npj Science of Learning最新文献_第9页

Questioning central assumptions of the ICAP framework. 质疑ICAP框架的核心假设。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-11-15 DOI: 10.1038/s41539-023-00197-4

Christian M Thurn, Peter A Edelsbrunner, Michal Berkowitz, Anne Deiglmayr, Lennart Schalk

引用次数: 0

Lasting enhancements in neural efficiency by multi-session transcranial direct current stimulation during working memory training. 在工作记忆训练过程中，通过多次经颅直流电刺激持续提高神经效率。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-11-02 DOI: 10.1038/s41539-023-00200-y

Yufeng Ke, Shuang Liu, Long Chen, Xiashuang Wang, Dong Ming

{"title":"Lasting enhancements in neural efficiency by multi-session transcranial direct current stimulation during working memory training.","authors":"Yufeng Ke, Shuang Liu, Long Chen, Xiashuang Wang, Dong Ming","doi":"10.1038/s41539-023-00200-y","DOIUrl":"10.1038/s41539-023-00200-y","url":null,"abstract":"The neural basis for long-term behavioral improvements resulting from multi-session transcranial direct current stimulation (tDCS) combined with working memory training (WMT) remains unclear. In this study, we used task-related electroencephalography (EEG) measures to investigate the lasting neurophysiological effects of anodal high-definition (HD)-tDCS applied over the left dorsolateral prefrontal cortex (dlPFC) during a challenging WMT. Thirty-four healthy young adults were randomized to sham or active tDCS groups and underwent ten 30-minute training sessions over ten consecutive days, preceded by a pre-test and followed by post-tests performed one day and three weeks after the last session, respectively, by performing high-load WM tasks along with EEG recording. Multi-session HD-tDCS significantly enhanced the behavioral benefits of WMT. Compared to the sham group, the active group showed facilitated increases in theta, alpha, beta, and gamma task-related oscillations at the end of training and significantly increased P300 response 3 weeks post-training. Our findings suggest that applying anodal tDCS over the left dlPFC during multi-session WMT can enhance the behavioral benefits of WMT and facilitate sustained improvements in WM-related neural efficiency.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"48"},"PeriodicalIF":4.2,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10622507/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71427966","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

Author Correction: The impacts of a high-school art-based program on academic achievements, creativity, and creative behaviors. 作者更正：高中艺术课程对学业成绩、创造力和创造性行为的影响。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-10-19 DOI: 10.1038/s41539-023-00196-5

Pablo Egana-delSol

引用次数: 0

Beware the myth: learning styles affect parents', children's, and teachers' thinking about children's academic potential. 小心这个神话：学习风格会影响父母、孩子和老师对孩子学习潜力的思考。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-10-17 DOI: 10.1038/s41539-023-00190-x

Xin Sun, Owen Norton, Shaylene E Nancekivell

引用次数: 0

Generalization of procedural motor sequence learning after a single practice trial. 单一练习试验后程序性运动序列学习的概括。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-10-06 DOI: 10.1038/s41539-023-00194-7

B P Johnson, I Iturrate, R Y Fakhreddine, M Bönstrup, E R Buch, E M Robertson, L G Cohen

{"title":"Generalization of procedural motor sequence learning after a single practice trial.","authors":"B P Johnson, I Iturrate, R Y Fakhreddine, M Bönstrup, E R Buch, E M Robertson, L G Cohen","doi":"10.1038/s41539-023-00194-7","DOIUrl":"10.1038/s41539-023-00194-7","url":null,"abstract":"When humans begin learning new motor skills, they typically display early rapid performance improvements. It is not well understood how knowledge acquired during this early skill learning period generalizes to new, related skills. Here, we addressed this question by investigating factors influencing generalization of early learning from a skill A to a different, but related skill B. Early skill generalization was tested over four experiments (N = 2095). Subjects successively learned two related motor sequence skills (skills A and B) over different practice schedules. Skill A and B sequences shared ordinal (i.e., matching keypress locations), transitional (i.e., ordered keypress pairs), parsing rule (i.e., distinct sequence events like repeated keypresses that can be used as a breakpoint for segmenting the sequence into smaller units) structures, or possessed no structure similarities. Results showed generalization for shared parsing rule structure between skills A and B after only a single 10-second practice trial of skill A. Manipulating the initial practice exposure to skill A (1 to 12 trials) and inter-practice rest interval (0-30 s) between skills A and B had no impact on parsing rule structure generalization. Furthermore, this generalization was not explained by stronger sensorimotor mapping between individual keypress actions and their symbolic representations. In contrast, learning from skill A did not generalize to skill B during early learning when the sequences shared only ordinal or transitional structure features. These results document sequence structure that can be very rapidly generalized during initial learning to facilitate generalization of skill.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"45"},"PeriodicalIF":4.2,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10558563/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41180289","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

Strategies for remediating the impact of math anxiety on high school math performance. 修正数学焦虑对高中数学成绩影响的策略。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-10-02 DOI: 10.1038/s41539-023-00188-5

Rachel G Pizzie, David J M Kraemer

{"title":"Strategies for remediating the impact of math anxiety on high school math performance.","authors":"Rachel G Pizzie, David J M Kraemer","doi":"10.1038/s41539-023-00188-5","DOIUrl":"10.1038/s41539-023-00188-5","url":null,"abstract":"Students with math anxiety experience excessive levels of negative emotion, including intrusive and distracting thoughts, when attempting to learn about math or complete a math assignment. Consequently, math anxiety is associated with maladaptive study skills, such as avoidance of homework and test preparation, creating significant impediments for students to fulfill their potential in math classes. To combat the impact of math anxiety on academic performance, we introduced two classroom-based interventions across two samples of high school math students: one intervention focused on emotion regulation (ER) using cognitive reappraisal, a technique for reframing an anxious situation, and the other intervention encouraged students to improve their study habits. The Study Skills (SS) intervention was associated with increased grades for highly anxious students during the intervention period, whereas the ER intervention was less efficacious in countering anxiety-related decreases in grade performance. The SS intervention encouraged highly math-anxious students to incorporate self-testing and overcome avoidant behaviors, increasing academic performance and ameliorating performance deficits associated with increased anxiety that were observed in both groups prior to intervention, and that persisted in the ER group. Notably, the benefits observed for the SS group extended to the post-intervention quarter, indicating the potential lasting effects of this intervention. These results support the hypothesis that using better study strategies and encouraging more frequent engagement with math resources would help highly-anxious students habituate to their math anxiety and ameliorate the negative effects of anxiety on performance, ultimately increasing their math comprehension and academic achievement.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"44"},"PeriodicalIF":4.2,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10543627/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41174047","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

Author Correction: The association between parental internalizing disorders and child school performance. 作者更正：父母内化障碍与儿童学业成绩之间的关系。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-09-29 DOI: 10.1038/s41539-023-00195-6

Magnus Nordmo, Thomas Kleppestø, Hans Fredrik Sunde, Martin Flatø, Perline Demange, Fartein Ask Torvik

引用次数: 0

The gendered effects of the COVID-19 pandemic on adolescent literacy and schooling outcomes in India. 新冠肺炎疫情对印度青少年识字率和学业成绩的性别影响。

IF 4.2 1区心理学

npj Science of Learning Pub Date : 2023-09-22 DOI: 10.1038/s41539-023-00193-8

Arindam Nandi, Nicole Haberland, Meredith Kozak, Thoại D Ngô

{"title":"The gendered effects of the COVID-19 pandemic on adolescent literacy and schooling outcomes in India.","authors":"Arindam Nandi, Nicole Haberland, Meredith Kozak, Thoại D Ngô","doi":"10.1038/s41539-023-00193-8","DOIUrl":"10.1038/s41539-023-00193-8","url":null,"abstract":"The COVID-19 pandemic disrupted education delivery around the world, with school closures affecting over 1.6 billion students worldwide. In India, schools were closed for over 18 months, affecting 248 million students. This study estimates the effect of the pandemic on adolescent literacy and schooling outcomes in India. We used data from the National Family Health Survey. (NFHS-5) which covered 636,699 households across all districts of India from June 2019 to April 2021. We considered 15-17 year old adolescents who were surveyed after March 2020 as the post-COVID group while those surveyed earlier were included in the pre-COVID group. We used propensity score matching and inverse propensity score weighted regression methods to account for differences in socioeconomic characteristics between the two groups. Rates of literacy (ability to read a complete sentence) were 1.5-1.6% lower among post-COVID girls as compared with similar pre-COVID girls. Among post-COVID girls in the lowest wealth quintile, rates of literacy were 3.1-3.8% lower than similar pre-COVID girls. There was no loss in literacy among post-COVID girls in the highest wealth quintile. COVID-induced loss in literacy among girls was twice in rural areas as compared to urban areas, and substantially higher among socioeconomically disadvantaged caste groups as compared with privileged caste groups. Post-COVID girls also had 0.08-0.1 lower years of schooling completed than similar pre-COVID girls but there was no difference in out-of-school rates. In a smaller subsample of 15-17 year old boys, the post-COVID group had 2% lower out-of-school rates and there was no difference in literacy or years of schooling completed as compared with matched pre-COVID boys. While markers of vulnerability such as residence, caste, and poverty further amplified the risk of learning. loss for girls, they did not have the same effect on boys.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"42"},"PeriodicalIF":4.2,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10516864/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41154018","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

Children perpetuate competence-based inequality when they help peers. 当孩子们帮助同龄人时，他们会使基于能力的不平等现象长期存在。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2023-09-20 DOI: 10.1038/s41539-023-00192-9

Jellie Sierksma

{"title":"Children perpetuate competence-based inequality when they help peers.","authors":"Jellie Sierksma","doi":"10.1038/s41539-023-00192-9","DOIUrl":"10.1038/s41539-023-00192-9","url":null,"abstract":"Exchanges of help between children are common and often have positive consequences. But not all help is equally beneficial, for example because some help does not provide an opportunity to practice and develop skills. Here I examine whether young children might perpetuate competence-based inequality by providing incompetent peers with less opportunity to practice and improve their skills compared to competent peers. Study 1 (N = 253, 6-9 years) shows that young children understand not all help is equally beneficial: Children think that peers who receive empowerment (hints) vs. non-empowerment (correct answers) help can learn more. Study 2 (N = 80) and 3 (N = 41) then assessed children's (7-9 years) actual helping behavior in a lab-based experiment. Through a cover story, participants were introduced to two unknown, same-age children whom they later overheard were either good or not good at solving puzzles (Study 2) or math (Study 3). Subsequently, participants got to help both of them with a puzzle-quiz (Study 2) or a math-quiz (Study 3) by providing either empowerment or non-empowerment when they asked for help. Across both studies, children were more likely to provide empowerment help to competent peers, and non-empowerment help to incompetent peers. This work suggests that when young children perceive differences in competence (e.g., based on stereotypes), they contribute to maintaining the status quo by providing the most vulnerable students, that would profit the most from improving their skills, less opportunity to do so.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"41"},"PeriodicalIF":3.6,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10511518/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41166177","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

Elementary school teachers' perspectives about learning during the COVID-19 pandemic. 新冠肺炎大流行期间小学教师对学习的看法。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2023-09-18 DOI: 10.1038/s41539-023-00191-w

Aymee Alvarez-Rivero, Candice Odgers, Daniel Ansari

{"title":"Elementary school teachers' perspectives about learning during the COVID-19 pandemic.","authors":"Aymee Alvarez-Rivero, Candice Odgers, Daniel Ansari","doi":"10.1038/s41539-023-00191-w","DOIUrl":"10.1038/s41539-023-00191-w","url":null,"abstract":"How did school closures affect student access to education and learning rates during the COVID-19 pandemic? How did teachers adapt to the new instructional contexts? To answer these questions, we distributed an online survey to Elementary School teachers (N = 911) in the United States and Canada at the end of the 2020-2021 school year. Around 85.8% of participants engaged in remote instruction, and nearly half had no previous experience teaching online. Overall, this transition was challenging for most teachers and more than 50% considered they were not as effective in the classroom during remote instruction and reported not being able to deliver all the curriculum expected for their grade. Despite the widespread access to digital technologies in our sample, nearly 65% of teachers observed a drop in class attendance. More than 50% of participants observed a decline in students' academic performance, a growth in the gaps between low and high-performing students, and predicted long-term adverse effects. We also observed consistent effects of SES in teachers' reports. The proportion of teachers reporting a drop in performance increases from 40% in classrooms with high-income students, to more than 70% in classrooms with low-income students. Students in lower-income households were almost twice less likely to have teachers with previous experience teaching online and almost twice less likely to receive support from adults with homeschooling. Overall, our data suggest the effects of the pandemic were not equally distributed.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"8 1","pages":"40"},"PeriodicalIF":3.6,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10507123/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10301978","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