Mind Brain and Education最新文献

{"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":"Socioeconomic Status and Reading Development: Moving from \"Deficit\" to \"Adaptation\" in Neurobiological Models of Experience-Dependent Learning.","authors":"Ellie K Taylor, Gavkhar Abdurokhmonova, Rachel R Romeo","doi":"10.1111/mbe.12351","DOIUrl":"10.1111/mbe.12351","url":null,"abstract":"<p><p>Childhood socioeconomic status (SES) is one of the strongest predictors of student reading outcomes, and these disparities have persisted for decades. Relatedly, two underlying skills that are required for successful reading-oral language and executive function (EF)-are also the two neurocognitive domains most affected by SES. In this review, we summarize current knowledge on how SES influences the neurobiology of language, EF, and their intersection, including the proximal factors that drive these relationships. We then consider the burgeoning evidence that SES systematically moderates certain brain-behavior relationships for language and EF, underscoring the importance of considering context in investigations of the neurobiological underpinnings of reading development. Finally, we discuss how disparities in reading may be conceptualized as neurobiological adaptations to adversity rather than deficit models. We conclude by suggesting that by harnessing children's stress-adapted relative strengths to support reading development, we may address opportunity gaps both ethically and efficaciously.</p>","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10750966/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44094442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Brain's Control Networks in Reading: Insights From Cross-Task Studies of Youth.","authors":"Jessica A Church","doi":"10.1111/mbe.12372","DOIUrl":"10.1111/mbe.12372","url":null,"abstract":"<p><p>Humans engage multiple brain systems to read successfully, including using regions important for vision, language, and control. Control refers to the set of executive processes in the brain that guide moment-to-moment behavior in service of our goals. There is a growing appreciation for the role of the brain's control system in reading comprehension, in reading skill change over time, and in those who have difficulty with the reading process. One way to understand the brain's control engagement in reading may be to study control engagement across multiple tasks in order to study consistencies, or cross-task similarities, relative to reading-specific variations. In this commentary, I briefly summarize some of our recent work studying the brain's control networks across different tasks (e.g., when reading, or doing different executive function tasks). I then review our findings of when control activation does or does not relate to measures of reading ability, and reading growth over time. The utility of cross-task comparisons in neuroimaging is noted, as well as the need to better understand multiple sources of heterogeneity in our developmental samples. I end by discussing a few of the many future directions for further study of the brain with regard to the brain's control processing and academic achievement.</p>","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11091959/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47163636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Environmental Chemicals in the Etiology of Learning Difficulties: A Novel Theoretical Framework.","authors":"Amy E Margolis, Paige Greenwood, Alex Dranovsky, Virginia Rauh","doi":"10.1111/mbe.12354","DOIUrl":"10.1111/mbe.12354","url":null,"abstract":"<p><p>Children from economically disadvantaged communities have a disproportionate risk of exposure to chemicals, social stress, and learning difficulties. Although animal models and epidemiologic studies link exposures and neurodevelopment, little focus has been paid to academic outcomes in environmental health studies. Similarly, in the educational literature, environmental <i>chemical</i> exposures are overlooked as potential etiologic factors in learning difficulties. We propose <i>a theoretical framework for the etiology of learning difficulties that focuses on these understudied exogenous factors</i>. We discuss findings from animal models and longitudinal, prospective birth cohort studies that support this theoretical framework. Studies reviewed point to the effects of prenatal exposure to polycyclic aromatic hydrocarbons on reading comprehension and math skills via effects on inhibitory control processes. Long term, this work will help <i>close the achievement gap in the United States</i> by identifying behavioral and neural pathways from prenatal exposures to learning difficulties in children from economically disadvantaged families.</p>","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10881209/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42457232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Framing Executive Function as a Construct and its Relation to Academic Achievement.","authors":"Paul T Cirino","doi":"10.1111/mbe.12360","DOIUrl":"10.1111/mbe.12360","url":null,"abstract":"<p><p>The goal of this work is to provide a framework for understanding the relationship of executive function (EF) to reading and other academic achievement to promote future work in this area. After briefly reviewing extant theoretical and empirical support about what is known in this area, we then more deeply evaluate the construct of EF itself. This is necessary because EF means any number of things to any number of individuals, scientists included. Review of several pertinent conceptualizations of EF, including our own, reveals agreement that EF is domain general (although the meaning of domain generality is varied); additional commonalities include a focus on control/management and goal direction. However, there is less agreement on whether EF is singular or plural, or whether EF is one or more \"thing(s)\" versus process(es). These alternatives are discussed with a focus on the implications for understanding the role of EF for important functional outcomes.</p>","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10715739/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44067680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","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":null,"pages":null},"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":null,"pages":null},"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}