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Need for Cognition, Neuromyths, and Knowledge about the Brain in Aspiring Teachers 有抱负的教师对认知、神经迷思和大脑知识的需求
IF 1.8 4区 教育学
Mind Brain and Education Pub Date : 2024-08-30 DOI: 10.1111/mbe.12426
Eimear Boyle, Fiona Lyddy
{"title":"Need for Cognition, Neuromyths, and Knowledge about the Brain in Aspiring Teachers","authors":"Eimear Boyle, Fiona Lyddy","doi":"10.1111/mbe.12426","DOIUrl":"https://doi.org/10.1111/mbe.12426","url":null,"abstract":"Neuromyths are pervasive misconceptions about the brain and its functioning. They are widely held by the general population, as well as by teachers and by preservice teachers. Need for cognition (NfC) may offer a protective effect against misconceptions. The current study examined endorsement of neuromyths in a sample of aspiring teachers and other students as a function of NfC. In an online survey, participants rated agreement with a range of misconceptions and factual statements about the brain and completed a scale measuring NfC. Results showed that participants correctly rejected two thirds of the misconception statements, but there was a high level of agreement for some neuromyth items. Aspiring teachers performed better on factual statements but not neuromyths compared to those not aspiring to teach. NfC was positively associated with ratings of the factual statements, but not with the misconceptions. The findings suggest that some neuromyths remain pervasive and NfC does not confer protection.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sibling Effects on School Achievement: Evidence From Two Large French Cohorts 兄弟姐妹对学校成绩的影响：来自法国两个大型群体的证据
IF 1.8 4区 教育学
Mind Brain and Education Pub Date : 2024-08-29 DOI: 10.1111/mbe.12427
Lilas Gurgand, Hugo Peyre, Jean Ecalle, Jean‐Paul Fischer, Franck Ramus
{"title":"Sibling Effects on School Achievement: Evidence From Two Large French Cohorts","authors":"Lilas Gurgand, Hugo Peyre, Jean Ecalle, Jean‐Paul Fischer, Franck Ramus","doi":"10.1111/mbe.12427","DOIUrl":"https://doi.org/10.1111/mbe.12427","url":null,"abstract":"We studied the effect of the number and characteristics of siblings (sex, age) on school achievement in several grades (kindergarten, first grade, and fifth grade), in two large French cohorts, with more than 16,000 children. Running linear mixed‐effects models, we find that, independently of socioeconomic status, having more siblings is negatively associated with school achievement. We found a stronger negative association between the number of siblings and the achievement in older compared to younger siblings. This finding is in line with the resource dilution model, where families with more children have fewer resources available per child, but contradicts the confluence model (i.e., a child's intellectual ability is influenced by the average intellectual ability in the family). The negative association between the number of siblings and achievement was moderated by family income, with weaker effects in wealthier families.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evidence, Policy, Education, and Neuroscience—The State of Play in the UK 证据、政策、教育和神经科学--英国的现状
IF 1.8 4区 教育学
Mind Brain and Education Pub Date : 2024-08-06 DOI: 10.1111/mbe.12423
Michael S. C. Thomas, Paul Howard‐Jones, Jeremy Dudman‐Jones, Lucy R. J. Palmer, Astrid E. J. Bowen, Roisin C. Perry
{"title":"Evidence, Policy, Education, and Neuroscience—The State of Play in the UK","authors":"Michael S. C. Thomas, Paul Howard‐Jones, Jeremy Dudman‐Jones, Lucy R. J. Palmer, Astrid E. J. Bowen, Roisin C. Perry","doi":"10.1111/mbe.12423","DOIUrl":"https://doi.org/10.1111/mbe.12423","url":null,"abstract":"In this article, we give an overview of translational educational neuroscience (mind, brain, and education) in the United Kingdom. We consider the state of <jats:italic>translation</jats:italic>, describing respectively the state of the dialogue between researchers and educators, the state of evaluation of approaches to improve educational outcomes, and the state of innovation in research translation. We consider <jats:italic>the teacher perspective</jats:italic>. What do UK teachers think about educational neuroscience and its potential for informing classroom practice, and how do ideas about pedagogical approaches feature among their everyday concerns? We describe the results of a recent survey from a representative sample of over 1,000 UK teachers, and a case study of a UK high school teacher who employs educational neuroscience in his practice and what this entails. Lastly, we consider the <jats:italic>policy perspective</jats:italic> and assess the recent move by the UK government to introduce knowledge of cognitive science into initial and early‐career teacher training.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141949322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Underutilized Techniques and Underrepresented Samples in Educational Neuroscience Research: An Introduction to the Special Issue 教育神经科学研究中未充分利用的技术和代表性不足的样本：特刊简介
IF 1.8 4区 教育学
Mind Brain and Education Pub Date : 2024-08-02 DOI: 10.1111/mbe.12425
Amanda Martinez‐Lincoln, Andrea N. Burgess, Laurie E. Cutting
{"title":"Underutilized Techniques and Underrepresented Samples in Educational Neuroscience Research: An Introduction to the Special Issue","authors":"Amanda Martinez‐Lincoln, Andrea N. Burgess, Laurie E. Cutting","doi":"10.1111/mbe.12425","DOIUrl":"https://doi.org/10.1111/mbe.12425","url":null,"abstract":"As the field of educational neuroscience continues to expand, novel neuroscientific methods are met with both exhilaration and concern. Further, students who experience the greatest educational disparities (e.g., students from diverse linguistic backgrounds) are often the least represented in educational research, calling into question the generalizability of results. The current special issue highlights the importance of the utilization of novel experimental methods and inclusion of underrepresented samples in educational neuroscience. In this introduction to the special issue, we emphasize the importance of these studies in moving the field forward. We also provide a review of the included studies, as well as summarize the implications of these included studies to in the field of educational neuroscience.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Fixation Disparity: A Possible Index of Visuospatial Cognition during Authentic Learning Tasks 定点差距：真实学习任务中视觉空间认知的可能指标
IF 1.8 4区 教育学
Mind Brain and Education Pub Date : 2024-07-26 DOI: 10.1111/mbe.12424
Do Hyong Koh, Zhen Xu, Jiahui Wang, Andrea N. Burgess, Amanda Seccia, Matthew Schneps, Marc Pomplun, Richard Lamb, Andreas Keil, Kara Dawson, Pavlo Antonenko
{"title":"Fixation Disparity: A Possible Index of Visuospatial Cognition during Authentic Learning Tasks","authors":"Do Hyong Koh, Zhen Xu, Jiahui Wang, Andrea N. Burgess, Amanda Seccia, Matthew Schneps, Marc Pomplun, Richard Lamb, Andreas Keil, Kara Dawson, Pavlo Antonenko","doi":"10.1111/mbe.12424","DOIUrl":"https://doi.org/10.1111/mbe.12424","url":null,"abstract":"This article describes a novel method for quantifying fixation disparity and evaluates its role in visuospatial cognition during an authentic learning task, specifically, the determination of molecule chirality in organic chemistry involving mental rotation and pattern comparison. The first study examined the influence of molecular model dimensionality (2D vs. 3D) on chirality determination performance and visual attention of 55 participants. The second study explored how the sustained playing of the tile‐matching game Mahjong, a pattern comparison game, can affect visual attention and visuospatial performance during the chirality determination task of 59 participants. Fixation disparity was one of the eye tracking variables explored. Both studies revealed that (1) individuals with higher fixation disparity underperformed on the chirality task, which involves mental rotation and pattern comparison, and (2) fixation disparity improved over time in participants who played Mahjong. This work provides important implications for using fixation disparity as a possible biomarker of visuospatial performance.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141782383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Education for Sustainability: The Role of Education and Neurosciences 可持续发展教育：教育和神经科学的作用
IF 1.8 4区 教育学
Mind Brain and Education Pub Date : 2024-07-05 DOI: 10.1111/mbe.12422
Patrícia Batista, Pedro Ribeiro, Ana Moreno, Patrícia Oliveira‐Silva
{"title":"Education for Sustainability: The Role of Education and Neurosciences","authors":"Patrícia Batista, Pedro Ribeiro, Ana Moreno, Patrícia Oliveira‐Silva","doi":"10.1111/mbe.12422","DOIUrl":"https://doi.org/10.1111/mbe.12422","url":null,"abstract":"The concept of sustainability has been gaining prominence due to its social, economic, and environmental implications. The urgency surrounding this issue continues to mount as we strive to achieve the Sustainable Development Goals outlined in the 2030 Agenda. To achieve these goals, it is imperative to harness scientific knowledge and innovative educational approaches. Pedagogical approaches can be a powerful ally to behavioral change, playing a decisive role in educating sustainable communities. Concurrently, neuroscientific basis has been used as a relevant tool to foster knowledge on human behavior, namely value attribution and decision‐making. In this work, we emphasize the construction of 1‐day workshops with high school students, focusing on neuro‐based processes underlying sustainable choices. Several innovative pedagogical methods have been employed to encourage the development of critical knowledge and promote the adoption of more sustainable behavior. This article discusses the connection between sustainable consumption and neuroscience, highlighting the vital role of education in shaping the consciousness of responsible citizens. The diversity of educational activities, the stimulation of creativity, and critical thinking cannot only improve the acquisition of concepts but also contribute to the education of citizens who are informed and capable of making responsible and conscious decisions.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141571850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mathematics Presentation Matters: How Superfluous Brackets and Higher‐order Operator Position in Mathematics Can Impact Arithmetic Performance 数学表达很重要：数学中多余的括号和高阶运算符的位置如何影响算术成绩
IF 1.8 4区 教育学
Mind Brain and Education Pub Date : 2024-06-27 DOI: 10.1111/mbe.12421
Alena Egorova, Vy Ngo, Allison S. Liu, Molly Mahoney, Justine Moy, Erin Ottmar
{"title":"Mathematics Presentation Matters: How Superfluous Brackets and Higher‐order Operator Position in Mathematics Can Impact Arithmetic Performance","authors":"Alena Egorova, Vy Ngo, Allison S. Liu, Molly Mahoney, Justine Moy, Erin Ottmar","doi":"10.1111/mbe.12421","DOIUrl":"https://doi.org/10.1111/mbe.12421","url":null,"abstract":"Perceptual learning theory suggests that perceptual grouping in mathematical expressions can direct students' attention toward specific parts of problems, thus impacting their mathematical reasoning. Using in‐lab eye tracking and a sample of 85 undergraduates from a STEM‐focused university, we investigated how higher‐order operator position (HOO; i.e., multiplication/division operators and the presence of superfluous brackets impacted students' time to first fixation to the HOO, response time, and percent of correct responses). Students solved order‐of‐operations problems presented in six ways (3 HOO positions × presence of brackets). We found that HOO position and presence of superfluous brackets had separate and combined impacts on calculating arithmetic expressions. Superfluous brackets most influenced undergraduates' performance when higher‐order operators were located in the center of mathematical expressions. Implications for learning and future directions are discussed about observing eye movements and gaining insights into students' processes when solving arithmetic expressions.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Involving Young Learners in Mind, Brain and Education Research 让青少年学生参与心智、大脑和教育研究
IF 1.8 4区 教育学
Mind Brain and Education Pub Date : 2024-05-07 DOI: 10.1111/mbe.12413
Jessica Massonnié, Tracey Tokuhama‐Espinosa, Liory Fern‐Pollak
{"title":"Involving Young Learners in Mind, Brain and Education Research","authors":"Jessica Massonnié, Tracey Tokuhama‐Espinosa, Liory Fern‐Pollak","doi":"10.1111/mbe.12413","DOIUrl":"https://doi.org/10.1111/mbe.12413","url":null,"abstract":"For two decades, the field of Mind, Brain and Education (MBE) has shed light on learning mechanisms. However, the direct involvement of young learners in the design and creation of research projects, while steadily emerging, is still rare. More researchers are beginning to see the benefits of co‐construction of not only research questions but also experimental design and analysis based on young learners' ideas. Recognizing that learning is inseparable from social relationships and well‐being, the papers in this special issue respond to two main questions: (1) <jats:italic>Why co‐production?</jats:italic> (2) <jats:italic>How is co‐production achieved?</jats:italic> We hope that this special issue will invite discussions about the different domains within MBE research in which learners' input and collaboration can be valuable. We invite readers to take into consideration the diversity of methods which are represented in this special issue to engage young learners and collect their perspectives.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140933429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Impacts of Involving Young Learners in Mind, Brain, and Education Research 让青少年学生参与心智、大脑和教育研究的影响
IF 1.8 4区 教育学
Mind Brain and Education Pub Date : 2024-05-06 DOI: 10.1111/mbe.12412
Radhika S. Gosavi, Elizabeth Y. Toomarian
{"title":"Impacts of Involving Young Learners in Mind, Brain, and Education Research","authors":"Radhika S. Gosavi, Elizabeth Y. Toomarian","doi":"10.1111/mbe.12412","DOIUrl":"https://doi.org/10.1111/mbe.12412","url":null,"abstract":"As the field of Mind, Brain, and Education (MBE) continues to grow, MBE researchers have begun expanding the scope of their investigations and approaches. One such development is the establishment of collaborative partnership with young learners, both to inform research practices and to develop student‐researchers. We explore how middle school students (ages 12 to 14 years) engage in MBE research through an assistantship program, initiated through a unique research‐practice partnership that embeds MBE researchers and an electrophysiology laboratory into a school. In this program, student‐researchers learn about experimental methods, assist with university research protocols, and drive independent projects. Here, we detail this program and report on its impact from both the teacher and student‐researcher perspectives. Overall, we find that daily involvement in scientific research aids the holistic development of student‐researchers by fostering academic and nonacademic skills that may transcend formal learning environments.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Neural Activation during Phonological Processing in Primary‐School Children with Limited Reading Experience: Insights from Rural Côte d'Ivoire 阅读经验有限的小学生在语音加工过程中的神经激活：来自科特迪瓦农村的启示
IF 1.8 4区 教育学
Mind Brain and Education Pub Date : 2024-04-26 DOI: 10.1111/mbe.12411
Kaja K. Jasińska, Shakhlo Nematova, Henry Brice, Xinyi Yang
{"title":"Neural Activation during Phonological Processing in Primary‐School Children with Limited Reading Experience: Insights from Rural Côte d'Ivoire","authors":"Kaja K. Jasińska, Shakhlo Nematova, Henry Brice, Xinyi Yang","doi":"10.1111/mbe.12411","DOIUrl":"https://doi.org/10.1111/mbe.12411","url":null,"abstract":"Phonological awareness (PA) is an important predictor and outcome of reading. Yet, little is known about the reciprocal relation between PA and reading across development without consistent reading experience (e.g., as a result of limited access to quality education and late enrolment in school). We tested the hypothesis that variable reading experience in childhood influences neural activation in regions involved in language and reading processing—left frontal and temporoparietal cortex. Sixty‐nine primary‐school children (<jats:italic>M</jats:italic><jats:sub>age</jats:sub> = 10.4) from rural low‐literacy communities in Côte d'Ivoire completed a PA task while undergoing functional near‐infrared spectroscopy neuroimaging (fNIRS) neuroimaging and a reading battery. We observed differences in left inferior frontal and bilateral temporoparietal activation for younger versus older children with similar reading skills, suggesting neural activations for phonological processing depends on the age when children have reading experience. Without consistent access to quality education, children may miss out on reciprocal interactions between phonological processing and reading shaping language processing in the brain.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140806310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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