npj Science of Learning最新文献_第8页

The neural and cognitive basis of expository text comprehension. 说明性文章理解的神经和认知基础。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-21 DOI: 10.1038/s41539-024-00232-y

Timothy A Keller, Robert A Mason, Aliza E Legg, Marcel Adam Just

{"title":"The neural and cognitive basis of expository text comprehension.","authors":"Timothy A Keller, Robert A Mason, Aliza E Legg, Marcel Adam Just","doi":"10.1038/s41539-024-00232-y","DOIUrl":"10.1038/s41539-024-00232-y","url":null,"abstract":"As science and technology rapidly progress, it becomes increasingly important to understand how individuals comprehend expository technical texts that explain these advances. This study examined differences in individual readers' technical comprehension performance and differences among texts, using functional brain imaging to measure regional brain activity while students read passages on technical topics and then took a comprehension test. Better comprehension of the technical passages was related to higher activation in regions of the left inferior frontal gyrus, left superior parietal lobe, bilateral dorsolateral prefrontal cortex, and bilateral hippocampus. These areas are associated with the construction of a mental model of the passage and with the integration of new and prior knowledge in memory. Poorer comprehension of the passages was related to greater activation of the ventromedial prefrontal cortex and the precuneus, areas involved in autobiographical and episodic memory retrieval. More comprehensible passages elicited more brain activation associated with establishing links among different types of information in the text and activation associated with establishing conceptual coherence within the text representation. These findings converge with previous behavioral research in their implications for teaching technical learners to become better comprehenders and for improving the structure of instructional texts, to facilitate scientific and technological comprehension.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"21"},"PeriodicalIF":4.2,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10957871/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140186055","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

Utilizing epigenetics to study the shared nature of development and biological aging across the lifespan. 利用表观遗传学研究人的一生中发育和生物衰老的共同性质。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-03-21 DOI: 10.1038/s41539-024-00239-5

Laurel Raffington

{"title":"Utilizing epigenetics to study the shared nature of development and biological aging across the lifespan.","authors":"Laurel Raffington","doi":"10.1038/s41539-024-00239-5","DOIUrl":"10.1038/s41539-024-00239-5","url":null,"abstract":"Recently, biological aging has been quantified in DNA-methylation samples of older adults and applied as so-called \"methylation profile scores\" (MPSs) in separate target samples, including samples of children. This nascent research indicates that (1) biological aging can be quantified early in the life course, decades before the onset of aging-related disease, (2) is affected by common environmental predictors of childhood development, and (3) shows overlap with \"developmental processes\" (e.g., puberty). Because the MPSs were computed using algorithms developed in adults, these studies indicate a molecular link between childhood environments, development, and adult biological aging. Yet, if MPSs can be used to connect development and aging, previous research has only traveled one way, deriving MPSs developed in adults and applying them to samples of children. Researchers have not yet quantified epigenetic measures that reflect the pace of child development, and tested whether resulting MPSs are associated with physical and psychological aging. In this perspective I posit that combining measures of biological aging with new quantifications of child development has the power to address fundamental questions about life span: How are development and experience in childhood related to biological aging in adulthood? And what is aging?","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"24"},"PeriodicalIF":3.6,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10954727/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177220","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

Micro-consolidation occurs when learning an implicit motor sequence, but is not influenced by HIIT exercise. 在学习隐性运动序列时会出现微观巩固，但不会受到 HIIT 运动的影响。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-20 DOI: 10.1038/s41539-024-00238-6

Emily Brooks, Sarah Wallis, Joshua Hendrikse, James Coxon

引用次数: 0

States of epistemic curiosity interfere with memory for incidental scholastic facts. 认识上的好奇心状态会干扰对偶然学业事实的记忆。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-18 DOI: 10.1038/s41539-024-00234-w

Nicole E Keller, Carola Salvi, Emily K Leiker, Matthias J Gruber, Joseph E Dunsmoor

{"title":"States of epistemic curiosity interfere with memory for incidental scholastic facts.","authors":"Nicole E Keller, Carola Salvi, Emily K Leiker, Matthias J Gruber, Joseph E Dunsmoor","doi":"10.1038/s41539-024-00234-w","DOIUrl":"10.1038/s41539-024-00234-w","url":null,"abstract":"Curiosity can be a powerful motivator to learn and retain new information. Evidence shows that high states of curiosity elicited by a specific source (i.e., a trivia question) can promote memory for incidental stimuli (non-target) presented close in time. The spreading effect of curiosity states on memory for other information has potential for educational applications. Specifically, it could provide techniques to improve learning for information that did not spark a sense of curiosity on its own. Here, we investigated how high states of curiosity induced through trivia questions affect memory performance for unrelated scholastic facts (e.g., scientific, English, or historical facts) presented in close temporal proximity to the trivia question. Across three task versions, participants viewed trivia questions closely followed in time by a scholastic fact unrelated to the trivia question, either just prior to or immediately following the answer to the trivia question. Participants then completed a surprise multiple-choice memory test (akin to a pop quiz) for the scholastic material. In all three task versions, memory performance was poorer for scholastic facts presented after trivia questions that had elicited high versus low levels of curiosity. These results contradict previous findings showing curiosity-enhanced memory for incidentally presented visual stimuli and suggest that target information that generates a high-curiosity state interferes with encoding complex and unrelated scholastic facts presented close in time.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"22"},"PeriodicalIF":4.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10948872/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140159280","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

Electrocortical correlates of attention differentiate individual capacity in associative learning. 注意的皮层电相关性区分联想学习中的个体能力

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-18 DOI: 10.1038/s41539-024-00236-8

Elsa Raynal, Kate Schipper, Catherine Brandner, Paolo Ruggeri, Jérôme Barral

{"title":"Electrocortical correlates of attention differentiate individual capacity in associative learning.","authors":"Elsa Raynal, Kate Schipper, Catherine Brandner, Paolo Ruggeri, Jérôme Barral","doi":"10.1038/s41539-024-00236-8","DOIUrl":"10.1038/s41539-024-00236-8","url":null,"abstract":"Associative learning abilities vary considerably among individuals, with attentional processes suggested to play a role in these variations. However, the relationship between attentional processes and individual differences in associative learning remains unclear, and whether these variations reflect in event-related potentials (ERPs) is unknown. This study aimed to investigate the relationship between attentional processes and associative learning by recording electrocortical activity of 38 young adults (18-32 years) during an associative learning task. Learning performance was assessed using the signal detection index d'. EEG topographic analyses and source localizations were applied to examine the neural correlates of attention and associative learning. Results revealed that better learning scores are associated with (1) topographic differences during early (126-148 ms) processing of the stimulus, coinciding with a P1 ERP component, which corresponded to a participation of the precuneus (BA 7), (2) topographic differences at 573-638 ms, overlapping with an increase of global field power at 530-600 ms, coinciding with a P3b ERP component and localized within the superior frontal gyrus (BA11) and (3) an increase of global field power at 322-507 ms, underlay by a stronger participation of the middle occipital gyrus (BA 19). These insights into the neural mechanisms underlying individual differences in associative learning suggest that better learners engage attentional processes more efficiently than weaker learners, making more resources available and displaying increased functional activity in areas involved in early attentional processes (BA7) and decision-making processes (BA11) during an associative learning task. This highlights the crucial role of attentional mechanisms in individual learning variability.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"20"},"PeriodicalIF":4.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10948854/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140159279","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

Math items about real-world content lower test-scores of students from families with low socioeconomic status. 有关现实世界内容的数学题目降低了社会经济地位低下家庭学生的考试分数。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-15 DOI: 10.1038/s41539-024-00228-8

Marjolein Muskens, Willem E Frankenhuis, Lex Borghans

引用次数: 0

Observational reinforcement learning in children and young adults. 儿童和青少年的观察强化学习。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-13 DOI: 10.1038/s41539-024-00227-9

Julia M Rodriguez Buritica, Ben Eppinger, Hauke R Heekeren, Eveline A Crone, Anna C K van Duijvenvoorde

{"title":"Observational reinforcement learning in children and young adults.","authors":"Julia M Rodriguez Buritica, Ben Eppinger, Hauke R Heekeren, Eveline A Crone, Anna C K van Duijvenvoorde","doi":"10.1038/s41539-024-00227-9","DOIUrl":"10.1038/s41539-024-00227-9","url":null,"abstract":"Observational learning is essential for the acquisition of new behavior in educational practices and daily life and serves as an important mechanism for human cognitive and social-emotional development. However, we know little about its underlying neurocomputational mechanisms from a developmental perspective. In this study we used model-based fMRI to investigate differences in observational learning and individual learning between children and younger adults. Prediction errors (PE), the difference between experienced and predicted outcomes, related positively to striatal and ventral medial prefrontal cortex activation during individual learning and showed no age-related differences. PE-related activation during observational learning was more pronounced when outcomes were worse than predicted. Particularly, negative PE-coding in the dorsal medial prefrontal cortex was stronger in adults compared to children and was associated with improved observational learning in children and adults. The current findings pave the way to better understand observational learning challenges across development and educational settings.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"18"},"PeriodicalIF":4.2,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10937639/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121100","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

Interplay of socioeconomic status, cognition, and school performance in the ABCD sample. ABCD 样本中社会经济地位、认知能力和学习成绩之间的相互作用。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-11 DOI: 10.1038/s41539-024-00233-x

Lara Langensee, Theodor Rumetshofer, Johan Mårtensson

{"title":"Interplay of socioeconomic status, cognition, and school performance in the ABCD sample.","authors":"Lara Langensee, Theodor Rumetshofer, Johan Mårtensson","doi":"10.1038/s41539-024-00233-x","DOIUrl":"10.1038/s41539-024-00233-x","url":null,"abstract":"Coming from a disadvantaged background can have negative impact on an individual's educational trajectory. Some people however seem unaffected and cope well with the demands and challenges posed by school education, despite growing up in adverse conditions, a phenomenon termed academic resilience. While it is uncertain which underlying factors make some people more likely to circumvent unfavorable odds than others, both socioeconomic status (SES) and cognitive ability have robustly been linked to school performance. The objective of the present work is to investigate if individual cognitive abilities and SES interact in their effect on grades. For this purpose, we analyzed SES, cognitive, and school performance data from 5001 participants from the Adolescent Brain Cognitive Development (ABCD) Study. Ordinal logistic regression models suggest similar patterns of associations between three SES measures (parental education, income-to-needs ratio, and neighborhood deprivation) and grades at two timepoints, with no evidence for interaction effects between SES and time. Parental education and income-to-needs ratio were associated with grades at both timepoints, irrespective of whether cognitive abilities were modeled or not. Neighborhood deprivation, in contrast, was only a statistically significant predictor of reported grades when cognitive abilities were not factored in. Cognitive abilities interacted with parental education level, meaning that they could be a safeguard against effects of SES on school performance.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"17"},"PeriodicalIF":4.2,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10928106/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140102671","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

Relation of life sciences students' metacognitive monitoring to neural activity during biology error detection. 生命科学学生的元认知监控与生物错误检测过程中神经活动的关系。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-04 DOI: 10.1038/s41539-024-00231-z

Mei Grace Behrendt, Carrie Clark, McKenna Elliott, Joseph Dauer

{"title":"Relation of life sciences students' metacognitive monitoring to neural activity during biology error detection.","authors":"Mei Grace Behrendt, Carrie Clark, McKenna Elliott, Joseph Dauer","doi":"10.1038/s41539-024-00231-z","DOIUrl":"10.1038/s41539-024-00231-z","url":null,"abstract":"Metacognitive calibration-the capacity to accurately self-assess one's performance-forms the basis for error detection and self-monitoring and is a potential catalyst for conceptual change. Limited brain imaging research on authentic learning tasks implicates the lateral prefrontal and anterior cingulate brain regions in expert scientific reasoning. This study aimed to determine how variation in undergraduate life sciences students' metacognitive calibration relates to their brain activity when evaluating the accuracy of biological models. Fifty undergraduate students enrolled in an introductory life sciences course completed a biology model error detection task during fMRI. Students with higher metacognitive calibration recruited lateral prefrontal regions linked in prior research to expert STEM reasoning to a greater extent than those with lower metacognitive calibration. Findings suggest that metacognition relates to important individual differences in undergraduate students' use of neural resources during an authentic educational task and underscore the importance of fostering metacognitive calibration in the classroom.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"16"},"PeriodicalIF":4.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10912288/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140029295","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

Black adolescents’ motivation to resist the false dichotomy between mathematics achievement and racial identity 黑人青少年抵制数学成绩与种族身份之间错误二分法的动机

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-02 DOI: 10.1038/s41539-024-00219-9

Melody Wilson, Jamaal Sharif Matthews

{"title":"Black adolescents’ motivation to resist the false dichotomy between mathematics achievement and racial identity","authors":"Melody Wilson, Jamaal Sharif Matthews","doi":"10.1038/s41539-024-00219-9","DOIUrl":"https://doi.org/10.1038/s41539-024-00219-9","url":null,"abstract":"This study investigates the racial-mathematical identity profiles of Black American adolescents. Survey data were collected in five schools across one U.S. urban school district at two time points (spring 2018 [n = 197] and spring 2019 [n = 210]). Based on extant research regarding psychological response patterns to racialized school stress, we investigated the existence of an identity negotiation pattern in which students were motivated to resist negative stereotypes about Black people by achieving well in mathematics. We conducted a latent profile analysis combining students’ self-beliefs across five indicators: racial centrality, racial public regard, mathematics attainment value, mathematics mastery experiences, and resistance motivation. Three distinct racial-mathematical identity profiles emerged: (1) Mathematics Devalued/Ambivalent, (2) Moderately Math Attained, and (3) Resistors. We found associations between profile membership and students’ gender, negative math emotions, and their receipt of cultural and critical mathematics instruction. We also found an association between the identity profiles and school type (academically selective “magnet” schools vs. open-enrollment neighborhood schools), but not in the direction that might be assumed. Moreover, we found that certain school environment factors (i.e., racial stereotyping and cultural and critical mathematics instruction) were significantly different in racially diverse magnet schools than in the neighborhood schools. Overall, our data reveal the existence of a highly motivated Resistor profile among Black students, that is predicted by cultural and critical mathematics instruction but underrepresented within this district’s selective magnet schools.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"171 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0