timing of reward cues alters the interaction between reward and interest on memory over time. 随着时间的推移，奖励线索的时间会改变记忆中奖励和兴趣之间的相互作用。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-11-20 DOI: 10.1038/s41539-025-00374-7

Zhongyu Hu, Jiongjiong Yang

{"title":"Timing of reward cues alters the interaction between reward and interest on memory over time.","authors":"Zhongyu Hu, Jiongjiong Yang","doi":"10.1038/s41539-025-00374-7","DOIUrl":"10.1038/s41539-025-00374-7","url":null,"abstract":"Extrinsic reward and intrinsic motivation jointly influence memory. While studies show that rewards diminish the effect of intrinsic motivation on memory, rewards usually precede intrinsic motivation, leaving a gap in understanding their interaction when rewards are presented afterward. So, this study investigated how the timing of reward cues moderated the interaction between reward and intrinsic motivation on memory over time. Participants viewed film clips, rated interest, and completed memory tests at different delays. Reward cues were presented either before or after each clip and rating. Results showed that when cued before clips, rewards improved memory and attenuated forgetting for low-interest clips, thereby decreasing the interest effect on memory. Conversely, when cued after clips, rewards improved memory and attenuated forgetting for high-interest clips, thereby increasing the interest effect. Both patterns emerged through time-dependent consolidation. These findings clarify how extrinsic reward and intrinsic motivation interact across temporal dynamics to influence memory.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"82"},"PeriodicalIF":3.0,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12635356/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Steady-state EEG captures how elementary classroom instruction drives plasticity for novel visual words. 稳态脑电图捕捉初级课堂教学如何驱动新视觉词的可塑性。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-11-20 DOI: 10.1038/s41539-025-00371-w

Fang Wang, Elizabeth Y Toomarian, Radhika S Gosavi, Blair Kaneshiro, Anthony M Norcia, Bruce D McCandliss

{"title":"Steady-state EEG captures how elementary classroom instruction drives plasticity for novel visual words.","authors":"Fang Wang, Elizabeth Y Toomarian, Radhika S Gosavi, Blair Kaneshiro, Anthony M Norcia, Bruce D McCandliss","doi":"10.1038/s41539-025-00371-w","DOIUrl":"10.1038/s41539-025-00371-w","url":null,"abstract":"Early readers encounter thousands of printed words in children's books. The frequency with which they see each word shapes both neural and behavioral responses. Teachers also introduce novel written words through short, intensive learning experiences. Here we combined steady-state visual evoked potentials (SSVEP), corpus-based word frequency counts, and a novel two-week classroom \"learning sprint\" to examine and compare these two forms of experience-dependent plasticity. Cortical responses at 4 Hz to contrasts between real words of varying frequency (high: on average 1000 per million; medium: on average 200 per million) and pseudowords were sensitive to corpus-based frequency estimates-marking the first such finding using SSVEP. Strikingly, newly acquired low-frequency words (<1 per million)-taught in a child's own classroom versus counterbalanced words taught in two other classrooms-elicited cortical responses nearly identical to those evoked by high-frequency words versus pseudowords. Furthermore, 1 Hz responses to new vocabulary learning was linked to individual differences in reading skills, including word decoding and rapid automatic naming. Together, these findings highlight the causal impact of authentic instruction and the value of neuroscience-informed methods in education research.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"83"},"PeriodicalIF":3.0,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12635053/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0