npj Science of Learning最新文献_第9页

Gene-environment interaction analysis of school quality and educational inequality. 学校质量和教育不平等的基因-环境交互分析。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-03-01 DOI: 10.1038/s41539-024-00225-x

Kim Stienstra, Antonie Knigge, Ineke Maas

引用次数: 0

Visual perceptual learning of feature conjunctions leverages non-linear mixed selectivity. 利用非线性混合选择性进行特征连接的视觉感知学习

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-03-01 DOI: 10.1038/s41539-024-00226-w

Behnam Karami, Caspar M Schwiedrzik

{"title":"Visual perceptual learning of feature conjunctions leverages non-linear mixed selectivity.","authors":"Behnam Karami, Caspar M Schwiedrzik","doi":"10.1038/s41539-024-00226-w","DOIUrl":"10.1038/s41539-024-00226-w","url":null,"abstract":"Visual objects are often defined by multiple features. Therefore, learning novel objects entails learning feature conjunctions. Visual cortex is organized into distinct anatomical compartments, each of which is devoted to processing a single feature. A prime example are neurons purely selective to color and orientation, respectively. However, neurons that jointly encode multiple features (mixed selectivity) also exist across the brain and play critical roles in a multitude of tasks. Here, we sought to uncover the optimal policy that our brain adapts to achieve conjunction learning using these available resources. 59 human subjects practiced orientation-color conjunction learning in four psychophysical experiments designed to nudge the visual system towards using one or the other resource. We find that conjunction learning is possible by linear mixing of pure color and orientation information, but that more and faster learning takes place when both pure and mixed selectivity representations are involved. We also find that learning with mixed selectivity confers advantages in performing an untrained \"exclusive or\" (XOR) task several months after learning the original conjunction task. This study sheds light on possible mechanisms underlying conjunction learning and highlights the importance of learning by mixed selectivity.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"13"},"PeriodicalIF":4.2,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10907723/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140013506","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

Cerebellar interpositus nucleus exhibits time-dependent errors and predictive responses. 小脑间核表现出随时间变化的误差和预测反应

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-02-26 DOI: 10.1038/s41539-024-00224-y

Gloria G Parras, José M Delgado-García, Juan Carlos López-Ramos, Agnès Gruart, Rocío Leal-Campanario

{"title":"Cerebellar interpositus nucleus exhibits time-dependent errors and predictive responses.","authors":"Gloria G Parras, José M Delgado-García, Juan Carlos López-Ramos, Agnès Gruart, Rocío Leal-Campanario","doi":"10.1038/s41539-024-00224-y","DOIUrl":"10.1038/s41539-024-00224-y","url":null,"abstract":"Learning is a functional state of the brain that should be understood as a continuous process, rather than being restricted to the very moment of its acquisition, storage, or retrieval. The cerebellum operates by comparing predicted states with actual states, learning from errors, and updating its internal representation to minimize errors. In this regard, we studied cerebellar interpositus nucleus (IPn) functional capabilities by recording its unitary activity in behaving rabbits during an associative learning task: the classical conditioning of eyelid responses. We recorded IPn neurons in rabbits during classical eyeblink conditioning using a delay paradigm. We found that IPn neurons reduce error signals across conditioning sessions, simultaneously increasing and transmitting spikes before the onset of the unconditioned stimulus. Thus, IPn neurons generate predictions that optimize in time and shape the conditioned eyeblink response. Our results are consistent with the idea that the cerebellum works under Bayesian rules updating the weights using the previous history.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"12"},"PeriodicalIF":4.2,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10897197/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139974088","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

A history of avoidance does not impact extinction learning in male rats. 回避史不会影响雄性大鼠的消退学习。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-02-24 DOI: 10.1038/s41539-024-00223-z

Alba López-Moraga, Laura Luyten, Tom Beckers

引用次数: 0

The inherence bias in preschoolers' explanations for achievement differences: replication and extension. 学龄前儿童对成绩差异解释中的固有偏差：复制与推广。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-02-20 DOI: 10.1038/s41539-024-00218-w

Margaux Renoux, Sébastien Goudeau, Theodore Alexopoulos, Cédric A Bouquet, Andrei Cimpian

引用次数: 0

High-intensity acute exercise impacts motor learning in healthy older adults. 高强度急性运动影响健康老年人的运动学习。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-02-17 DOI: 10.1038/s41539-024-00220-2

Eleanor M Taylor, Claire J Cadwallader, Dylan Curtin, Trevor T-J Chong, Joshua J Hendrikse, James P Coxon

{"title":"High-intensity acute exercise impacts motor learning in healthy older adults.","authors":"Eleanor M Taylor, Claire J Cadwallader, Dylan Curtin, Trevor T-J Chong, Joshua J Hendrikse, James P Coxon","doi":"10.1038/s41539-024-00220-2","DOIUrl":"10.1038/s41539-024-00220-2","url":null,"abstract":"Healthy aging is associated with changes in motor sequence learning, with some studies indicating decline in motor skill learning in older age. Acute cardiorespiratory exercise has emerged as a potential intervention to improve motor learning, however research in healthy older adults is limited. The current study investigated the impact of high-intensity interval exercise (HIIT) on a subsequent sequential motor learning task. Twenty-four older adults (aged 55-75 years) completed either 20-minutes of cycling, or an equivalent period of active rest before practicing a sequential force grip task. Skill learning was assessed during acquisition and at a 6-hour retention test. In contrast to expectation, exercise was associated with reduced accuracy during skill acquisition compared to rest, particularly for the oldest participants. However, improvements in motor skill were retained in the exercise condition, while a reduction in skill was observed following rest. Our findings indicate that high-intensity exercise conducted immediately prior to learning a novel motor skill may have a negative impact on motor performance during learning in older adults. We also demonstrated that exercise may facilitate early offline consolidation of a motor skill within this population, which has implications for motor rehabilitation.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"9"},"PeriodicalIF":4.2,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10874400/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139898305","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

Frontal midline theta transcranial alternating current stimulation enhances early consolidation of episodic memory. 额叶中线θ经颅交变电流刺激可增强外显记忆的早期巩固。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-02-16 DOI: 10.1038/s41539-024-00222-0

Limor Shtoots, Asher Nadler, Roni Partouche, Dorin Sharir, Aryeh Rothstein, Liran Shati, Daniel A Levy

{"title":"Frontal midline theta transcranial alternating current stimulation enhances early consolidation of episodic memory.","authors":"Limor Shtoots, Asher Nadler, Roni Partouche, Dorin Sharir, Aryeh Rothstein, Liran Shati, Daniel A Levy","doi":"10.1038/s41539-024-00222-0","DOIUrl":"10.1038/s41539-024-00222-0","url":null,"abstract":"Evidence implicating theta rhythms in declarative memory encoding and retrieval, together with the notion that both retrieval and consolidation involve memory reinstatement or replay, suggests that post-learning theta rhythm modulation can promote early consolidation of newly formed memories. Building on earlier work employing theta neurofeedback, we examined whether theta-frequency transcranial alternating stimulation (tACS) can engender effective consolidation of newly formed episodic memories, compared with beta frequency stimulation or sham control conditions. We compared midline frontal and posterior parietal theta stimulation montages and examined whether benefits to memory of theta upregulation are attributable to consolidation rather than to retrieval processes by using a washout period to eliminate tACS after-effects between stimulation and memory assessment. Four groups of participants viewed object pictures followed by a free recall test during three study-test cycles. They then engaged in tACS (frontal theta montage/parietal theta montage/frontal beta montage/sham) for a period of 20 min, followed by a 2-h break. Free recall assessments were conducted after the break, 24 h later, and 7 days later. Frontal midline theta-tACS induced significant off-line retrieval gains at all assessment time points relative to all other conditions. This indicates that theta upregulation provides optimal conditions for the consolidation of episodic memory, independent of mental-state strategies.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"8"},"PeriodicalIF":4.2,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10873319/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139747566","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

Profiles of mathematical deficits in children with dyslexia. 阅读障碍儿童的数学缺陷概况。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2024-02-15 DOI: 10.1038/s41539-024-00217-x

B Pedemonte, C W Pereira, V Borghesani, M Ebbert, I E Allen, P Pinheiro-Chagas, J De Leon, Z Miller, B L Tee, M L Gorno-Tempini

{"title":"Profiles of mathematical deficits in children with dyslexia.","authors":"B Pedemonte, C W Pereira, V Borghesani, M Ebbert, I E Allen, P Pinheiro-Chagas, J De Leon, Z Miller, B L Tee, M L Gorno-Tempini","doi":"10.1038/s41539-024-00217-x","DOIUrl":"10.1038/s41539-024-00217-x","url":null,"abstract":"Despite a high rate of concurrent mathematical difficulties among children with dyslexia, we still have limited information regarding the prevalence and severity of mathematical deficits in this population. To address this gap, we developed a comprehensive battery of cognitive tests, known as the UCSF Mathematical Cognition Battery (MCB), with the aim of identifying deficits in four distinct mathematical domains: number processing, arithmetical procedures, arithmetic facts retrieval, and geometrical abilities. The mathematical abilities of a cohort of 75 children referred to the UCSF Dyslexia Center with a diagnosis of dyslexia, along with 18 typically developing controls aged 7 to 16, were initially evaluated using a behavioral neurology approach. A team of professional clinicians classified the 75 children with dyslexia into five groups, based on parents' and teachers' reported symptoms and clinical history. These groups included children with no mathematical deficits and children with mathematical deficits in number processing, arithmetical procedures, arithmetic facts retrieval, or geometrical abilities. Subsequently, the children underwent evaluation using the MCB to determine concordance with the clinicians' impressions. Additionally, neuropsychological and cognitive standardized tests were administered. Our study reveals that within a cohort of children with dyslexia, 66% exhibit mathematical deficits, and among those with mathematical deficits, there is heterogeneity in the nature of these deficits. If these findings are confirmed in larger samples, they can potentially pave the way for new diagnostic approaches, consistent subtype classification, and, ultimately personalized interventions.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"9 1","pages":"7"},"PeriodicalIF":3.6,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10869821/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139742389","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

Harmonic memory signals in the human cerebral cortex induced by semantic relatedness of words. 单词语义相关性在人类大脑皮层诱发的谐波记忆信号

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-02-14 DOI: 10.1038/s41539-024-00221-1

Yasuki Noguchi

引用次数: 0

Combining perspectives in multidisciplinary research on inequality in education 在关于教育不平等问题的多学科研究中结合各种观点

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2024-01-22 DOI: 10.1038/s41539-024-00215-z

Louise Elffers, Eddie Denessen, Monique Volman

引用次数: 0