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Marji M, Schwartz C, Nguyen T, Kupfer AS, Blais C, Restrepo MA, Glenberg AM. Learning to Listen: Changes in Children's Brain Activity Following a Listening Comprehension Intervention. Behav Sci (Basel) 2024; 14:585. [PMID: 39062408 PMCID: PMC11273652 DOI: 10.3390/bs14070585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2024] [Revised: 06/24/2024] [Accepted: 07/03/2024] [Indexed: 07/28/2024] Open
Abstract
"Are you LISTENING?" may be one of the most frequent questions preschoolers hear from their parents and teachers, but can children be taught to listen carefully-and thus better comprehend language-and if so, what changes occur in their brains? Twenty-seven four- and five-year-old children were taught a language simulation strategy to use while listening to stories: first, they practiced moving graphics on an iPad to correspond to the story actions, and then they practiced imagining the movements. Compared to a control condition, children in the intervention answered comprehension questions more accurately when imagining moving the graphics and on a measure of transfer using a new story without any instruction and with only immovable graphics. Importantly, for children in the intervention, the change in comprehension from the first to the sixth day was strongly correlated with changes in EEG mu and alpha desynchronization, suggesting changes in motor and visual processing following the intervention. Thus, the data are consistent with our hypothesis that a language simulation listening comprehension intervention can improve children's listening comprehension by teaching children to align visual and motor processing with language comprehension.
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Affiliation(s)
- Michelle Marji
- Department of Psychology, Arizona State University, 950 S. McAllister Ave, Tempe, AZ 85287, USA; (M.M.); (C.S.); (T.N.); (A.S.K.); (C.B.)
- Department of Psychology, University of Wisconsin-Madison, 1202 W Johnson St, Madison, WI 53706, USA
| | - Cody Schwartz
- Department of Psychology, Arizona State University, 950 S. McAllister Ave, Tempe, AZ 85287, USA; (M.M.); (C.S.); (T.N.); (A.S.K.); (C.B.)
| | - Tri Nguyen
- Department of Psychology, Arizona State University, 950 S. McAllister Ave, Tempe, AZ 85287, USA; (M.M.); (C.S.); (T.N.); (A.S.K.); (C.B.)
| | - Anne S. Kupfer
- Department of Psychology, Arizona State University, 950 S. McAllister Ave, Tempe, AZ 85287, USA; (M.M.); (C.S.); (T.N.); (A.S.K.); (C.B.)
| | - Chris Blais
- Department of Psychology, Arizona State University, 950 S. McAllister Ave, Tempe, AZ 85287, USA; (M.M.); (C.S.); (T.N.); (A.S.K.); (C.B.)
| | - Maria Adelaida Restrepo
- Department of Communication Sciences and Disorders, University of South Florida, 4202 E. Fowler Ave, Tampa, FL 33620, USA;
| | - Arthur M. Glenberg
- Department of Psychology, Arizona State University, 950 S. McAllister Ave, Tempe, AZ 85287, USA; (M.M.); (C.S.); (T.N.); (A.S.K.); (C.B.)
- Department of Psychology, University of Wisconsin-Madison, 1202 W Johnson St, Madison, WI 53706, USA
- INICO, Facultad de Psicología, Universidad de Salamanca, Avda. de la Merced, 109-131, 37005 Salamanca, Spain
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Zhang Y, Han X, Ge X, Xu T, Wang Y, Mu J, Liu F. Modular brain network in volitional eyes closing: enhanced integration with a marked impact on hubs. Cereb Cortex 2024; 34:bhad464. [PMID: 38044477 DOI: 10.1093/cercor/bhad464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Revised: 11/12/2023] [Accepted: 11/13/2023] [Indexed: 12/05/2023] Open
Abstract
Volitional eyes closing would shift brain's information processing modes from the "exteroceptive" to "interoceptive" state. This transition induced by the eyes closing is underpinned by a large-scale reconfiguration of brain network, which is still not fully comprehended. Here, we investigated the eyes-closing-relevant network reconfiguration by examining the functional integration among intrinsic modules. Our investigation utilized a publicly available dataset with 48 subjects being scanned in both eyes closed and eyes open conditions. It was found that the modular integration was significantly enhanced during the eyes closing, including lower modularity index, higher participation coefficient, less provincial hubs, and more connector hubs. Moreover, the eyes-closing-enhanced integration was particularly noticeable in the hubs of network, mainly located in the default-mode network. Finally, the hub-dominant modular enhancement was positively correlated to the eyes-closing-reduced entropy of BOLD signal, suggesting a close connection to the diminished consciousness of individuals. Collectively, our findings strongly suggested that the enhanced modular integration with substantially reorganized hubs characterized the large-scale cortical underpinning of the volitional eyes closing.
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Affiliation(s)
- Yi Zhang
- State Key Laboratory of Modern Optical Instrumentation, College of Optical Science and Engineering, Zhejiang University, Hangzhou 310027, China
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou 310027, China
| | - Xiao Han
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou 310027, China
| | - Xuelian Ge
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou 310027, China
| | - Tianyong Xu
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou 310027, China
| | - Yanjie Wang
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou 310027, China
| | - Jiali Mu
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou 310027, China
| | - Fan Liu
- Bio-X Laboratory, Department of Physics, Zhejiang University, Hangzhou 310027, China
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Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09738-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
AbstractAccording to cognitive load theory, learning can only be successful when instructional materials and procedures are designed in accordance with human cognitive architecture. In this context, one of the biggest challenges is the accurate measurement of the different cognitive load types as these are associated with various activities during learning. Building on psychometric limitations of currently available questionnaires, a new instrument for measuring the three types of cognitive load—intrinsic, extraneous, and germane cognitive load—is developed and validated relying on a set of five empirical studies. In Study 1, a principal component analysis revealed a three-component model which was subsequently confirmed using a confirmatory factor analysis (Study 2). Finally, across three experiments (Studies 3–5), the questionnaire was shown to be sensitive to changes in cognitive load supporting its predictive validity. The quality of the cognitive load questionnaire was underlined by satisfactory internal consistencies across all studies. In sum, the proposed questionnaire can be used in experimental settings to measure the different types of cognitive load in a valid and reliable manner. The construction and validation process of the questionnaire has also shown that the construct germane cognitive load remains controversial concerning its measurement and theoretical embedding in cognitive load theory.
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Galbraith F, Ginns P. Does the size of tracing actions affect learning outcomes? EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2023. [DOI: 10.1080/20590776.2022.2161879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Affiliation(s)
- Felicity Galbraith
- Sydney School of Education and Social Work, The University of Sydney, Sydney, NSW, Australia
| | - Paul Ginns
- Sydney School of Education and Social Work, The University of Sydney, Sydney, NSW, Australia
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Effects of mouse pointing on learning from labeled and unlabeled split-attention materials: An eye-tracking study. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2023.107673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
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Lespiau F, Tricot A. Using Primary Knowledge in Unpopular Statistics Exercises. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09699-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Ma S, Jin G. The relationship between different types of co-speech gestures and L2 speech performance. Front Psychol 2022; 13:941114. [PMID: 36051215 PMCID: PMC9424915 DOI: 10.3389/fpsyg.2022.941114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 07/15/2022] [Indexed: 11/13/2022] Open
Abstract
Co-speech gestures are closely connected to speech, but little attention has been paid to the associations between gesture and L2 speech performance. This study explored the associations between four types of co-speech gestures (namely, iconics, metaphorics, deictics, and beats) and the meaning, form, and discourse dimensions of L2 speech performance. Gesture and speech data were collected by asking 61 lower-intermediate English learners whose first language is Chinese to retell a cartoon clip. Results showed that all the four types of co-speech gestures had positive associations with meaning and discourse L2 speech measures but no association with form-related speech measures, except the positive association between metaphorics and the percentage of error-free clauses. The findings suggest that co-speech gestures may have a tighter connection with meaning construction in producing L2 speech.
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Affiliation(s)
- Sai Ma
- Department of English Education, College of Foreign Languages, Capital Normal University, Beijing, China
- Sai Ma
| | - Guangsa Jin
- Department of Linguistics, School of International Studies, University of International Business and Economics, Beijing, China
- *Correspondence: Guangsa Jin
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A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09683-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Abstract
For more than three decades, cognitive load theory has been addressing learning from a cognitive perspective. Based on this instructional theory, design recommendations and principles have been derived to manage the load on working memory while learning. The increasing attention paid to cognitive load theory in educational science quickly culminated in the need to measure its types of cognitive load — intrinsic, extraneous, and germane cognitive load which additively contribute to the overall load. In this meta-analysis, four frequently used cognitive load questionnaires were examined concerning their reliability (internal consistency) and validity (construct validity and criterion validity). Results revealed that the internal consistency of the subjective cognitive load questionnaires can be considered satisfactory across all four questionnaires. Moreover, moderator analyses showed that reliability estimates of the cognitive load questionnaires did not differ between educational settings, domains of the instructional materials, presentation modes, or number of scale points. Correlations among the cognitive load types partially contradict theory-based assumptions, whereas correlations with learning-related variables support assumptions derived from cognitive load theory. In particular, results seem to support the three-factor model consisting of intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. Results are discussed in relation to current trends in cognitive load theory and recommendations for the future use of cognitive load questionnaires in experimental research are suggested.
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Zuo G, Lin L. Engaging learners by tracing and summarizing in a computer‐based environment. APPLIED COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1002/acp.3928] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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