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Hoferichter F, Raufelder D. Mind, brain and education-Neuromechanisms during child development. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38886131 DOI: 10.1111/bjep.12702] [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: 05/28/2024] [Revised: 06/03/2024] [Accepted: 06/06/2024] [Indexed: 06/20/2024]
Abstract
BACKGROUND AND AIMS Educational neuroscience has emerged as an interdisciplinary field aimed at elucidating the neurobiological underpinnings of learning and educational outcomes. By synthesizing findings from diverse research endeavours, this Editorial aims to delineate the intricate interplay between neural processes and educational experiences, shedding light on the factors that shape cognitive development and learning trajectories in children. RESULTS This Editorial highlights significant advancements, spanning investigations into neural mechanisms, cognitive development and educational interventions on the basis of four exemplary topics and their effects on academic learning and achievement: student's academic self-concept, (cyber-)bullying, reading skills/dyslexia and a growth mindset intervention. Summaries of the four empirical contributions in this special issue are presented and discussed in relation to how they provide insight into the dynamic interplay between neural mechanisms and environmental influences, underscoring the role of early experiences in sculpting brain development and shaping educational outcomes. Furthermore, the integration of neuroscientific techniques (e.g., fMRI, eye-tracking) with educational research methodologies has provided novel insights into the neural correlates of learning processes, executive functions and socio-emotional development during childhood. CONCLUSIONS In conclusion, the pivotal role of Educational Neuroscience in bridging the gap between neuroscience and education is highlighted. By elucidating the neurobiological foundations of learning, this interdisciplinary field offers valuable insights for informing evidence-based educational practices and interventions tailored to individual learning profiles. Moving forward, continued collaboration between researchers, educators and policymakers is essential to harnessing the full potential of Educational Neuroscience in promoting cognitive growth and academic success across diverse learner populations.
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Affiliation(s)
- Frances Hoferichter
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
| | - Diana Raufelder
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
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Brun C, Boraud T, Gonon F. The neoliberal leaning of the neuroscience discourse when it deals with mental health and learning disorders. Neurobiol Dis 2024; 199:106544. [PMID: 38823458 DOI: 10.1016/j.nbd.2024.106544] [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: 04/09/2024] [Revised: 05/28/2024] [Accepted: 05/29/2024] [Indexed: 06/03/2024] Open
Abstract
Neuroscience attracted increasing attention in mass media during the last decades. Indeed, neuroscience advances raise high expectations in society concerning major societal issues such as mental health and learning difficulties. Unfortunately, according to leading experts, neuroscience advances have not yet benefited patients, students and socially deprived families. Yet, neuroscience findings are widely overstated and misrepresented in the media. Academic studies, briefly described here, showed that most data misrepresentations were already present in the neuroscience literature before spreading in mass media. This triumphalist neuroscience discourse reinforces a neuro-essentialist conception of mental disorders and of learning difficulties. By emphasizing brain plasticity, this discourse fuels the neoliberal ethics that overvalue autonomy, rationality, flexibility and individual responsibility. According to this unrealistic rhetoric, neuroscience-based techniques will soon bring inexpensive private solutions to enduring social problems. When considering the social consequences of this rhetoric, neuroscientists should refrain from overstating the interpretation of their observations in their scientific publications and in their exchanges with journalists.
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Affiliation(s)
- Cédric Brun
- Institute of Neurodegenerative Diseases, University of Bordeaux, CNRS UMR 5293, 33000 Bordeaux, France
| | - Thomas Boraud
- Institute of Neurodegenerative Diseases, University of Bordeaux, CNRS UMR 5293, 33000 Bordeaux, France
| | - François Gonon
- Institute of Neurodegenerative Diseases, University of Bordeaux, CNRS UMR 5293, 33000 Bordeaux, France.
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Scher MS, Agarwal S, Venkatesen C. Clinical decisions in fetal-neonatal neurology I. reproductive and pregnancy health influence the neural exposome over multiple generations. Semin Fetal Neonatal Med 2024:101521. [PMID: 38658296 DOI: 10.1016/j.siny.2024.101521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/26/2024]
Abstract
Interdisciplinary fetal neonatal neurology (FNN) training requires integration of reproductive health factors into evaluations of the maternal-placental-fetal (MPF) triad, neonate, and child over the first 1000 days. Serial events that occur before one or multiple pregnancies impact successive generations. A maternal-child dyad history highlights this continuity of health risk, beginning with a maternal grandmother's pregnancy. Her daughter was born preterm and later experienced polycystic ovarian syndrome further complicated by cognitive and mental health disorders. Medical problems during her pregnancy contributed to MPF triad diseases that resulted in her son's extreme prematurity. Postpartum maternal death from the complications of diabetic ketoacidosis and her child's severe global neurodevelopmental delay were adverse mother-child outcomes. A horizontal/vertical diagnostic approach to reach shared clinical decisions during FNN training requires perspectives of a dynamic neural exposome. Career-long learning is then strengthened by continued interactions from al stakeholders. Developmental origins theory applied to neuroplasticity principles help interpret phenotypic expressions as dynamic gene-environment interactions across a person's lifetime. Debiasing strategies applied to the cognitive process reduce bias to preserve therapeutic and prognostic accuracy. Social determinants of health are essential components of this strategy to be initiated during FNN training. Reduction of the global burden of neurologic disorders requires applying the positive effects from reproductive and pregnancy exposomes that will benefit the neural exposome across the lifespan.
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Affiliation(s)
- Mark S Scher
- Rainbow Babies and Children's Hospital Case Western Reserve University School of Medicine, USA.
| | - Sonika Agarwal
- Children's Hospital of Philadelphia, Perelman School of Medicine at the University of Pennsylvania, USA.
| | - Charu Venkatesen
- Cincinnati Children's Hospital, Cincinnati School of Medicine, USA.
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Adams EJ, Scott ME, Amarante M, Ramírez CA, Rowley SJ, Noble KG, Troller-Renfree SV. Fostering inclusion in EEG measures of pediatric brain activity. NPJ SCIENCE OF LEARNING 2024; 9:27. [PMID: 38565857 PMCID: PMC10987610 DOI: 10.1038/s41539-024-00240-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 03/20/2024] [Indexed: 04/04/2024]
Abstract
The past two decades have seen a rapid increase in neuroscientific evidence being used to characterize how contextual, structural, and societal factors shape cognition and school readiness. Measures of functional brain activity are increasingly viewed as markers of child development and biomarkers that could be employed to track the impact of interventions. While electroencephalography (EEG) provides a promising tool to understand educational inequities, traditional EEG data acquisition is commonly limited in some racial and ethnic groups due to hair types and styles. This ultimately constitutes unintentional systemic racism by disproportionately excluding participants from certain racial and ethnic groups from participation and representation in neuroscience research. Here, we provide a comprehensive review of how cultural considerations surrounding hair density, texture, and styling consistently skew samples to be less representative by disproportionately excluding Black and Latinx participants. We also provide recommendations and materials to promote best practices.
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Affiliation(s)
- Eryn J Adams
- Department of Psychology, University of New Orleans, New Orleans, LA, 70148, USA
| | - Molly E Scott
- Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, NY, 10027, USA
| | - Melina Amarante
- Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, NY, 10027, USA
| | - Chanel A Ramírez
- Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, NY, 10027, USA
| | - Stephanie J Rowley
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
| | - Kimberly G Noble
- Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, NY, 10027, USA
| | - Sonya V Troller-Renfree
- Department of Human Development, Teachers College, Columbia University, New York, NY, 10027, USA.
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Ozernov-Palchik O, Pollack C, Bonawitz E, Christodoulou JA, Gaab N, Gabrieli JD, Kievlan PM, Kirby C, Lin G, Luk G, Nelson CA. Reflections on the past two decades of Mind, Brain, and Education. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2024; 18:6-16. [PMID: 38745857 PMCID: PMC11090485 DOI: 10.1111/mbe.12407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 01/23/2024] [Indexed: 05/16/2024]
Affiliation(s)
- Ola Ozernov-Palchik
- Harvard Graduate School of Education
- McGovern Institute for Brain Research, MIT
| | | | | | - Joanna A. Christodoulou
- Harvard Graduate School of Education
- McGovern Institute for Brain Research, MIT
- MGH Institute of Health Professions
| | | | - John D.E. Gabrieli
- Harvard Graduate School of Education
- McGovern Institute for Brain Research, MIT
| | | | | | - Grace Lin
- Department of Psychology, Harvard University
- Scheller Teacher Education Program The Education Arcade, MIT
| | - Gigi Luk
- Department of Educational and Counselling Psychology, McGill University
| | - Charles A. Nelson
- Harvard Graduate School of Education
- Department of Pediatrics, Harvard Medical School
- Division of Developmental Medicine, Department of Pediatrics, Boston Children’s Hospital
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6
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Scher MS. Interdisciplinary fetal-neonatal neurology training applies neural exposome perspectives to neurology principles and practice. Front Neurol 2024; 14:1321674. [PMID: 38288328 PMCID: PMC10824035 DOI: 10.3389/fneur.2023.1321674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2023] [Accepted: 12/07/2023] [Indexed: 01/31/2024] Open
Abstract
An interdisciplinary fetal-neonatal neurology (FNN) program over the first 1,000 days teaches perspectives of the neural exposome that are applicable across the life span. This curriculum strengthens neonatal neurocritical care, pediatric, and adult neurology training objectives. Teaching at maternal-pediatric hospital centers optimally merges reproductive, pregnancy, and pediatric approaches to healthcare. Phenotype-genotype expressions of health or disease pathways represent a dynamic neural exposome over developmental time. The science of uncertainty applied to FNN training re-enforces the importance of shared clinical decisions that minimize bias and reduce cognitive errors. Trainees select mentoring committee participants that will maximize their learning experiences. Standardized questions and oral presentations monitor educational progress. Master or doctoral defense preparation and competitive research funding can be goals for specific individuals. FNN principles applied to practice offer an understanding of gene-environment interactions that recognizes the effects of reproductive health on the maternal-placental-fetal triad, neonate, child, and adult. Pre-conception and prenatal adversities potentially diminish life-course brain health. Endogenous and exogenous toxic stressor interplay (TSI) alters the neural exposome through maladaptive developmental neuroplasticity. Developmental disorders and epilepsy are primarily expressed during the first 1,000 days. Communicable and noncommunicable illnesses continue to interact with the neural exposome to express diverse neurologic disorders across the lifespan, particularly during the critical/sensitive time periods of adolescence and reproductive senescence. Anomalous or destructive fetal neuropathologic lesions change clinical expressions across this developmental-aging continuum. An integrated understanding of reproductive, pregnancy, placental, neonatal, childhood, and adult exposome effects offers a life-course perspective of the neural exposome. Exosome research promises improved disease monitoring and drug delivery starting during pregnancy. Developmental origins of health and disease principles applied to FNN practice anticipate neurologic diagnoses with interventions that can benefit successive generations. Addressing health care disparities in the Global South and high-income country medical deserts require constructive dialogue among stakeholders to achieve medical equity. Population health policies require a brain capital strategy that reduces the global burden of neurologic diseases by applying FNN principles and practice. This integrative neurologic care approach will prolong survival with an improved quality of life for persons across the lifespan confronted with neurological disorders.
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Affiliation(s)
- Mark S. Scher
- Division of Pediatric Neurology, Department of Pediatrics, Case Western Reserve University School of Medicine, Cleveland, OH, United States
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Schmied A, Jamaludin A. Neuroscience literacy in educators' training programs in Asia: A call to action. IBRO Neurosci Rep 2023; 15:348-354. [PMID: 38204573 PMCID: PMC10776319 DOI: 10.1016/j.ibneur.2023.10.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 10/17/2023] [Indexed: 01/12/2024] Open
Abstract
The center of learning is the brain and the disciplinary science that examines its structure and functioning, and the nervous system as a whole, is called neuroscience. The assimilation of essential neuroscience-related content by educational systems has gained global interest, given the relevance of learning to education. Recognizing the significance of frontline workers, several governmental agencies and educational institutions have launched initiatives to foster the inclusion of neuroscience literacy in educators' training programs. Their success, however, has depended on collaborative efforts among educators, researchers, and other educational stakeholders, and the process has involved considerable debate. Here, we aim to articulate a rationale to promote neuroscience literacy for educators. In doing so, we revisit prior arguments on the importance of training educators and build up on other reasons to advocate for this kind of endeavor considering cutting-edge research. Following this, we discuss critical elements to advance neuroscience literacy for educators and examine the most important challenges to execute successful initiatives. Finally, we appraise the significance for Asia, reviewing the scholarly literature on educators' prior experiences, and highlight the case of Singapore as an exemplar initiative that catalizes human capital, infrastructure, and strategies to advance neuroscience literacy. We conclude by arguing that governmental agencies and educational institutions should strengthen their efforts to accommodate their programmatic plans and agendas to embrace neuroscience literacy in educators' training programs. This global trend has arrived to stay.
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Affiliation(s)
- Astrid Schmied
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore
| | - Azilawati Jamaludin
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore
- Learning Sciences and Assessment Academic Group, National Institute of Education, Nanyang Technological University, Singapore
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8
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Chan JYC, Nagashima T, Closser AH. Participatory Design for Cognitive Science: Examples From the Learning Sciences and Human-Computer Interaction. Cogn Sci 2023; 47:e13365. [PMID: 37817646 DOI: 10.1111/cogs.13365] [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: 06/02/2023] [Revised: 09/20/2023] [Accepted: 09/26/2023] [Indexed: 10/12/2023]
Abstract
Given the recent call to strengthen collaboration between researchers and relevant practitioners, we consider participatory design as a way to advance Cognitive Science. Building on examples from the Learning Sciences and Human-Computer Interaction, we (a) explore what, why, who, when, and where researchers can collaborate with community members in Cognitive Science research; (b) examine the ways in which participatory-design research can benefit the field; and (c) share ideas to incorporate participatory design into existing basic and applied research programs. Through this article, we hope to spark deeper discussions on how cognitive scientists can collaborate with community members to benefit both research and practice.
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Dumontheil I, Wilkinson HR, Farran EK, Smid C, Modhvadia R, Mareschal D. How Do Executive Functions Influence Children's Reasoning About Counterintuitive Concepts in Mathematics and Science? JOURNAL OF COGNITIVE ENHANCEMENT 2023; 7:257-275. [PMID: 38186609 PMCID: PMC10770252 DOI: 10.1007/s41465-023-00271-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 08/01/2023] [Indexed: 01/09/2024]
Abstract
Many scientific and mathematical concepts are counterintuitive because they conflict with misleading perceptual cues or incorrect naive theories that we build from our everyday experiences of the world. Executive functions (EFs) influence mathematics and science achievement, and inhibitory control (IC), in particular, might facilitate counterintuitive reasoning. Stop & Think (S&T) is a computerised learning activity that trains IC skills. It has been found effective in improving primary children's mathematics and science academic performance in a large scale RCT trial (Palak et al., 2019; Wilkinson et al., Journal of Cognitive Enhancement, 4, 296-314, 2020). The current study aimed to investigate the role of EFs and the moderating effects of S&T training on counterintuitive mathematics and science reasoning. A sample of 372 children in school Years 3 (7- to 8-year-olds) and 5 (9- to 10-year-olds) were allocated to S&T, active control or teaching as usual conditions, and completed tasks assessing verbal and visuospatial working memory (WM), IC, IQ, and counterintuitive reasoning, before and after training. Cross-sectional associations between counterintuitive reasoning and EF were found in Year 5 children, with evidence of a specific role of verbal WM. The intervention benefited counterintuitive reasoning in Year 3 children only and EF measures were not found to predict which children would most benefit from the intervention. Combined with previous research, these results suggest that individual differences in EF play a lesser role in counterintuitive reasoning in younger children, while older children show a greater association between EFs and counterintuitive reasoning and are able to apply the strategies developed during the S&T training to mathematics and science subjects. This work contributes to understanding why specifically the S&T intervention is effective. This work was preregistered with the ISRCTN registry (TRN: 54726482) on 10/10/2017. Supplementary Information The online version contains supplementary material available at 10.1007/s41465-023-00271-0.
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Affiliation(s)
- Iroise Dumontheil
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK
| | - Hannah R. Wilkinson
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK
| | - Emily K. Farran
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
| | - Claire Smid
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Department of Clinical, Educational and Health Psychology, University College London, London, UK
| | - Roshni Modhvadia
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
| | - Denis Mareschal
- Centre for Educational Neuroscience, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Henry Wellcome Building, Malet Street, London, WC1E 7HX UK
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Frei-Landau R, Grobgeld E, Guberman R. Implementing digital neuroscience in special-needs-teacher education: exploring student-teachers' multifaceted learning outcomes related to teaching children with neurodevelopmental disorders. Front Psychol 2023; 14:1232315. [PMID: 37599772 PMCID: PMC10434781 DOI: 10.3389/fpsyg.2023.1232315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 07/18/2023] [Indexed: 08/22/2023] Open
Abstract
Introduction In recent decades, there has been increased use of neuroscience in teacher education, which refers to applying knowledge from brain science to teaching. Similarly, digital learning has been extensively integrated into teacher education, particularly in light of the COVID-19 pandemic. However, the benefits of assimilating educational neuroscience into special-education training-particularly using digital platforms-have yet to be examined. The current study explored the use of digitally-delivered educational neuroscience, related to neurodevelopmental disorders (ND), in teacher education, to gain insight into the learning outcomes alongside the contribution of the digital platform. Methods Employing a qualitative approach, we recruited 193 student-teachers who learned a digital ND-related neuroscience course. Data collection included open-ended reflections, open-ended story questions and five focus groups - all of which were analyzed using content analysis. Results Findings revealed a process involving four learning outcomes: understanding brain-based mechanisms of ND, enhanced empathy, extended perception of teachers' professional role, and the design of pedagogical adaptations. The analysis also pointed out the various ways in which the digital platform facilitated these learning outcomes. Discussion The study provides theoretical insight into the role of digitally-delivered educational neuroscience in the service of inclusion. It further discusses the practical implications of using digitally-delivered educational neuroscience in teacher education to promote an inclusive pedagogy and best practices.
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Affiliation(s)
- Rivi Frei-Landau
- The Rehabilitation Psychology Program, Faculty of Psychology, Achva Academic College, Arugot, Israel
| | - Etty Grobgeld
- The Neuro-padagogy Centre, Achva Academic College, Arugot, Israel
| | - Raisa Guberman
- Department of Mathematics, Achva Academic College, Arugot, Israel
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Tervaniemi M. The neuroscience of music – towards ecological validity. Trends Neurosci 2023; 46:355-364. [PMID: 37012175 DOI: 10.1016/j.tins.2023.03.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Revised: 01/28/2023] [Accepted: 03/02/2023] [Indexed: 04/03/2023]
Abstract
Studies in the neuroscience of music gained momentum in the 1990s as an integrated part of the well-controlled experimental research tradition. However, during the past two decades, these studies have moved toward more naturalistic, ecologically valid paradigms. Here, I introduce this move in three frameworks: (i) sound stimulation and empirical paradigms, (ii) study participants, and (iii) methods and contexts of data acquisition. I wish to provide a narrative historical overview of the development of the field and, in parallel, to stimulate innovative thinking to further advance the ecological validity of the studies without overlooking experimental rigor.
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Affiliation(s)
- Mari Tervaniemi
- Centre of Excellence in Music, Mind, Body, and Brain, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland; Cognitive Brain Research Unit, Department of Psychology and Locopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland.
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Mathias B, von Kriegstein K. Enriched learning: behavior, brain, and computation. Trends Cogn Sci 2023; 27:81-97. [PMID: 36456401 DOI: 10.1016/j.tics.2022.10.007] [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: 06/16/2022] [Revised: 10/05/2022] [Accepted: 10/25/2022] [Indexed: 11/29/2022]
Abstract
The presence of complementary information across multiple sensory or motor modalities during learning, referred to as multimodal enrichment, can markedly benefit learning outcomes. Why is this? Here, we integrate cognitive, neuroscientific, and computational approaches to understanding the effectiveness of enrichment and discuss recent neuroscience findings indicating that crossmodal responses in sensory and motor brain regions causally contribute to the behavioral benefits of enrichment. The findings provide novel evidence for multimodal theories of enriched learning, challenge assumptions of longstanding cognitive theories, and provide counterevidence to unimodal neurobiologically inspired theories. Enriched educational methods are likely effective not only because they may engage greater levels of attention or deeper levels of processing, but also because multimodal interactions in the brain can enhance learning and memory.
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Affiliation(s)
- Brian Mathias
- School of Psychology, University of Aberdeen, Aberdeen, UK; Chair of Cognitive and Clinical Neuroscience, Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.
| | - Katharina von Kriegstein
- Chair of Cognitive and Clinical Neuroscience, Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.
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Scher MS. A Bio-Social Model during the First 1000 Days Optimizes Healthcare for Children with Developmental Disabilities. Biomedicines 2022; 10:3290. [PMID: 36552046 PMCID: PMC9775202 DOI: 10.3390/biomedicines10123290] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 11/28/2022] [Accepted: 12/06/2022] [Indexed: 12/23/2022] Open
Abstract
Most children with developmental disabilities (DD) live in resource-limited countries (LMIC) or high-income country medical deserts (HICMD). A social contract between healthcare providers and families advocates for accurate diagnoses and effective interventions to treat diseases and toxic stressors. This bio-social model emphasizes reproductive health of women with trimester-specific maternal and pediatric healthcare interactions. Lifelong neuronal connectivity is more likely established across 80% of brain circuitries during the first 1000 days. Maladaptive gene-environment (G x E) interactions begin before conception later presenting as maternal-placental-fetal (MPF) triad, neonatal, or childhood neurologic disorders. Synergy between obstetrical and pediatric healthcare providers can reduce neurologic morbidities. Partnerships between healthcare providers and families should begin during the first 1000 days to address diseases more effectively to moderate maternal and childhood adverse effects. This bio-social model lowers the incidence and lessens the severity of sequalae such as DD. Access to genetic-metabolomic, neurophysiologic and neuroimaging evaluations enhances clinical decision-making for more effective interventions before full expression of neurologic dysfunction. Diagnostic accuracy facilitates developmental interventions for effective preschool planning. A description of a mother-child pair in a HIC emphasizes the time-sensitive importance for early interventions that influenced brain health throughout childhood. Partnership by her parents with healthcare providers and educators provided effective healthcare and lessened adverse effects. Effective educational interventions were later offered through her high school graduation. Healthcare disparities in LMIC and HICMD require that this bio-social model of care begin before the first 1000 days to effectively treat the most vulnerable women and children. Prioritizing family planning followed by prenatal, neonatal and child healthcare improves wellness and brain health. Familiarity with educational neuroscience for teachers applies neurologic diagnoses for effective individual educational plans. Integrating diversity and inclusion into medical and educational services cross socioeconomic, ethnic, racial, and cultural barriers with life-course benefits. Families require knowledge to recognize risks for their children and motivation to sustain relationships with providers and educators for optimal outcomes. The WHO sustainable development goals promote brain health before conception through the first 1000 days. Improved education, employment, and social engagement for all persons will have intergenerational and transgenerational benefits for communities and nations.
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Affiliation(s)
- Mark S. Scher
- Pediatrics and Neurology, Rainbow Babies and Children’s Hospital, Case Western Reserve University School of Medicine, Cleveland, OH 44106, USA;
- Department of Pediatrics, Division of Pediatric Neurology Fetal/Neonatal Neurology Program, University Hospitals Cleveland Medical Center, Cleveland, OH 44106, USA
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14
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Educational neurotechnology: Where do we go from here? Trends Neurosci Educ 2022; 29:100195. [PMID: 36470622 DOI: 10.1016/j.tine.2022.100195] [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: 10/05/2022] [Revised: 10/26/2022] [Accepted: 10/26/2022] [Indexed: 11/06/2022]
Abstract
Recent educational trends point to an interest in educational neurotechnology. While these tools have the potential to change education, little is known about whether their use improves educational outcomes. Additionally, their adoption may be negatively impacted by teachers' lack of knowledge about the brain. In this paper we outline the potential of educational neurotechnology including what we know, what we do not yet know, and additional considerations for the ethical, successful adoption of these tools in classrooms around the world. Special consideration is given to the training needs of pre- and in-service educators whose support will be essential to the successful adoption of educational neurotechnology.
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Tenacious educational neuromyths: Prevalence among teachers and an intervention. Trends Neurosci Educ 2022; 29:100192. [PMID: 36470620 DOI: 10.1016/j.tine.2022.100192] [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: 06/15/2022] [Revised: 09/29/2022] [Accepted: 10/03/2022] [Indexed: 12/04/2022]
Abstract
BACKGROUND Several studies have revealed a common high prevalence of educational neuromyths among teachers from different countries. However, only one intervention aimed at reducing these beliefs among in-service teachers has been reported to date, and it was conducted in a non-naturalistic setting. PROCEDURE In the present study, we administered a survey to measure the prevalence of common neuromyths in a large sample (n = 807) of primary and secondary teachers from 203 schools across Catalonia (Spain), and then we evaluated the impact that a 15-hour online course on neuroscience had on a sample of them as compared to a control group. MAIN FINDINGS Results showed an initial distribution of neuromyth beliefs similar to those of previous studies and a large effect of the intervention on reducing their prevalence shortly after the training and in the long term. CONCLUSIONS These findings provide evidence that an intervention addressed to in-service teachers that is low-cost and easy to implement can cast corrective effects that persist over time in neuromyth beliefs.
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An fMRI intervention study of creative mathematical reasoning: behavioral and brain effects across different levels of cognitive ability. Trends Neurosci Educ 2022; 29:100193. [PMID: 36470621 DOI: 10.1016/j.tine.2022.100193] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Revised: 09/02/2022] [Accepted: 10/04/2022] [Indexed: 11/06/2022]
Abstract
BACKGROUND Many learning methods of mathematical reasoning encourage imitative procedures (algorithmic reasoning, AR) instead of more constructive reasoning processes (creative mathematical reasoning, CMR). Recent research suggest that learning with CMR compared to AR leads to better performance and differential brain activity during a subsequent test. Here, we considered the role of individual differences in cognitive ability in relation to effects of CMR. METHODS We employed a within-subject intervention (N=72, MAge=18.0) followed by a brain-imaging session (fMRI) one week later. A battery of cognitive tests preceded the intervention. Participants were divided into three cognitive ability groups based on their cognitive score (low, intermediate and high). RESULTS On mathematical tasks previously practiced with CMR compared to AR we observed better performance, and higher brain activity in key regions for mathematical cognition such as left angular gyrus and left inferior/middle frontal gyrus. The CMR-effects did not interact with cognitive ability, albeit the effects on performance were driven by the intermediate and high cognitive ability groups. CONCLUSIONS Encouraging pupils to engage in constructive processes when learning mathematical reasoning confers lasting learning effects on brain activation, independent of cognitive ability. However, the lack of a CMR-effect on performance for the low cognitive ability group suggest future studies should focus on individualized learning interventions, allowing more opportunities for effortful struggle with CMR.
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17
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Goldberg H. Growing Brains, Nurturing Minds-Neuroscience as an Educational Tool to Support Students' Development as Life-Long Learners. Brain Sci 2022; 12:brainsci12121622. [PMID: 36552082 PMCID: PMC9775149 DOI: 10.3390/brainsci12121622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2022] [Revised: 11/19/2022] [Accepted: 11/23/2022] [Indexed: 11/29/2022] Open
Abstract
Compared to other primates, humans are late bloomers, with exceptionally long childhood and adolescence. The extensive developmental period of humans is thought to facilitate the learning processes required for the growth and maturation of the complex human brain. During the first two and a half decades of life, the human brain is a construction site, and learning processes direct its shaping through experience-dependent neuroplasticity. Formal and informal learning, which generates long-term and accessible knowledge, is mediated by neuroplasticity to create adaptive structural and functional changes in brain networks. Since experience-dependent neuroplasticity is at full force during school years, it holds a tremendous educational opportunity. In order to fulfill this developmental and learning potential, educational practices should be human-brain-friendly and "ride" the neuroplasticity wave. Neuroscience can inform educators about the natural learning mechanisms of the brain to support student learning. This review takes a neuroscientific lens to explore central concepts in education (e.g., mindset, motivation, meaning-making, and attention) and suggests two methods of using neuroscience as an educational tool: teaching students about their brain (content level) and considering the neuro-mechanisms of learning in educational design (design level).
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Affiliation(s)
- Hagar Goldberg
- Department of Psychology, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
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18
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Brechet C, Blanc N, Mortier A, Rossi S. Draw me a brain: The use of drawing as a tool to examine children's developing knowledge about the “black box”. Front Psychol 2022; 13:951784. [PMID: 36176782 PMCID: PMC9513669 DOI: 10.3389/fpsyg.2022.951784] [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: 05/24/2022] [Accepted: 08/01/2022] [Indexed: 11/23/2022] Open
Abstract
Recent studies in neuroeducation highlight the benefits of teaching children about how the brain works. However, very little is known about children's naive conceptions about the brain. The current study examined these representations, by asking 6–10 year-old children (N = 257) and adults (N = 38) to draw a brain and the inside of a belly as a control drawing. The drawings were scored using a content analysis and a list of graphic indicators was derived. First, all the graphic indicators used in the brain drawings were different from those used in the belly drawings, suggesting that children are able to distinguish these two organs. Second, with age, children depict (i) an increasing number of indicators, (ii) more complex indicators, (iii) indicators that are more anatomically correct, to depict the brain. There is an important evolution between 6 and 8 years-old but also between 10 years-old and adults. These results are discussed in relation to children's metacognitive knowledge and to their implications for neuroeducation.
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Affiliation(s)
- Claire Brechet
- Univ Paul Valéry Montpellier 3, EPSYLON EA 4556, Montpellier, France
- *Correspondence: Claire Brechet
| | - Nathalie Blanc
- Univ Paul Valéry Montpellier 3, EPSYLON EA 4556, Montpellier, France
| | - Arnaud Mortier
- LPCN - Laboratoire de Psychologie de Caen Normandie, Normandie Univ, UNICAEN, LPCN, Caen, France
- LMNO - Laboratoire de Mathématiques Nicolas Oresme, Normandie Univ, UNICAEN, CNRS, LMNO, Caen, France
| | - Sandrine Rossi
- LPCN - Laboratoire de Psychologie de Caen Normandie, Normandie Univ, UNICAEN, LPCN, Caen, France
- Sandrine Rossi
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19
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Landi N, Kleinman D, Agrawal V, Ashton G, Coyne-Green A, Roberts P, Blair N, Russell J, Stutzman A, Scorrano D, Frazier N, Pugh KR, Hoeft F. Researcher-practitioner partnerships and in-school laboratories facilitate translational research in reading. JOURNAL OF RESEARCH IN READING 2022; 45:367-384. [PMID: 36970562 PMCID: PMC10038566 DOI: 10.1111/1467-9817.12392] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Educational neuroscience approaches have helped to elucidate the brain basis of Reading Disability (RD) and of reading intervention response; however, there is often limited translation of this knowledge to the broader scientific and educational communities. Moreover, this work is traditionally lab-based, and thus the underlying theories and research questions are siloed from classroom practices. With growing awareness of the neurobiological origins of RD and increasing popularity of putative "brain-based" approaches in clinics and classrooms, it is imperative that we create more direct and bidirectional communication between scientists and practitioners. Such direct collaborations can help dispel neuromyths, and lead to increased understanding of the promises and pitfalls of neuroscience approaches. Moreover, direct partnerships between researchers and practitioners can lead to greater ecological validity in study designs to improve upon the translational potential of findings. To this end, we have forged collaborative partnerships, and built cognitive neuroscience laboratories within independent reading disabilities schools. This approach affords frequent and ecologically valid neurobiological assessment as children's reading improves in response to intervention. It also permits the creation of dynamic models of leading and lagging relationships of students' learning, and identification of individual-level predictors of intervention response. The partnerships also provide in-depth knowledge of student characteristics and classroom practices, which, when combined with the data we acquire, may facilitate optimization of instructional approaches. In this commentary, we discuss the creation of our partnerships, the scientific problem we are addressing (variable response to reading intervention), and the epistemological significance of researcher-practitioner bi-directional learning.
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Affiliation(s)
- Nicole Landi
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA and Haskins Laboratories, New Haven, CT, USA
| | | | | | | | | | | | | | - Jay Russell
- The Windward Institute, White Plains, NY, USA
| | | | | | | | - Kenneth R Pugh
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA and Haskins Laboratories, New Haven, CT, USA
| | - Fumiko Hoeft
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA and Haskins Laboratories, New Haven, CT, USA
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20
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Individual differences in mathematical cognition: a Bert's eye view. Curr Opin Behav Sci 2022. [DOI: 10.1016/j.cobeha.2022.101175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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21
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King S. The education context for twice-exceptional students: An overview of issues in special and gifted education. Neurobiol Learn Mem 2022; 193:107659. [PMID: 35835373 DOI: 10.1016/j.nlm.2022.107659] [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: 08/26/2021] [Revised: 07/07/2022] [Accepted: 07/07/2022] [Indexed: 10/17/2022]
Abstract
Twice-exceptional children (2e) identified as having a disability and areas of high ability require a diverse range of support and enrichment services. However, services associated with special education and gifted programs present numerous barriers to the appropriate education of 2e students. In this manuscript, the author briefly recounts his experiences as a 2e child and shares experiences of 2e students and their families presented at the 2021 Summit on the Neuroscience of Twice Exceptionality. Challenges associated with the provision of special and gifted education to 2e students are also described. The role of neuroscience in education, as it relates to 2e students, is also discussed. Although many of the barriers to effective education for 2e children are systemic in nature, school-level reforms, as well as scientific advances, have the potential to improve services for this population.
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Affiliation(s)
- Seth King
- Department of Teaching and Learning, University of Iowa, College of Education, 240 South Madison Street, Iowa City, IA 52242, United States.
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22
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Simoes E, Foz A, Petinati F, Marques A, Sato J, Lepski G, Arévalo A. Neuroscience Knowledge and Endorsement of Neuromyths among Educators: What Is the Scenario in Brazil? Brain Sci 2022; 12:brainsci12060734. [PMID: 35741619 PMCID: PMC9221520 DOI: 10.3390/brainsci12060734] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 04/25/2022] [Accepted: 05/10/2022] [Indexed: 02/01/2023] Open
Abstract
The field of neuroscience has seen significant growth and interest in recent decades. While neuroscience knowledge can benefit laypeople as well as professionals in many different areas, it may be particularly relevant for educators. With the right information, educators can apply neuroscience-based teaching strategies as well as protect themselves and their students against pseudoscientific ideas and products based on them. Despite rapidly growing sources of available information and courses, studies show that educators in many countries have poor knowledge of brain science and tend to endorse education-related neuromyths. Poor English skills and fewer resources (personal, institutional and governmental) may be additional limitations in Latin America. In order to better understand the scenario in Latin America’s largest country, we created an anonymous online survey which was answered by 1634 individuals working in education from all five regions of Brazil. Respondents stated whether they agreed with each statement and reported their level of confidence for each answer. Significant differences in performance were observed across regions, between educators living in capital cities versus the outskirts, between those teaching in private versus public schools, and among educators teaching different levels (pre-school up to college/university). We also observed high endorsement of some key neuromyths, even among groups who performed better overall. To the best of our knowledge, this is the first study to conduct a detailed analysis of the profile of a large group of educators in Brazil. We discuss our findings in terms of efforts to better understand regional and global limitations and develop methods of addressing these most efficiently.
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Affiliation(s)
- Estefania Simoes
- Cancer Metabolism Research Group, Department of Cell and Developmental Biology, University of São Paulo, São Paulo 05508-000, Brazil;
| | - Adriana Foz
- Department of Psychiatry and Medical Psychology, Federal University of São Paulo, São Paulo 04021-001, Brazil;
| | - Fernanda Petinati
- Department of Psychotherapy, Institute of Psychiatry, University of São Paulo, São Paulo 05403-903, Brazil;
| | - Alcione Marques
- Department of Collective Health, Paulista School of Nursing, Federal University of São Paulo, São Paulo 04023-062, Brazil;
| | - Joao Sato
- Center for Mathematics, Computation and Cognition, Federal University of ABC, Santo André 09210-580, Brazil;
| | - Guilherme Lepski
- Department of Experimental Surgery, Medical School, University of São Paulo, São Paulo 01246-903, Brazil;
- Department of Neurosurgery, Eberhard Karls University, 72076 Tübingen, Germany
| | - Analía Arévalo
- Department of Experimental Surgery, Medical School, University of São Paulo, São Paulo 01246-903, Brazil;
- Correspondence:
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23
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Prather RW, Benitez VL, Brooks LK, Dancy CL, Dilworth-Bart J, Dutra NB, Faison MO, Figueroa M, Holden LR, Johnson C, Medrano J, Miller-Cotto D, Matthews PG, Manly JJ, Thomas AK. What Can Cognitive Science Do for People? Cogn Sci 2022; 46:e13167. [PMID: 35678130 DOI: 10.1111/cogs.13167] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 04/27/2022] [Accepted: 05/23/2022] [Indexed: 01/07/2023]
Abstract
The critical question for cognitive scientists is what does cognitive science do, if anything, for people? Cognitive science is primarily concerned with human cognition but has fallen short in continuously and critically assessing the who in human cognition. This complacency in a world where white supremacist and patriarchal structures leave cognitive science in the unfortunate position of potentially supporting those structures. We take it that many cognitive scientists operate on the assumption that the study of human cognition is both interesting and important. We want to invoke that importance to note that cognitive scientists must continue to work to show how the field is useful to all of humanity and reflects a humanity that is not white by default. We wonder how much the field has done, and can do, to show that it is useful not only in the sense that we might make connections with researchers in other fields, win grants and write papers, even of the highest quality, but useful in some material way to the billions of non-cognitive scientists across the globe.
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Affiliation(s)
- Richard W Prather
- Department of Human Development and Quantitative Methods, University of Maryland
| | | | | | - Christopher L Dancy
- Department of Industrial and Manufacturing Engineering, The Pennsylvania State University.,Department of Computer Science and Engineering, The Pennsylvania State University
| | | | - Natalia B Dutra
- Department of Physiology and Behavior, Universidade Federal do Pará
| | | | | | | | - Cameron Johnson
- Department of Human Development and Quantitative Methods, University of Maryland
| | - Josh Medrano
- Department of Human Development and Quantitative Methods, University of Maryland
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24
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Cherukunnath D, Singh AP. Exploring Cognitive Processes of Knowledge Acquisition to Upgrade Academic Practices. Front Psychol 2022; 13:682628. [PMID: 35602694 PMCID: PMC9120965 DOI: 10.3389/fpsyg.2022.682628] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Accepted: 03/09/2022] [Indexed: 11/13/2022] Open
Abstract
The development of cognitive functions follows certain pathways through brain maturation. Concepts taught at school can be reinforced by understanding the related cognitive functions that enhance learning. The cultural and social diversities faced by the education system worldwide can be solved by understanding the unifying cognitive processes of learning. This knowledge can be effectively used to devise better curriculum and training for students. Cognition, conation, and emotional regulation are the main components that determine an individual’s efficiency to deal with various situations. How the brain receives input, perceives, and organizes these information lays the foundation for learning. The objectives of the study were (i) to explore age-group specific inputs for knowledge acquisition, (ii) to relate knowledge organization to the cognitive processes, and (iii) to identify factors that strengthen the knowledge ensemble through subject-domain allied training. The review focused on studies related to elementary school age (below 7 years), middle school age (7–12 years), and high school age (12 years and above). Published journal articles related to the objectives were randomly reviewed to establish a possible relationship. The findings of this review can help to advance student learning practices and instructional strategies. The findings are listed below. (i) Acquisition of knowledge during early childhood is based on sensory-motor integration on which attentional, perceptual, memory, language, and socialization systems develop. As brain development progresses toward adolescence, meta-awareness and social-emotional cognition influence the student learning process. (ii) Knowledge representations can be strengthened by domain-specific training inputs. (iii) Associational integration of the developmental, cognitive, and conative processes are indicators of curriculum strength. (iv) The strengthening of cognitive processes by rerouting through complementary neural circuitry, such as music, arts, real-life-based experiments, and physical exercises, is an effective way to improve child-friendly instructions.
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Affiliation(s)
| | - Anita Puri Singh
- Department of Psychology, Government M L B Girls PG College, Bhopal, Bhopal, India
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25
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Rato JR, Amorim J, Castro-Caldas A. Looking for the Brain Inside the Initial Teacher Training and Outreach Books in Portugal. Front Psychol 2022; 13:737136. [PMID: 35295380 PMCID: PMC8919961 DOI: 10.3389/fpsyg.2022.737136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Accepted: 01/21/2022] [Indexed: 11/22/2022] Open
Abstract
The fascination with brain research is widespread, and school teachers are no exception. This growing interest, usually noticed by the increased supply of short-term training or books on how to turn the brain more efficient, leads us to think about their basic training and outreach resources available. Little is known about what the official Initial Teacher Training (ITT) offers concerning the brain literature and if it meets scientific standards. Also, what are the science communication materials that teachers can access to learn about the developing brain remain undiscussed. First, we examined the ITT courses taught in Portuguese Higher Education, both in public and private institutions, to identify the syllabus with updated neuroscientific knowledge. Second, we searched for the neuroscience-related books published in the last 6 years through the National Library of Portugal database. Thirty ITT courses and 35 outreach publications were reviewed through a rapid review methodology. Our results showed an absence of curricular units indicating in their programs that brain research, and its relationship with learning, would be taught in a representative and updated way. In contrast, the number of brain-related books for educators increased in Portugal, corroborating the demand for this field of study by these professionals. Based on the literature that shows how misunderstandings about the brain have increased in school contexts, our discussion recognizes that science outreach could be a way to increase the scientific literacy of school teachers with the research community working more in this direction, but, since a previous problem seems to be unsolved, there is an urgent need for specialized attention to the development of training curricula for future kindergarten and elementary school teachers.
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Affiliation(s)
- Joana R Rato
- Centre for Interdisciplinary Research in Health, Institute of Health Sciences, Universidade Católica Portuguesa, Lisbon, Portugal
| | - Jorge Amorim
- Centre for Interdisciplinary Research in Health, Institute of Health Sciences, Universidade Católica Portuguesa, Lisbon, Portugal
| | - Alexandre Castro-Caldas
- Centre for Interdisciplinary Research in Health, Institute of Health Sciences, Universidade Católica Portuguesa, Lisbon, Portugal
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26
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Jolles J, Jolles DD. On Neuroeducation: Why and How to Improve Neuroscientific Literacy in Educational Professionals. Front Psychol 2021; 12:752151. [PMID: 34925156 PMCID: PMC8678470 DOI: 10.3389/fpsyg.2021.752151] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Accepted: 11/02/2021] [Indexed: 11/20/2022] Open
Abstract
New findings from the neurosciences receive much interest for use in the applied field of education. For the past 15 years, neuroeducation and the application of neuroscience knowledge were seen to have promise, but there is presently some lack of progress. The present paper states that this is due to several factors. Neuromyths are still prevalent, and there is a confusion of tongues between the many neurodisciplines and the domains of behavioral and educational sciences. Second, a focus upon cognitive neuroimaging research has yielded findings that are scientifically relevant, but cannot be used for direct application in the classroom. A third factor pertains to the emphasis which has been on didactics and teaching, whereas the promise of neuroeducation for the teacher may lie more on pedagogical inspiration and support. This article states that the most important knowledge and insights have to do with the notion of brain plasticity; the vision that development is driven by an interaction between a person's biology and the social system. This helps individuals to select and process information, and to adapt to the personal environment. The paper describes how brain maturation and neuropsychological development extend through the important period of adolescence and emergent adulthood. Over this long period, there is a major development of the Executive Functions (EFs) that are essential for both cognitive learning, social behavior and emotional processing and, eventually, personal growth. The paper describes the basic neuroscience knowledge and insights - or "neuroscientific literacy" - that the educational professional should have to understand and appreciate the above-described themes. The authors formulate a proposal for four themes of neuroscience content "that every teacher should know." These four themes are based on the Neuroscience Core Concepts formulated by the Society for Neuroscience. The authors emphasize that integrating neuroscientific knowledge and insights in the field of education should not be a one-way street; attempts directed at improving neuroscientific literacy are a transdisciplinary undertaking. Teacher trainers, experts from the neuroscience fields but also behavioral scientists from applied fields (notable applied neuropsychologists) should all contribute to for the educational innovations needed.
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Affiliation(s)
- Jelle Jolles
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands
| | - Dietsje D. Jolles
- Leiden Institute for Brain and Cognition, Institute of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University, Leiden, Netherlands
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27
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Cleland J, Gates LJ, Waiter GD, Ho VB, Schuwirth L, Durning S. Even a little sleepiness influences neural activation and clinical reasoning in novices. Health Sci Rep 2021; 4:e406. [PMID: 34761123 PMCID: PMC8566838 DOI: 10.1002/hsr2.406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 08/23/2021] [Accepted: 08/26/2021] [Indexed: 11/08/2022] Open
Abstract
BACKGROUND AND AIMS Sleepiness influences alertness and cognitive functioning and impacts many aspects of medical care, including clinical reasoning. However, dual processing theory suggests that sleepiness will impact clinical reasoning differently in different individual, depending on their level of experience with the given condition. Our aim, therefore, was to examine the association between clinical reasoning, neuroanatomical activation, and sleepiness in senior medical students. METHODS Our methodology replicated an earlier study but with novices rather than board-certified physicians. Eighteen final-year medical students answered validated multiple-choice questions (MCQs) during an fMRI scan. Each MCQ was projected in three phases: reading, answering, and reflection (modified think aloud). Echo-planar imaging (EPI) scans gave a time series that reflected blood oxygenation level dependent (BOLD) signal in each location (voxel) within the brain. Sleep data were collected via self-report (Epworth Sleepiness Scale) and actigraphy. These data were correlated with answer accuracy using Pearson correlation. RESULTS Analysis revealed an increased BOLD signal in the right dorsomedial prefrontal cortex (P < .05) during reflection (Phase 3) associated with increased self-reported sleepiness (ESS) immediately before scanning. Covariate analysis also revealed that increased BOLD signal in the right supramarginal gyrus (P < .05) when reflecting (Phase 3) was associated with increased correct answer response time. Both patterns indicate effortful analytic (System 2) reasoning. CONCLUSION Our findings that novices use System 2 thinking for clinical reasoning and even a little (perceived) sleepiness influences their clinical reasoning ability to suggest that the parameters for safe working may be different for novices (eg, junior doctors) and experienced physicians.
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Affiliation(s)
- Jennifer Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological UniversitySingaporeSingapore
| | - Laura J. Gates
- Institute of Education for Medical and Dental Sciences, University of AberdeenAberdeenUK
| | - Gordon D. Waiter
- Aberdeen Biomedical Imaging Centre, University of AberdeenAberdeenUK
| | - Vincent B. Ho
- Department of Radiology and Radiological SciencesUniformed Services University of the Health SciencesBethesdaMarylandUSA
| | - Lambert Schuwirth
- College of Medicine and Public Health, Flinders UniversityAdelaideAustralia
| | - Steven Durning
- Department of MedicineUniformed Services University of the Health SciencesBethesdaMarylandUSA
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29
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Janssen TW, Grammer JK, Bleichner MG, Bulgarelli C, Davidesco I, Dikker S, Jasińska KK, Siugzdaite R, Vassena E, Vatakis A, Zion‐Golumbic E, van Atteveldt N. Opportunities and Limitations of Mobile Neuroimaging Technologies in Educational Neuroscience. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2021; 15:354-370. [PMID: 35875415 PMCID: PMC9292610 DOI: 10.1111/mbe.12302] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 06/18/2021] [Accepted: 09/01/2021] [Indexed: 05/20/2023]
Abstract
As the field of educational neuroscience continues to grow, questions have emerged regarding the ecological validity and applicability of this research to educational practice. Recent advances in mobile neuroimaging technologies have made it possible to conduct neuroscientific studies directly in naturalistic learning environments. We propose that embedding mobile neuroimaging research in a cycle (Matusz, Dikker, Huth, & Perrodin, 2019), involving lab-based, seminaturalistic, and fully naturalistic experiments, is well suited for addressing educational questions. With this review, we take a cautious approach, by discussing the valuable insights that can be gained from mobile neuroimaging technology, including electroencephalography and functional near-infrared spectroscopy, as well as the challenges posed by bringing neuroscientific methods into the classroom. Research paradigms used alongside mobile neuroimaging technology vary considerably. To illustrate this point, studies are discussed with increasingly naturalistic designs. We conclude with several ethical considerations that should be taken into account in this unique area of research.
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Affiliation(s)
- Tieme W.P. Janssen
- Department of Clinical, Neuro‐ & Developmental Psychology, Vrije Universiteit
| | - Jennie K. Grammer
- Graduate School of Education and Information Studies, University of California Los Angeles
| | | | - Chiara Bulgarelli
- Centre for Brain and Cognitive Development, Birkbeck University of London
| | - Ido Davidesco
- Department of Educational Psychology, University of Connecticut
| | | | - Kaja K. Jasińska
- Department of Applied Psychology and Human Development, University of Toronto
| | | | - Eliana Vassena
- Donders Institute for Brain, Cognition and Behaviour, Radboud University
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Privitera AJ. A scoping review of research on neuroscience training for teachers. Trends Neurosci Educ 2021; 24:100157. [PMID: 34412863 DOI: 10.1016/j.tine.2021.100157] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Revised: 07/17/2021] [Accepted: 07/19/2021] [Indexed: 10/20/2022]
Abstract
BACKGROUND Including neuroscience concepts in teacher training has continued to gain interest. While many studies advocate for this, little is known about currently published research. METHODS The framework for a scoping review was followed in order to generate a more comprehensive understanding of current research on neuroscience training for teachers. The present study aims to: (1) describe the scope of existing research; (2) summarize findings; and (3) provide recommendations for future inquiry. RESULTS Limited studies and methodological issues prevent strong conclusions from being drawn about the impact of this training although most results are promising. CONCLUSIONS This scoping review provides the first comprehensive summary of the existing research on neuroscience training for teachers and discusses a number of considerations for improving future research in this area.
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Affiliation(s)
- Adam John Privitera
- Laboratory for Communication Science, Faculty of Education, The University of Hong Kong, Hong Kong SAR.
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31
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Who Is the Most Vulnerable to Anxiety at the Beginning of the COVID-19 Outbreak in China? A Cross-Sectional Nationwide Survey. Healthcare (Basel) 2021; 9:healthcare9080970. [PMID: 34442107 PMCID: PMC8394659 DOI: 10.3390/healthcare9080970] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2021] [Revised: 06/11/2021] [Accepted: 06/15/2021] [Indexed: 12/23/2022] Open
Abstract
(1) Background: The COVID-19 pandemic has not only changed people’s health behavior, but also induced a psychological reaction among the public. Research data is needed to develop scientific evidence-driven strategies to reduce adverse mental health effects. The aims of this study are to evaluate the anxiety reaction of Chinese people and the related determinants during the earliest phase of the COVID-19 outbreak in China. Evidence from this survey will contribute to a targeted reference on how to deliver psychological counseling service in the face of outbreaks. (2) Methods: A cross-sectional, population-based online survey was conducted from 28 January to 5 February 2020 using an open online questionnaire for people aged 18 years or above, residing in China and abroad. The socio-demographic information of the respondents was collected, and anxiety scores were calculated. A direct standardization method was used to standardize anxiety scores and a general linear model was used to identify associations between some factors (e.g., sex, age, education, etc.) and anxiety scores. (3) Results: A total of 10,946 eligible participants were recruited in this study, with a completion rate of 98.16% (10,946/11,151). The average anxiety score was 6.46 ± 4.12 (total score = 15); women (6.86 ± 4.11) scored higher than men (5.67 ± 4.04). The age variable was inversely and significantly associated with the anxiety score (β = −2.12, 95% CI: −2.47–−1.78). People possessing higher education (β = 1.15, 95% CI: 0.88–1.41) or a higher awareness of cognitive risk (β = 4.89, 95% CI: 4.33–5.46) reported higher levels of anxiety. There was a close association between poor subjective health and anxiety status (β = 2.83, 95% CI: 2.58–3.09). With the increase of confidence, the anxiety of the population exhibited a gradual decline (β = −2.45, 95% CI: −2.77–−2.13). (4) Conclusion: Most people were vulnerable to anxiety during the earliest phase of the COVID-19 outbreak in China. Younger women, individuals with high education, people with high cognitive risk and subjective poor health were vulnerable to anxiety during the epidemic. In addition, increasing confidence in resisting this pandemic is a protective determinant for individuals to develop anxiety. The findings suggest that policymakers adopt psychosocial interventions to reduce anxiety during the pandemic.
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Abstract
Strong foundational skills in mathematical problem solving, acquired in early childhood, are critical not only for success in the science, technology, engineering, and mathematical (STEM) fields but also for quantitative reasoning in everyday life. The acquisition of mathematical skills relies on protracted interactive specialization of functional brain networks across development. Using a systems neuroscience approach, this review synthesizes emerging perspectives on neurodevelopmental pathways of mathematical learning, highlighting the functional brain architecture that supports these processes and sources of heterogeneity in mathematical skill acquisition. We identify the core neural building blocks of numerical cognition, anchored in the posterior parietal and ventral temporal-occipital cortices, and describe how memory and cognitive control systems, anchored in the medial temporal lobe and prefrontal cortex, help scaffold mathematical skill development. We highlight how interactive specialization of functional circuits influences mathematical learning across different stages of development. Functional and structural brain integrity and plasticity associated with math learning can be examined using an individual differences approach to better understand sources of heterogeneity in learning, including cognitive, affective, motivational, and sociocultural factors. Our review emphasizes the dynamic role of neurodevelopmental processes in mathematical learning and cognitive development more generally.
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Affiliation(s)
- Vinod Menon
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, California, USA
- Department of Neurology and Neurological Sciences, Stanford University School of Medicine, Stanford, California, USA
- Stanford Neuroscience Institute, Stanford University School of Medicine, Stanford, California, USA
- Symbolic Systems Program, Stanford University School of Medicine, Stanford, California, USA
| | - Hyesang Chang
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, California, USA
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Bissessar S, Youssef FF. A cross-sectional study of neuromyths among teachers in a Caribbean nation. Trends Neurosci Educ 2021; 23:100155. [PMID: 34006362 DOI: 10.1016/j.tine.2021.100155] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Revised: 04/09/2021] [Accepted: 04/11/2021] [Indexed: 02/06/2023]
Abstract
BACKGROUND The current COVID-19 pandemic and proliferation of misinformation regarding science highlights the importance of improving general science literacy. The continued preponderance of neuromyths among educators is of concern, especially in lower- and middle-income countries. METHOD Using an adapted questionnaire, a cross-sectional survey was conducted among teachers in a small island developing state in the Caribbean. RESULTS Two-thirds of the sample were unable to recognise at least 50% of the myths. Regression analysis demonstrated that higher scores in brain knowledge and exposure to prior teacher-training increased belief in neuromyths. On the other hand, specific in-service training pertaining to educational neuroscience improved scores. CONCLUSION Neuromyths are prevalent among teachers and appear to inform their teaching practice. Further research needs to be conducted to explore not just the prevalence of these myths but in what ways they may be impacting teaching and learning outcomes in the classroom.
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Affiliation(s)
- Satyavi Bissessar
- Faculty of Medical Sciences, University of the West Indies, St. Augustine, Trinidad and Tobago, West Indies
| | - Farid F Youssef
- Faculty of Medical Sciences, University of the West Indies, St. Augustine, Trinidad and Tobago, West Indies.
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A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies. MULTIMODAL TECHNOLOGIES AND INTERACTION 2021. [DOI: 10.3390/mti5030009] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
The deployment of augmented reality (AR) has attracted educators’ interest and introduced new opportunities in education. Additionally, the advancement of artificial intelligence has enabled educational researchers to apply innovative methods and techniques for the monitoring and evaluation of the teaching and learning process. The so-called learning analytics (LA) discipline emerged with the promise to revolutionize traditional instructional practices by introducing systematic and multidimensional ways to improve the effectiveness of the instructional process. However, the implementation of LA methods is usually associated with web-based platforms, which offer direct access to learners’ data with minimal effort or adjustments. On the other hand, the complex nature of immersive technologies and the diverse instructional approaches which are utilized in different scientific domains have limited the opportunities for research and development in this direction. Within these research contexts, we present a conceptual framework that describes the elements of an LA process tailored to the information that can be gathered from the use of educational applications, and further provide an indicative case study for AR-supported educational interventions. The current work contributes by elucidating and concretizing the design elements of AR-supported applications and provides researchers and designers with guidelines on how to apply instructional strategies in (augmented) real-world projects.
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Wilcox G, Morett LM, Hawes Z, Dommett EJ. Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice. Front Psychol 2021; 11:618449. [PMID: 33519642 PMCID: PMC7840578 DOI: 10.3389/fpsyg.2020.618449] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Accepted: 12/21/2020] [Indexed: 12/04/2022] Open
Abstract
The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must be bridged, and an infrastructure must be in place that allows for collaborative and productive exchange. In the present paper, we argue that school psychologists have the potential to fulfill this need and represent important agents of change in establishing better connections between research and practice. More specifically, we use the National Association of School Psychologists (NASP) (2020) Domains of Practice to highlight several areas where school psychology can actively support forging connections between neuroscience and educational practice. School psychologists represent untapped potential in their knowledge, skillset, and placement to serve a vital role in building the bridge between neuroscience and education.
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Affiliation(s)
- Gabrielle Wilcox
- School and Applied Child Psychology, Werklund School of Education, University of Calgary, Calgary, AB, Canada.,Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.,Mathison Centre for Mental Health Research & Education, University of Calgary, Calgary, AB, Canada.,Alberta Children's Hospital Research Institute, Calgary, AB, Canada
| | - Laura M Morett
- Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama, Tuscaloosa, AL, United States
| | - Zachary Hawes
- Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada
| | - Eleanor J Dommett
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
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Chyl K, Fraga-González G, Brem S, Jednoróg K. Brain dynamics of (a)typical reading development-a review of longitudinal studies. NPJ SCIENCE OF LEARNING 2021; 6:4. [PMID: 33526791 PMCID: PMC7851393 DOI: 10.1038/s41539-020-00081-5] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Accepted: 12/07/2020] [Indexed: 05/17/2023]
Abstract
Literacy development is a process rather than a single event and thus should be studied at multiple time points. A longitudinal design employing neuroimaging methods offers the possibility to identify neural changes associated with reading development, and to reveal early markers of dyslexia. The core of this review is a summary of findings from longitudinal neuroimaging studies on typical and atypical reading development. Studies focused on the prediction of reading gains with a single neuroimaging time point complement this review. Evidence from structural studies suggests that reading development results in increased structural integrity and functional specialization of left-hemispheric language areas. Compromised integrity of some of these tracts in children at risk for dyslexia might be compensated by higher anatomical connectivity in the homologous right hemisphere tracts. Regarding function, activation in phonological and audiovisual integration areas and growing sensitivity to print in the ventral occipito-temporal cortex (vOT) seem to be relevant neurodevelopmental markers of successful reading acquisition. Atypical vOT responses at the beginning of reading training and infant auditory brain potentials have been proposed as neuroimaging predictors of dyslexia that can complement behavioral measures. Besides these insights, longitudinal neuroimaging studies on reading and dyslexia are still relatively scarce and small sample sizes raise legitimate concerns about the reliability of the results. This review discusses the challenges of these studies and provides recommendations to improve this research area. Future longitudinal research with larger sample sizes are needed to improve our knowledge of typical and atypical reading neurodevelopment.
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Affiliation(s)
- Katarzyna Chyl
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland.
| | - Gorka Fraga-González
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
- MR-Center of the Department of Psychiatry, Psychotherapy and Psychosomatics and the Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
| | - Katarzyna Jednoróg
- Laboratory of Language Neurobiology, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Warsaw, Poland
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Weems CF, Russell JD, Herringa RJ, Carrion VG. Translating the neuroscience of adverse childhood experiences to inform policy and foster population-level resilience. ACTA ACUST UNITED AC 2021; 76:188-202. [PMID: 33734788 DOI: 10.1037/amp0000780] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
Imaging methods have elucidated several neurobiological correlates of traumatic and adverse experiences in childhood. This knowledge base may foster the development of programs and policies that aim to build resilience and adaptation in children and youth facing adversity. Translation of this research requires both effective and accurate communication of the science. This review begins with a discussion of integrating the language used to describe and identify childhood adversity and their outcomes to clarify the translation of neurodevelopmental findings. An integrative term, Traumatic and Adverse Childhood Experiences (TRACEs+) is proposed, alongside a revised adverse childhood experiences (ACEs) pyramid that emphasizes that a diversity of adverse experiences may lead to a common outcome and that a diversity of outcomes may result from a common adverse experience. This term facilitates linkages between the ACEs literature and the emerging neurodevelopmental knowledge surrounding the effect of traumatic adverse childhood experiences on youth in terms of the knowns and unknowns about neural connectivity in youth samples. How neuroscience findings may lead directly or indirectly to specific techniques or targets for intervention and the reciprocal nature of these relationships is addressed. Potential implications of the neuroscience for policy and intervention at multiple levels are illustrated using existing policy programs that may be informed by (and inform) neuroscience. The need for transdisciplinary models to continue to move the science to action closes the article. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Affiliation(s)
- Carl F Weems
- Department of Human Development and Family Studies, Iowa State University
| | - Justin D Russell
- Department of Psychiatry, School of Medicine and Public Health, University of Wisconsin-Madison
| | - Ryan J Herringa
- Department of Psychiatry, School of Medicine and Public Health, University of Wisconsin-Madison
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Trenado C, Pedroarena-Leal N, Ruge D. Considering the Role of Neurodidactics in Medical Education as Inspired by Learning Studies and Music Education. MEDICAL SCIENCE EDUCATOR 2021; 31:267-272. [PMID: 34457881 PMCID: PMC8368535 DOI: 10.1007/s40670-020-01176-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/20/2020] [Indexed: 06/13/2023]
Affiliation(s)
- Carlos Trenado
- Institute of Clinical Neuroscience and Medical Psychology, Medical Faculty, Heinrich Heine University, Moorenstr. 5, 40225 Duesseldorf, Germany
| | - Nicole Pedroarena-Leal
- UCL-Institute of Neurology, University College London (UCL), Queen Square, London, WC1N 3BG UK
| | - Diane Ruge
- UCL-Institute of Neurology, University College London (UCL), Queen Square, London, WC1N 3BG UK
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Coch D. Uncoupled Brain and Behavior Changes in Lexical, Phonological, and Memory Processing in Struggling Readers. Dev Neuropsychol 2021; 46:33-53. [PMID: 33423559 DOI: 10.1080/87565641.2020.1871481] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Paired behavioral and ERP measures were used to track change over time in 17 third- and fourth-grade struggling readers. Word and nonword reading on standardized tests improved, but differentiation of words and letter strings, measured by N170 and N400 amplitude, did not significantly change. Sound awareness scores improved, but the ERP rhyming effect did not significantly change. Both digit span scores and latency of the P300 oddball effect decreased. Correlations between the ostensibly matched behavioral and electrophysiological measures of change were not significant, indicating that use of ERP and behavioral measures can provide nonoverlapping insight into change during reading development.
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Affiliation(s)
- Donna Coch
- Department of Education, Dartmouth College , Hanover, NH, USA
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40
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Why do teachers believe educational neuromyths? Trends Neurosci Educ 2020; 21:100145. [PMID: 33303108 DOI: 10.1016/j.tine.2020.100145] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Revised: 10/26/2020] [Accepted: 10/26/2020] [Indexed: 11/21/2022]
Abstract
BACKGROUND It is not well understood whether qualified teachers believe neuromyths, and whether this affects their practice and learner outcomes. METHOD A standardised survey was administered to practising teachers (N = 228) to determine whether or not they believe fictional (neuromyth) or factual statements about the brain, the confidence in those beliefs, and their application. RESULTS Although factual knowledge was high, seven neuromyths were believed by >50% of the sample. Participants who endorsed neuromyths were generally more confident in their answers than those who identified the myths. Key neuromyths appear to be incorporated into classrooms. CONCLUSION Australian teachers, like their overseas counterparts, have some neuroscience awareness but are susceptible to neuromyths. A stronger partnership with neuroscientists would addresss the complex problem of disentangling brain facts from fictions, and provide better support for teachers. This study uncovered psychometric weaknesses in the commonly used neuromyth measure that future research should address.
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Poletti M. Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic. Trends Neurosci Educ 2020; 20:100140. [PMID: 32917299 PMCID: PMC7426210 DOI: 10.1016/j.tine.2020.100140] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Revised: 07/29/2020] [Accepted: 08/10/2020] [Indexed: 11/03/2022]
Affiliation(s)
- Michele Poletti
- Department of Mental Health and Pathological Addiction, Child and Adolescent Neuropsychiatry Service, Azienda USL-IRCCS di Reggio Emilia, Via Amendola 2, Reggio Emilia, Italy.
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42
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Cantlon JF. The balance of rigor and reality in developmental neuroscience. Neuroimage 2020; 216:116464. [PMID: 31874256 PMCID: PMC8276520 DOI: 10.1016/j.neuroimage.2019.116464] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2019] [Revised: 11/14/2019] [Accepted: 12/11/2019] [Indexed: 01/29/2023] Open
Abstract
The balance realism and rigor in psychological research is essential to the development of rich and accurate theories about the developing brain. In the field of neuroimaging researchers have used predominantly controlled laboratory methods to decompose neural signals into meaningful functions but there is currently a push to integrate naturalistic conditions into neural measurement. Sometimes naturalistic methods are used to validate existing functional theories ecologically, and other times they are used in data-driven studies for exploration. This article assesses the value and risk of these approaches for understanding the developing brain.
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Haase VG, Fritz A, Räsänen P. Research on numerical cognition in Latin American countries ( Investigación sobre cognición numérica en países latinoamericanos). STUDIES IN PSYCHOLOGY 2020. [DOI: 10.1080/02109395.2020.1748843] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Affiliation(s)
| | | | - Pekka Räsänen
- Niilo Mäki Institute
- Division of Social and Health Services, City of Helsinki
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44
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Wheatley C, Beale N, Wassenaar T, Graham M, Eldridge E, Dawes H, Johansen-Berg H. Fit to Study: Reflections on designing and implementing a large-scale randomized controlled trial in secondary schools. Trends Neurosci Educ 2020; 20:100134. [PMID: 32917300 PMCID: PMC7488648 DOI: 10.1016/j.tine.2020.100134] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2020] [Revised: 06/17/2020] [Accepted: 06/17/2020] [Indexed: 11/16/2022]
Abstract
Background The randomised controlled trial (RCT) design is increasingly common among studies seeking good-quality evidence to advance educational neuroscience, but conducting RCTs in schools is challenging. Fit to Study, one of six such trials funded by the Education Endowment Foundation and Wellcome Trust, tested an intervention to increase vigorous physical activity during PE lessons on maths attainment among pupils aged 12–13. This review of designing and conducting an RCT in 104 schools is intended as a resource on which researchers might draw for future studies. Method We consider intervention design and delivery; recruitment, retention, trial management, data collection and analysis including ethical considerations and working with evaluators. Results Teacher training, intervention delivery and data collection during large-scale RCTs require a flexible approach appropriate to educational settings, which in turn entails planning and resources. Conclusion Simple interventions, with few outcome measures and minimal missing data, are preferable to more complex designs.
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Affiliation(s)
- Catherine Wheatley
- Wellcome Centre for Integrative Neuroimaging, Nuffield Department of Clinical Neurosciences, University of Oxford, John Radcliffe Hospital, Oxford OX3 9DU.
| | - Nick Beale
- Oxford Institute of Nursing, Midwifery & Allied Health Research, Department of Sport & Health Sciences, Oxford Brookes University, Headington Campus, Oxford OX3 0BP
| | - Thomas Wassenaar
- Wellcome Centre for Integrative Neuroimaging, Nuffield Department of Clinical Neurosciences, University of Oxford, John Radcliffe Hospital, Oxford OX3 9DU
| | - Mackenzie Graham
- Oxford Uehiro Centre for Practical Ethics, Wellcome Centre for Ethics and Humanities, University of Oxford, 6-17 St Ebbes St, Oxford OX1 1PT
| | - Emma Eldridge
- Oxford Institute of Nursing, Midwifery & Allied Health Research, Department of Sport & Health Sciences, Oxford Brookes University, Headington Campus, Oxford OX3 0BP
| | - Helen Dawes
- Oxford Institute of Nursing, Midwifery & Allied Health Research, Department of Sport & Health Sciences, Oxford Brookes University, Headington Campus, Oxford OX3 0BP
| | - Heidi Johansen-Berg
- Wellcome Centre for Integrative Neuroimaging, Nuffield Department of Clinical Neurosciences, University of Oxford, John Radcliffe Hospital, Oxford OX3 9DU
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Escolano-Pérez E, Herrero-Nivela ML, Losada JL. Association Between Preschoolers' Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications. Front Psychol 2020; 11:1044. [PMID: 32581931 PMCID: PMC7289974 DOI: 10.3389/fpsyg.2020.01044] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Accepted: 04/27/2020] [Indexed: 01/21/2023] Open
Abstract
Motor development is an inseparable component of cognitive development. So, to develop the mind, it is necessary to work the body. Therefore, Early Childhood Education curricula and the scientific literature emphasize the need to promote the development of motor skills during the 1st years of life. These skills are necessary for learning and subsequent academic performance. However, studies frequently offer only a partial view of these relationships. Few works have analyzed the specific relationships between different components of preschool gross and fine motor skills and subsequent performance on different academic competencies. Further, they present discrepant results. The aim of this study was to determinate which specific components of gross and fine motor skills assessed in Spanish students during the final year of Early Childhood Education (5 to 6-year-olds) were associated with different academic competencies assessed in the following academic year, when the students were in their 1st year of Primary Education. The final sample consisted of 38 Spanish students, aged 5. A mixed methods approach was used. It consisted of systematic observation to assess specific components of gross and fine motor skills when children were in the Early Childhood Education period, and selective methodology to evaluate their academic competencies (specifically in literacy and mathematics and overall), 1 year later, once in Primary Education. Multiple linear regression models were constructed using the computing language R to examine the association between motor skills and academic competencies. The results indicated that only the components of fine motor skills showed associations with academic competencies. The pattern of association varied when literacy and mathematics competencies were specifically and individually assessed and when overall academic competency was considered. The two assessed fine motor skills (Coordination and Integration) were associated with literacy competency (β = 0.344, p = 0.025; β = 0.349, p = 0.024, respectively) and overall academic competency (β = 0.267, p = 0.065; β = 0.493, p = 0.001, respectively). However, only Integration was associated with mathematics competency (β = 0.476, p = 0.002). The "Discussion" section focuses on the educational implications of these results and future research. It highlights the importance of early assessment of fine motor skills to identify students likely to present inadequate subsequent academic performance and the need to apply instruction and interventions tailored to the specific needs of each child.
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Affiliation(s)
| | | | - José Luis Losada
- Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain
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van Atteveldt N, Peters S, De Smedt B, Dumontheil I. Towards Greater Collaboration in Educational Neuroscience: Perspectives From the 2018 Earli-SIG22 Conference. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2020; 14:124-129. [PMID: 32733597 PMCID: PMC7384141 DOI: 10.1111/mbe.12250] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2020] [Revised: 05/13/2020] [Accepted: 05/13/2020] [Indexed: 06/11/2023]
Abstract
The special issue resulting from the 2018 Earli-SIG22 conference reflects the current state of the field, the diversity of methods, the persevering limitations and promising directions towards solutions. About half of the empirical papers in this special issue that consist of three parts, uses behavioral, self-report or qualitative measures to understand the "mind" level of Mind, Brain, and Education. The other half investigates the "brain" level, using neuroimaging but also genetics or eye-tracking to gain access to the wider range of biological substrates of learning and cognition. These biological studies mostly have added value by refining psychological theories, such that these inspire new hypotheses to test in the field, to ultimately better inform teaching. Importantly, the special issue presents several approaches to more intensive, bi-directional and systematic practice-research collaborations to better connect the "mind" and "brain" levels to education, and to equip researchers to realize such collaborations successfully in the future.
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Affiliation(s)
- Nienke van Atteveldt
- Faculty of Behavioural and Movement Sciences, Section of Clinical Developmental Psychology and Institute Learn!Vrije Universiteit AmsterdamNetherlands
| | - Sabine Peters
- Department of Developmental and Educational Psychology, Institute of Psychology and Leiden Institute for Brain and CognitionLeiden UniversityNetherlands
| | - Bert De Smedt
- Faculty of Psychology and Educational Sciences, Parenting and Special Education Research UnitUniversity of LeuvenBelgium
| | - Iroise Dumontheil
- Department of Psychological Sciences, Centre for Brain and Cognitive DevelopmentBirkbeck, University of LondonUK
- Centre for Educational NeuroscienceUniversity of LondonUK
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Wilkinson HR, Smid C, Morris S, Farran EK, Dumontheil I, Mayer S, Tolmie A, Bell D, Porayska-Pomsta K, Holmes W, Mareschal D, Thomas MSC. Domain-Specific Inhibitory Control Training to Improve Children's Learning of Counterintuitive Concepts in Mathematics and Science. JOURNAL OF COGNITIVE ENHANCEMENT 2019; 4:296-314. [PMID: 32832846 PMCID: PMC7410229 DOI: 10.1007/s41465-019-00161-4] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Accepted: 11/25/2019] [Indexed: 12/01/2022]
Abstract
Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, ηp 2 = .067) and STP (p < .01, ηp 2 = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, ηp 2 = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.
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Affiliation(s)
- Hannah R. Wilkinson
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Claire Smid
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Su Morris
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- UCL Institute of Education, University College of London, London, UK
| | - Emily K. Farran
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
| | - Iroise Dumontheil
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Sveta Mayer
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- UCL Institute of Education, University College of London, London, UK
| | - Andrew Tolmie
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- UCL Institute of Education, University College of London, London, UK
| | - Derek Bell
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Learnus, London, UK
| | - Kaśka Porayska-Pomsta
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- UCL Institute of Education, University College of London, London, UK
| | - Wayne Holmes
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Nesta, London, UK
| | - Denis Mareschal
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - Michael S. C. Thomas
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
| | - The UnLocke Team
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, UK
- UCL Institute of Education, University College of London, London, UK
- School of Psychology, University of Surrey, Guildford, UK
- Learnus, London, UK
- Nesta, London, UK
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48
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Seghier ML, Fahim MA, Habak C. Educational fMRI: From the Lab to the Classroom. Front Psychol 2019; 10:2769. [PMID: 31866920 PMCID: PMC6909003 DOI: 10.3389/fpsyg.2019.02769] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2019] [Accepted: 11/25/2019] [Indexed: 12/23/2022] Open
Abstract
Functional MRI (fMRI) findings hold many potential applications for education, and yet, the translation of fMRI findings to education has not flowed. Here, we address the types of fMRI that could better support applications of neuroscience to the classroom. This 'educational fMRI' comprises eight main challenges: (1) collecting artifact-free fMRI data in school-aged participants and in vulnerable young populations, (2) investigating heterogenous cohorts with wide variability in learning abilities and disabilities, (3) studying the brain under natural and ecological conditions, given that many practical topics of interest for education can be addressed only in ecological contexts, (4) depicting complex age-dependent associations of brain and behaviour with multi-modal imaging, (5) assessing changes in brain function related to developmental trajectories and instructional intervention with longitudinal designs, (6) providing system-level mechanistic explanations of brain function, so that useful individualized predictions about learning can be generated, (7) reporting negative findings, so that resources are not wasted on developing ineffective interventions, and (8) sharing data and creating large-scale longitudinal data repositories to ensure transparency and reproducibility of fMRI findings for education. These issues are of paramount importance to the development of optimal fMRI practices for educational applications.
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Affiliation(s)
- Mohamed L Seghier
- Cognitive Neuroimaging Unit, Emirates College for Advanced Education (ECAE), Abu Dhabi, United Arab Emirates
| | - Mohamed A Fahim
- Cognitive Neuroimaging Unit, Emirates College for Advanced Education (ECAE), Abu Dhabi, United Arab Emirates
| | - Claudine Habak
- Cognitive Neuroimaging Unit, Emirates College for Advanced Education (ECAE), Abu Dhabi, United Arab Emirates
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49
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Brookman‐Byrne A, Commissar L. Future Avenues for Educational Neuroscience From the Perspective of EARLI SIG 22 Conference Attendees. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2019; 13:176-183. [PMID: 31598131 PMCID: PMC6774272 DOI: 10.1111/mbe.12211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2018] [Revised: 06/10/2019] [Accepted: 07/03/2019] [Indexed: 05/14/2023]
Abstract
The 2018 EARLI SIG 22 Neuroscience and Education conference aimed to facilitate the discussion and sharing of research and translation in educational neuroscience. In this article, we first describe and evaluate the approach taken in organizing the conference, which followed recommendations from the educational neuroscience community. We then summarize responses to a survey that captured delegates' visions of research and translation, their intentions following the conference, and the support they need moving forward. From 88 completed surveys, we first note a common desire for more discussions and collaborations across disciplines, and between teachers and researchers. We highlight particularly novel ideas that are not frequently addressed in the community so far, including discussion of ethical issues, inclusion of learners in research development, open resources for teacher training in neuroscience, and mentoring networks for community members. In sharing these ideas, we highlight future directions for the field as it continues to develop.
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Affiliation(s)
- Annie Brookman‐Byrne
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, BirkbeckUniversity of London
- Centre for Educational NeuroscienceUniversity of London
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50
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Molnár G, Csapó B. Making the Psychological Dimension of Learning Visible: Using Technology-Based Assessment to Monitor Students' Cognitive Development. Front Psychol 2019; 10:1368. [PMID: 31244743 PMCID: PMC6573803 DOI: 10.3389/fpsyg.2019.01368] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2018] [Accepted: 05/27/2019] [Indexed: 11/13/2022] Open
Abstract
Technology-based assessment offers unique opportunities to collect data on students' cognitive development and to use that data to provide both students and teachers with feedback to improve learning. The aim of this study was to show how the psychological dimension of learning can be assessed in everyday educational practice through technology-based assessment in reading, mathematics and science. We analyzed three related aspects of the assessments: cognitive development, gender differences and vertical scaling. The sample for the study was drawn from primary school students in Grades 1-8 (ages 7 to 14) in Hungary. There were 1500 to 2000 students in each grade cohort. Online tests were constructed from 1638 items from the reading, mathematics, and science domains in the eDia system. The results confirmed that the disciplinary, application and psychological dimensions of learning can be distinguished empirically. Students' cognitive development was the most steady (and effective) in mathematics, where the greatest development occurred in the first years of schooling. Path models suggested that the psychological dimension of learning can be predicted at a moderate level based on students' level of school knowledge consisting of the disciplinary and application dimensions of learning as latent constructs. The predictive power was almost the same in both dimensions. Generally, girls developed faster in the psychological dimension of reading, mathematics and science learning; however, the size of gender differences varied by age and domain. This study (1) provides evidence that the psychological dimension of learning can be made visible even in an educational context, (2) highlights the importance of the explicit development of the psychological dimension of learning during school lessons, and (3) shows that there are gender differences in the developmental level of the psychological dimension of learning in favor of girls but that this varies by grade and domain.
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Affiliation(s)
- Gyöngyvér Molnár
- Department of Learning and Instruction, University of Szeged, Szeged, Hungary
| | - Benő Csapó
- MTA–SZTE Research Group on the Development of Competencies, University of Szeged, Szeged, Hungary
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