npj Science of Learning最新文献_第8页

Does students’ awareness of school-track-related stereotypes exacerbate inequalities in education? 学生对与学校轨道相关的陈规定型观念的认识是否会加剧教育中的不平等？

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-12-14 DOI: 10.1038/s41539-023-00203-9

Lisa Bardach, Claudia Neuendorf, Kou Murayama, Thorsten Fahrbach, Michel Knigge, Benjamin Nagengast, Ulrich Trautwein

引用次数: 0

The two-faced process of learning and the importance of Janus-faced solutions 双面学习过程和扬努斯面解决方案的重要性

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-12-14 DOI: 10.1038/s41539-023-00210-w

Robin Samuelsson

引用次数: 0

Language experience matters for the emergence of early numerical concepts 语言经验对早期数字概念的形成至关重要

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-12-09 DOI: 10.1038/s41539-023-00202-w

Stacee Santos, Hiram Brownell, Marie Coppola, Anna Shusterman, Sara Cordes

引用次数: 0

Arithmetic skills are associated with left fronto-temporal gray matter volume in 536 children and adolescents 536 名儿童和青少年的算术能力与左额叶-颞叶灰质体积有关

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-12-08 DOI: 10.1038/s41539-023-00201-x

Nurit Viesel-Nordmeyer, Jérôme Prado

引用次数: 0

Disentangling sensory precision and prior expectation of change in autism during tactile discrimination. 孤独症触觉辨别过程中感官精确性和先验预期变化的分离。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-12-06 DOI: 10.1038/s41539-023-00207-5

Laurie-Anne Sapey-Triomphe, Gaëtan Sanchez, Marie-Anne Hénaff, Sandrine Sonié, Christina Schmitz, Jérémie Mattout

{"title":"Disentangling sensory precision and prior expectation of change in autism during tactile discrimination.","authors":"Laurie-Anne Sapey-Triomphe, Gaëtan Sanchez, Marie-Anne Hénaff, Sandrine Sonié, Christina Schmitz, Jérémie Mattout","doi":"10.1038/s41539-023-00207-5","DOIUrl":"10.1038/s41539-023-00207-5","url":null,"abstract":"Predictive coding theories suggest that core symptoms in autism spectrum disorders (ASD) may stem from atypical mechanisms of perceptual inference (i.e., inferring the hidden causes of sensations). Specifically, there would be an imbalance in the precision or weight ascribed to sensory inputs relative to prior expectations. Using three tactile behavioral tasks and computational modeling, we specifically targeted the implicit dynamics of sensory adaptation and perceptual learning in ASD. Participants were neurotypical and autistic adults without intellectual disability. In Experiment I, tactile detection thresholds and adaptation effects were measured to assess sensory precision. Experiments II and III relied on two-alternative forced choice tasks designed to elicit a time-order effect, where prior knowledge biases perceptual decisions. Our results suggest a subtler explanation than a simple imbalance in the prior/sensory weights, having to do with the dynamic nature of perception, that is the adjustment of precision weights to context. Compared to neurotypicals, autistic adults showed no difference in average performance and sensory sensitivity. Both groups managed to implicitly learn and adjust a prior that biased their perception. However, depending on the context, autistic participants showed no, normal or slower adaptation, a phenomenon that computational modeling of trial-to-trial responses helped us to associate with a higher expectation for sameness in ASD, and to dissociate from another observed robust difference in terms of response bias. These results point to atypical perceptual learning rather than altered perceptual inference per se, calling for further empirical and computational studies to refine the current predictive coding theories of ASD.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"54"},"PeriodicalIF":4.2,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10700558/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138499850","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

Deliberately making miskates: Behavioural consistency under win maximization and loss maximization conditions. 故意犯错误:收益最大化和损失最大化条件下的行为一致性。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-12-06 DOI: 10.1038/s41539-023-00206-6

Yajing Zhang, Thi Kim Truc Huynh, Benjamin James Dyson

引用次数: 0

The relationship of school performance with self-control and grit is strongly genetic and weakly causal. 学校成绩与自我控制和毅力的关系具有强遗传和弱因果关系。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-12-04 DOI: 10.1038/s41539-023-00198-3

Sofieke T Kevenaar, Elsje van Bergen, Albertine J Oldehinkel, Dorret I Boomsma, Conor V Dolan

{"title":"The relationship of school performance with self-control and grit is strongly genetic and weakly causal.","authors":"Sofieke T Kevenaar, Elsje van Bergen, Albertine J Oldehinkel, Dorret I Boomsma, Conor V Dolan","doi":"10.1038/s41539-023-00198-3","DOIUrl":"10.1038/s41539-023-00198-3","url":null,"abstract":"The non-cognitive skills self-control and grit are often considered predictors of school performance, but whether this relationship is causal remains unclear. We investigated the causality of this association using a twin design. Specifically, we evaluated the direct impact of self-control and grit on school performance, while controlling for genetic or environmental influences common to all three traits (i.e., confounding). Teachers of 4891 Dutch 12-year-old twin pairs (of which 3837 were complete pairs) completed a survey about school performance (school grades), self-control (ASEBA self-control scale), and the perseverance aspect of grit. Our analysis aimed to determine the direct impact of self-control and grit on school performance, while simultaneously controlling for genetic or environmental confounding. Establishing the regression relationship corrected for confounding supports the interpretation of the regression relationship as causal. In all analyses, we corrected for sex, rater bias of the teachers, and parental socioeconomic status. Initially, in the standard regression, self-control, and grit explained 28.4% of the school performance variance. However, allowing for genetic confounding (due to genetic pleiotropy) revealed that most of this association could be attributed to genetic influences that the three traits share. In the presence of genetic pleiotropy, the phenotypic regression of school performance on self-control and grit accounted for only 4.4% (i.e., the effect size association with the causal hypothesis). In conclusion, self-control and grit predict school performance primarily due to genetic pleiotropy, with a much smaller causal effect (R2 = 4.4%). This suggests that interventions targeting self-control and grit alone may yield limited improvements in school performance.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"53"},"PeriodicalIF":4.2,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10696063/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138483267","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

Prevalence of undiagnosed dyslexia in African-American primary school children. 非裔美国小学生未确诊阅读障碍的患病率。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-12-02 DOI: 10.1038/s41539-023-00204-8

Laura Cassidy, Kayla Reggio, Bennett A Shaywitz, Sally E Shaywitz

引用次数: 0

Early reading at first grade predicts adult reading at age 42 in typical and dyslexic readers. 一年级的早期阅读预示着典型和难读症读者在42岁时的成年阅读。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-11-28 DOI: 10.1038/s41539-023-00205-7

Emilio Ferrer, Bennett A Shaywitz, John M Holahan, Sally E Shaywitz

{"title":"Early reading at first grade predicts adult reading at age 42 in typical and dyslexic readers.","authors":"Emilio Ferrer, Bennett A Shaywitz, John M Holahan, Sally E Shaywitz","doi":"10.1038/s41539-023-00205-7","DOIUrl":"10.1038/s41539-023-00205-7","url":null,"abstract":"Research indicates that the achievement gap in reading between typical and dyslexic readers is already evident in first grade and persists through adolescence. However, it is not known whether this reading gap persists into adult life. In this report we use an epidemiologic sample of 312 children (typical readers = 246; dyslexic readers = 66), followed longitudinally from age 5 through adulthood and examine two fundamental questions: 1) Is reading level in 1st grade predictive of reading proficiency in adulthood in typical and dyslexic readers? and 2) Are the trajectories of reading development from 1st through 5th grade predictive of reading proficiency in adulthood in typical and dyslexic readers? Our findings indicate that early reading levels in 1st grade as well as the trajectory of reading development through the first five years of school were associated with reading scores in adulthood. This association was stronger for dyslexic than for typical readers, especially the latter factor. These findings indicate that the achievement gap between typical and dyslexic readers persists far beyond adolescence, in fact, into adult life.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"51"},"PeriodicalIF":4.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10684638/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138452802","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

Disrupting links between poverty, chronic stress, and educational inequality. 打破贫困、慢性压力和教育不平等之间的联系。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-11-20 DOI: 10.1038/s41539-023-00199-2

Madeline B Harms, Sherona D Garrett-Ruffin

引用次数: 0