Mind Brain and Education最新文献

{"title":"Impact of the Metacognitive Educational Program Cogni'Scol on the Academic Success of Middle School Students","authors":"Pauline Allix, Amélie Lubin, Céline Lanoë, Arnaud Mortier, Sandrine Rossi","doi":"10.1111/mbe.12398","DOIUrl":"https://doi.org/10.1111/mbe.12398","url":null,"abstract":"What can be done to promote the academic success of learners? More than a question, it is a major challenge of our time. In this perspective, metacognition seems to be a way to empower learners to take ownership of their academic success. Considering the recommendations established in the literature, we co-constructed with teachers a metacognitive educational program, called Cogni'Scol, based on brain functioning in learning. Its benefits were determined through a longitudinal study focusing on the academic success of French students. We followed sixth grade students over a two-year period who either benefited or not from a weekly session of the Cogni'Scol program. Results showed a significant effect on students' knowledge and representations of brain functioning but not on the students' academic performances mediated by improvements in their metacognition. We conclude with pragmatic reflections for researchers and educational professionals interested in the implementation of educational programs based on brain functioning in learning.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"101 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496890","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}

{"title":"Exploring How Teachers' Scientific Questions Differ by Child Gender in a Preschool Classroom","authors":"Sona C. Kumar, Amanda S. Haber, Kathleen H. Corriveau","doi":"10.1111/mbe.12400","DOIUrl":"https://doi.org/10.1111/mbe.12400","url":null,"abstract":"The current study explores differences in messages that preschool teachers send girls and boys about science, technology, engineering, and math (STEM). Video footage of a preschool classroom (16 hr; <i>N</i> = 6 teachers; 20 children) was transcribed. Teachers' questions were coded for question-type and whether the question was directed to a boy or a girl. Teachers directed significantly more scientific questions to boys than to girls. However, boys spent more time than girls in the science areas of the classroom and teachers directed questions to boys and girls at similar rates. These findings highlight how as early as the preschool years, girls and boys may receive different messages about how to approach science.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"206 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139373732","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}

{"title":"The Implementation of Mindfulness in Early Childhood: Diversity in the Uses and Functions of Mindfulness and What This may Mean for Children's Well-being","authors":"Celeste Duff","doi":"10.1111/mbe.12399","DOIUrl":"https://doi.org/10.1111/mbe.12399","url":null,"abstract":"The growth of mindfulness is a global trend; however, the implementation of mindfulness practices in early childhood is a nascent phenomenon. There is a scarcity of research conducted for the purpose of understanding the implementation of mindfulness in early childhood. This study is, therefore, concerned with the functionality of mindfulness in early childhood within clinical and educational contexts. Using a qualitative design, 24 children aged four to five participated in focus groups, and eight primary school teachers and six clinicians participated in semi-structured interviews. Data were analyzed using inductive thematic analysis. Five diverse uses and functions of mindfulness were identified: social and emotional skills development, behavioral and emotional regulation, the recognition and awareness of emotional health and well-being, the promotion of resilience, and contributing to long-term outcomes for children. These findings contribute toward the interdisciplinary knowledge and research base for child well-being practices and the diversity in the use and functionality of mindfulness.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"3 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374096","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}

{"title":"Common Content, Philosophy, and Programming Support Thriving Collaborations Between Cognitive Science Labs and Museums","authors":"Moira R. Dillon, Cindy R. Lawrence","doi":"10.1111/mbe.12397","DOIUrl":"https://doi.org/10.1111/mbe.12397","url":null,"abstract":"University research labs focusing on education, psychology, and cognitive development have been collaborating with museums more and more over the past decade. Nevertheless, cognitive science labs that primarily engage in basic as opposed to applied research may find it difficult to entice museums to collaborate, and existing collaborations may fall short of their full potential to garner benefits to labs and museums alike. Here, we focus on a kind of lab and museum collaboration that has common content, philosophy, and programming and impacts both scientific theory development and museum practice. By illustrating one example of a collaboration between the Lab for the Developing Mind at New York University and the National Museum of Mathematics in New York City, we offer practical tips and suggestions for other cognitive science labs aiming to achieve strong lab-museum synergy.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"173 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683278","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}

{"title":"Exploring the Interplay of Age and Pedagogy in the Maturation of Error-Monitoring","authors":"Solange Denervaud, David A. Tovar, Jean-François Knebel, Emeline Mullier, Yasser Alemán- Gómez, Patric Hagmann, Micah M. Murray","doi":"10.1111/mbe.12395","DOIUrl":"https://doi.org/10.1111/mbe.12395","url":null,"abstract":"Error-monitoring is a crucial cognitive process that enables us to adapt to the constantly changing environment. The anterior cingulate cortex (ACC) plays a vital role in error-monitoring, and its prolonged maturation suggests that it can be influenced by experience-dependent plasticity. To explore this possibility, we collected morphometric magnetic resonance imaging (MRI) measures of the ACC and error-related response-locked event-related potentials (ERPs) in 26 schoolchildren, aged 6–12 years, enrolled in either a Montessori or a traditional curriculum in Switzerland. We show that the caudal ACC undergoes significant morphometric changes during this developmental age range that seem related to error detection ERP activity. Furthermore, we observed differences in source localization activity related to error detection within the caudal ACC between Montessori and traditionally-schooled children, indicating a potential difference in the development of error-monitoring in these groups. Our study provides preliminary evidence for a potential window of opportunity to influence error-monitoring during development and calls for more work in that direction.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"14 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517251","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}

{"title":"Evaluation of a School-Based Attention Training Program for Improving Sustained Attention","authors":"Eadaoin J. Slattery, Patrick Ryan, Donal G. Fortune, Laura P. McAvinue","doi":"10.1111/mbe.12396","DOIUrl":"https://doi.org/10.1111/mbe.12396","url":null,"abstract":"This study evaluated the impact of a theory-driven cognitive attention training program, <i>Keeping Score!</i>, in improving students' sustained attention capacity. Training was based on sustained updating. Students engaged this process by mentally keeping score during an interactive game of table tennis without external aids. Students (9–11 years) were assigned to a 6-week training program (<i>n</i> = 18) or an active control (<i>n</i> = 18). Assessments of sustained attention/working memory and parent ratings of executive function were completed at pretraining, post-training, and 6-week follow-up. We found no evidence to support the efficacy of training (i.e., there was no statistically significant time × group interaction effects for any outcome). Overall, these findings add to the mixed body of literature supporting the efficacy of cognitive attention training for improving children's attentional capacity. One possibility for why the training program was unsuccessful is perhaps that cognitive attention training may not be sufficient for enhancing sustained attention.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"25 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496783","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}

{"title":"Executive Functions and Reading: Implications for Neuroscience, Assessment, and Intervention—Introduction to the Special Issue","authors":"Astrid Pohl Zuckerman, Laurie E. Cutting, Peggy McCardle","doi":"10.1111/mbe.12394","DOIUrl":"https://doi.org/10.1111/mbe.12394","url":null,"abstract":"This special issue of Mind, Brain and Education focuses on executive functions and reading with research papers and commentaries from neuroscience and educational contexts. This special issue is the result of a five-day think-tank research symposium sponsored by The Dyslexia Foundation (TDF) that was focused on how executive function is related to reading development and disorders, and what type of additional research is needed in this area. The symposium was infused with rich discussion of the work of the authors and their research teams, along with a select group of researchers and educators who also discussed and challenged the ideas presented. We share with you in this special issue the content of those presentations enriched by the discussions from that week of collaborative debates and idea generation. The genesis of the focus of the symposium grew out of the scientific community's increasing interest over the past few decades in the role of executive functioning (EF) in academic performance. While EF has been shown to be linked to reading and other academic outcomes in a variety of ways (Spiegel, Goodrich, Morris, Osborne, & Lonigan, 2021), many questions remain unanswered. Specifically, despite EF's role in academic performance, there are two significant paradoxes. First, even though preschool/kindergarten EF predicts later reading and math outcomes, on the whole, EF has not been found to be a substantive baseline predictor of school-age responsiveness to intervention for those with reading difficulties after other known predictors are taken into account (Burns et al., 2016; Stuebing et al., 2015). Second, direct EF training, most commonly working memory training, has largely been shown to be unsuccessful in transferring to improved academic outcomes although direct EF training does improve the specifically targeted EF skill, suggesting that it has malleability (Melby-Lervåg & Hulme, 2013; Melby-Lervåg, Redick, & Hulme, 2016). Given the broad impact of EF, and the fact that it has been hypothesized to serve as a protective factor for vulnerable biological systems, understanding its linkages to reading disorders is of high interest (Diamond, 2013. This special issue brings together researchers from cognitive neuroscience, cognitive science, psychology, and education to tackle some of these complex issues in EF. It is our hope that the ideas presented in this issue will facilitate research in the area of EF and reading, to support and enhance the bridge between research and practice in order to ameliorate reading disorders and improve reading instruction. A key goal of this issue is to lay out research questions and directions to address these questions, based on what is known and what current research is investigating. This combined understanding should enable us to move forward in better defining the construct of EF and its role in instruction and intervention, especially for students with reading disorders/dyslexia. The first half of thi","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"40 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282057","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}

{"title":"Comorbidity Between Reading Disability and Attention‐Deficit/Hyperactivity Disorder in a Community Sample: Implications for Academic, Social, and Neuropsychological Functioning","authors":"Erik G. Willcutt, Stephen A. Petrill","doi":"10.1111/mbe.12393","DOIUrl":"https://doi.org/10.1111/mbe.12393","url":null,"abstract":"Abstract To better understand the implications of comorbidity between reading disability (RD) and attention‐deficit/hyperactivity disorder (ADHD), a sample of 225 participants with RD but without ADHD, 139 participants with both RD and ADHD, and 1,502 children without reading or attentional difficulties was recruited through five large public school districts. In comparison to the group without RD or ADHD, both groups with RD exhibited elevations of comorbid internalizing and externalizing disorders and significant global, academic, and social impairment. However, the group with both RD and ADHD was most impaired on most measures, and analyses of neuropsychological measures indicate that the co‐occurrence of RD and ADHD may be due at least in part to weaknesses in cognitive processing speed and working memory that are most severe in the comorbid group. These results indicate that psychoeducational assessments of RD should always screen for ADHD and other emotional and behavioral difficulties, and that when RD and ADHD co‐occur interventions are likely to be needed for both disorders.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"190 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871083","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}

{"title":"Pupil Dilation as an Index of Examinee's Cognitive Load in Answering a Mathematics Question: A Comparison Study of Different Approaches","authors":"Tzu‐Hua Wang, Chien‐Hui Kao","doi":"10.1111/mbe.12388","DOIUrl":"https://doi.org/10.1111/mbe.12388","url":null,"abstract":"ABSTRACT Studies have demonstrated that task‐evoked pupillary responses (TEPRs) can be adopted to measure the examinee's cognitive load. This study compared three approaches for the measurement of TEPRs, mean pupil diameter, mean pupil dilation, and mean percentage of pupil dilation, to determine the best‐fit measuring method. The valid participants of this study were eight sixth‐grade elementary students. The experimental materials used were two mathematics questions with differing difficulty. The generalized estimating equation (GEE) was employed to compare the goodness of fit of each approach. The results revealed that the measurement of TEPRs based on the mean percentage of pupil dilation measured every 4 s provided the best fit.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"42 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909248","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}

{"title":"The Science of Microteaching and Learning: An Exploratory Study","authors":"Paul Howard‐Jones, Annabel Scott, Carolina Gordillo","doi":"10.1111/mbe.12389","DOIUrl":"https://doi.org/10.1111/mbe.12389","url":null,"abstract":"ABSTRACT The teaching‐learning relationship in online microteaching was explored using mixed methods. Adults ( N = 40) alternated roles of “teacher” and “student” during a 15‐min language learning session. Video analysis using a context‐specific framework based on the science of learning revealed diversity in teaching approaches. Multiple regression revealed teaching behaviors that had been reasoned to build and consolidate knowledge contributed to learning but behaviors that had been reasoned to engage the student appeared to have a negative impact. No relationship was found between learning and participants' teaching experience (which was chiefly teaching second languages to children). Results demonstrate the complexity of teaching and its irreducibility to a set of prescriptive behaviors. They also suggest that a process‐based context‐specific analysis of online microteaching can provide a “bridging” tool for researchers and practitioners to address fundamental questions about teaching and so develop a “science of teaching”.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113963","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}