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Bosseler AN, Meltzoff AN, Bierer S, Huber E, Mizrahi JC, Larson E, Endevelt-Shapira Y, Taulu S, Kuhl PK. Infants' brain responses to social interaction predict future language growth. Curr Biol 2024; 34:1731-1738.e3. [PMID: 38593800 PMCID: PMC11090161 DOI: 10.1016/j.cub.2024.03.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Revised: 02/26/2024] [Accepted: 03/13/2024] [Indexed: 04/11/2024]
Abstract
In face-to-face interactions with infants, human adults exhibit a species-specific communicative signal. Adults present a distinctive "social ensemble": they use infant-directed speech (parentese), respond contingently to infants' actions and vocalizations, and react positively through mutual eye-gaze and smiling. Studies suggest that this social ensemble is essential for initial language learning. Our hypothesis is that the social ensemble attracts attentional systems to speech and that sensorimotor systems prepare infants to respond vocally, both of which advance language learning. Using infant magnetoencephalography (MEG), we measure 5-month-old infants' neural responses during live verbal face-to-face (F2F) interaction with an adult (social condition) and during a control (nonsocial condition) in which the adult turns away from the infant to speak to another person. Using a longitudinal design, we tested whether infants' brain responses to these conditions at 5 months of age predicted their language growth at five future time points. Brain areas involved in attention (right hemisphere inferior frontal, right hemisphere superior temporal, and right hemisphere inferior parietal) show significantly higher theta activity in the social versus nonsocial condition. Critical to theory, we found that infants' neural activity in response to F2F interaction in attentional and sensorimotor regions significantly predicted future language development into the third year of life, more than 2 years after the initial measurements. We develop a view of early language acquisition that underscores the centrality of the social ensemble, and we offer new insight into the neurobiological components that link infants' language learning to their early brain functioning during social interaction.
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Affiliation(s)
- Alexis N Bosseler
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA
| | - Andrew N Meltzoff
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA; Department of Psychology, University of Washington, Seattle, WA 98195, USA
| | - Steven Bierer
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA
| | - Elizabeth Huber
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA; Department of Speech and Hearing Sciences, University of Washington, Seattle, WA 98195, USA
| | - Julia C Mizrahi
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA
| | - Eric Larson
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA
| | - Yaara Endevelt-Shapira
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA
| | - Samu Taulu
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA; Department of Physics, University of Washington, Seattle, WA 98195, USA
| | - Patricia K Kuhl
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA 98195, USA; Department of Speech and Hearing Sciences, University of Washington, Seattle, WA 98195, USA.
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2
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Mou X, Ji D. Observational activation of anterior cingulate cortical neurons coordinates hippocampal replay in social learning. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.03.31.587484. [PMID: 38617364 PMCID: PMC11014478 DOI: 10.1101/2024.03.31.587484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/16/2024]
Abstract
Social learning enables a subject to make decisions by observing the actions of another. How neural circuits acquire relevant information during observation to guide subsequent behavior is unknown. Utilizing an observational spatial working memory task, we show that neurons in the rat anterior cingulate cortex (ACC) associated with spatial trajectories during self-running in a maze are activated when observing another rat running the same maze. The observation-induced ACC activities are reduced in error trials and are correlated with activities of hippocampal place cells representing the same trajectories. The ACC activities during observation also predict subsequent hippocampal place cell activities during sharp-wave ripples and spatial contents of hippocampal replay prior to self-running. The results support that ACC neurons involved in decisions during self-running are reactivated during observation and coordinate hippocampal replay to guide subsequent spatial navigation.
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Affiliation(s)
- Xiang Mou
- Department of Neuroscience, Baylor College of Medicine; One Baylor Plaza, Houston, TX 77030, USA
| | - Daoyun Ji
- Department of Neuroscience, Baylor College of Medicine; One Baylor Plaza, Houston, TX 77030, USA
- Department of Molecular and Cellular Biology, Baylor College of Medicine; One Baylor Plaza, Houston, TX 77030, USA
- Lead Contact
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Inglada Galiana L, Corral Gudino L, Miramontes González P. Ethics and artificial intelligence. Rev Clin Esp 2024; 224:178-186. [PMID: 38355097 DOI: 10.1016/j.rceng.2024.02.003] [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: 12/21/2023] [Accepted: 01/10/2024] [Indexed: 02/16/2024]
Abstract
The relationship between ethics and artificial intelligence in medicine is a crucial and complex topic that falls within its broader context. Ethics in medical artificial intelligence (AI) involves ensuring that technologies are safe, fair, and respect patient privacy. This includes concerns about the accuracy of diagnoses provided by artificial intelligence, fairness in patient treatment, and protection of personal health data. Advances in artificial intelligence can significantly improve healthcare, from more accurate diagnoses to personalized treatments. However, it is essential that developments in medical artificial intelligence are carried out with strong ethical consideration, involving healthcare professionals, artificial intelligence experts, patients, and ethics specialists to guide and oversee their implementation. Finally, transparency in artificial intelligence algorithms and ongoing training for medical professionals are fundamental.
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Affiliation(s)
- L Inglada Galiana
- Servicio Medicina Interna, Hospital Universitario Río Hortega, Valladolid, Spain.
| | - L Corral Gudino
- Servicio Medicina Interna, Hospital Universitario Río Hortega, Valladolid, Spain; Departamento de Medicina, Facultad de Medicina, Universidad de Valladolid, Valladolid, Spain
| | - P Miramontes González
- Servicio Medicina Interna, Hospital Universitario Río Hortega, Valladolid, Spain; Departamento de Medicina, Facultad de Medicina, Universidad de Valladolid, Valladolid, Spain
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4
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Wermelinger S, Moersdorf L, Daum MM. Automatic imitation in school-aged children. J Exp Child Psychol 2024; 238:105797. [PMID: 37922702 DOI: 10.1016/j.jecp.2023.105797] [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: 04/06/2023] [Revised: 08/16/2023] [Accepted: 09/23/2023] [Indexed: 11/07/2023]
Abstract
Children imitate others for different reasons: To learn from others and to reach social goals such as affiliation or prosociality. So far, imitative acts have been measured using diverging methods in children and adults. Here, we investigated whether school-aged children's imitation can be measured via their automatic imitation with a classical imitation-inhibition task (Brass et al., 2000) as has been used in adults. To this end, we measured automatic imitation in N=94 7-8-year-olds and N=10 adults. The results were similar in children and adults: Observing actions that are incongruent with participants' actions interferes with their responses resulting in increased reaction times and error rates. This shows that assessing automatic imitation via the imitation-inhibition task is feasible in children, and creates the basis for future studies to compare the behaviour of different age groups with the same imitation task.
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Fioroni Ribeiro da Silva C, Greco ALR, Castilho Cabrera Santos D, Sgandurra G, Tudella E. Association between Contextual Factors and Affordances in the Home Environment of Infants Exposed to Poverty. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1932. [PMID: 38136134 PMCID: PMC10742190 DOI: 10.3390/children10121932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2023] [Revised: 12/08/2023] [Accepted: 12/11/2023] [Indexed: 12/24/2023]
Abstract
Home environments of infants exposed to poverty exhibit fewer affordances for child development. This study aimed to investigate the association between contextual factors and affordances in the home environments of infants facing poverty. Term infants (n = 128) were divided into two groups: (1) exposed group (EG), comprising term infants exposed to poverty, and (2) comparison group (CG), consisting of term infants classified with medium and high socio-economic status. The main dependent variables were physical space, variety of stimulation, gross and fine motor toys, and the total score; measured using the Brazilian version of the Affordances in the Home Environment for Motor Development-Infant Scale (AHEMD-IS) questionnaire, named Affordances no Ambiente Domiciliar para o Desenvolvimento Motor-Escala Bebê. Statistical analysis employed independent sample t-tests or Mann-Whitney tests, chi-square tests, and stepwise multiple linear regression models to evaluate predictors of less adequate home environments. The EG presented significantly fewer affordances in gross motor toys (Cohen's r = 0.353; p < 0.01); fine motor toys (Cohen's r = 0.327; p < 0.01); and total score (Cohen's r = 0.377; p < 0.01). Binary logistic regression analysis showed a significant association (r2 = 0.828, p < 0.01) between the less than adequate home environment category and maternal age (p = 0.043, OR: 0.829 (0.692-0.994)), revealing that maternal age was associated with better quantity and quality of affordances for child development.
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Affiliation(s)
| | | | - Denise Castilho Cabrera Santos
- Human Movement Sciences Graduate Program, Methodist University of Piracicaba, Piracicaba 13423-170, Brazil;
- Department of Human Development and Rehabilitation, School of Medical Science, University of Campinas (UNICAMP), Campinas 13083-970, Brazil
| | - Giuseppina Sgandurra
- Department of Clinical and Experimental Medicine, University of Pisa, Via Roma 67, 56126 Pisa, Italy;
- Department of Developmental Neuroscience, IRCCS Fondazione Stella Maris, Viale del Tirreno 331, 56128 Pisa, Italy
| | - Eloisa Tudella
- Neuropediatrics and Motricity Studies Center (NENEM), Federal University of São Carlos, São Carlos 13565-905, Brazil;
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de Seyssel M, Lavechin M, Dupoux E. Realistic and broad-scope learning simulations: first results and challenges. JOURNAL OF CHILD LANGUAGE 2023; 50:1294-1317. [PMID: 37246513 DOI: 10.1017/s0305000923000272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
There is a current 'theory crisis' in language acquisition research, resulting from fragmentation both at the level of the approaches and the linguistic level studied. We identify a need for integrative approaches that go beyond these limitations, and propose to analyse the strengths and weaknesses of current theoretical approaches of language acquisition. In particular, we advocate that language learning simulations, if they integrate realistic input and multiple levels of language, have the potential to contribute significantly to our understanding of language acquisition. We then review recent results obtained through such language learning simulations. Finally, we propose some guidelines for the community to build better simulations.
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Affiliation(s)
- Maureen de Seyssel
- Laboratoire de Sciences Cognitives et de Psycholinguistique, Département d'Études Cognitives, ENS, EHESS, CNRS, PSL University, Paris, France
- Laboratoire de Linguistique Formelle, Université Paris Cité, CNRS, Paris, France
| | - Marvin Lavechin
- Laboratoire de Sciences Cognitives et de Psycholinguistique, Département d'Études Cognitives, ENS, EHESS, CNRS, PSL University, Paris, France
- Meta AI Research, Paris, France
| | - Emmanuel Dupoux
- Laboratoire de Sciences Cognitives et de Psycholinguistique, Département d'Études Cognitives, ENS, EHESS, CNRS, PSL University, Paris, France
- Meta AI Research, Paris, France
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Privitera AJ, Ng SHS, Chen SHA. Defining the Science of Learning: A scoping review. Trends Neurosci Educ 2023; 32:100206. [PMID: 37689432 DOI: 10.1016/j.tine.2023.100206] [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: 07/06/2023] [Revised: 08/06/2023] [Accepted: 08/07/2023] [Indexed: 09/11/2023]
Abstract
BACKGROUND Interest in research on the Science of Learning continues to grow. However, ambiguity about what this field is can negatively impact communication and collaboration and may inadequately inform educational training programs or funding initiatives that are not sufficiently inclusive in focus. METHODS The present scoping review aimed to synthesize a working definition of the Science of Learning using Web of Science and ProQuest database searches. RESULTS In total, 43 unique definitions were identified across 50 documents including journal articles, theses, conference papers, and book chapters. Definitions of the Science of Learning differed considerably when describing the fields thought to contribute to research on this topic. CONCLUSIONS Based on findings, we propose a working definition of the Science of Learning for discussion and further refinement: the scientific study of the underlying bases of learning with the goal of describing, understanding, or improving learning across developmental stages and diverse contexts.
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Affiliation(s)
- A J Privitera
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore.
| | - S H S Ng
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore; Institute for Pedagogical Innovation, Research and Excellence, Nanyang Technological University, Singapore
| | - S H A Chen
- Centre for Research and Development in Learning, Nanyang Technological University, Singapore; School of Social Sciences, Nanyang Technological University, Singapore; National Institute of Education, Nanyang Technological University, Singapore; Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
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8
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Birulés J, Goupil L, Josse J, Fort M. The Role of Talking Faces in Infant Language Learning: Mind the Gap between Screen-Based Settings and Real-Life Communicative Interactions. Brain Sci 2023; 13:1167. [PMID: 37626523 PMCID: PMC10452843 DOI: 10.3390/brainsci13081167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Revised: 07/28/2023] [Accepted: 08/01/2023] [Indexed: 08/27/2023] Open
Abstract
Over the last few decades, developmental (psycho) linguists have demonstrated that perceiving talking faces audio-visually is important for early language acquisition. Using mostly well-controlled and screen-based laboratory approaches, this line of research has shown that paying attention to talking faces is likely to be one of the powerful strategies infants use to learn their native(s) language(s). In this review, we combine evidence from these screen-based studies with another line of research that has studied how infants learn novel words and deploy their visual attention during naturalistic play. In our view, this is an important step toward developing an integrated account of how infants effectively extract audiovisual information from talkers' faces during early language learning. We identify three factors that have been understudied so far, despite the fact that they are likely to have an important impact on how infants deploy their attention (or not) toward talking faces during social interactions: social contingency, speaker characteristics, and task- dependencies. Last, we propose ideas to address these issues in future research, with the aim of reducing the existing knowledge gap between current experimental studies and the many ways infants can and do effectively rely upon the audiovisual information extracted from talking faces in their real-life language environment.
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Affiliation(s)
- Joan Birulés
- Laboratoire de Psychologie et NeuroCognition, CNRS UMR 5105, Université Grenoble Alpes, 38058 Grenoble, France; (L.G.); (J.J.); (M.F.)
| | - Louise Goupil
- Laboratoire de Psychologie et NeuroCognition, CNRS UMR 5105, Université Grenoble Alpes, 38058 Grenoble, France; (L.G.); (J.J.); (M.F.)
| | - Jérémie Josse
- Laboratoire de Psychologie et NeuroCognition, CNRS UMR 5105, Université Grenoble Alpes, 38058 Grenoble, France; (L.G.); (J.J.); (M.F.)
| | - Mathilde Fort
- Laboratoire de Psychologie et NeuroCognition, CNRS UMR 5105, Université Grenoble Alpes, 38058 Grenoble, France; (L.G.); (J.J.); (M.F.)
- Centre de Recherche en Neurosciences de Lyon, INSERM U1028-CNRS UMR 5292, Université Lyon 1, 69500 Bron, France
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9
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Uden L, Sulaiman F, Ching GS, Rosales JJ. Integrated science, technology, engineering, and mathematics project-based learning for physics learning from neuroscience perspectives. Front Psychol 2023; 14:1136246. [PMID: 37404578 PMCID: PMC10316709 DOI: 10.3389/fpsyg.2023.1136246] [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: 01/02/2023] [Accepted: 03/14/2023] [Indexed: 07/06/2023] Open
Abstract
For many students, learning physics is difficult because of its abstractness. To help students to learn physics, we have developed the Integrated Science, Technology, Engineering, and Mathematics Projects Based Learning (STEM-PjBL) method based on principles from neuroscience. We believe that incorporating principles from educational neuroscience would help students learn better. This paper describes our experiments of implementing the integrated STEM-PjBL Module in physics, i.e., classical mechanics, to secondary school students in Malaysia and South Korea. The study consists of two groups of students: the experiment group, 77 in total, comprising those who have undergone the integrated STEM-PjBL, and the control group, again 77 in total, who experienced the traditional approach. The Colorado Learning Attitudes Science Survey (CLASS) was conducted for the two groups on students' beliefs about physics and learning physics before and after the implementation. The paired sample t-test from the pre-survey and post-survey shows that the integrated STEM-PjBL group has a more positive shift in belief about physics and learning physics than the traditional group. The results of the independent samples t-test for students' beliefs about physics and learning physics, compared with the post-survey between the experimental group and the traditional group for both Malaysian and Korean perspectives, show that the experimental group has a higher mean compared to the traditional group. This paper explains why the integrated STEM-PjBL has improved students' beliefs about physics and learning physics, from the neuroscience education perspective. Finally, the paper concludes with guidelines for teachers who wish to implement the integrated STEM-PjBL in the classroom.
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Affiliation(s)
- Lorna Uden
- School of Computing, Faculty of Computing and Digital Technologies, Staffordshire University, Stoke-on-Trent, United Kingdom
| | - Fauziah Sulaiman
- Faculty of Science and Natural Resources, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia
| | - Gregory S. Ching
- Graduate Institute of Educational Administration and Policy, National ChengChi University, New Taipei, Taiwan
| | - Jeffry Juan Rosales
- Graduate Institute of Educational Administration and Policy, National ChengChi University, New Taipei, Taiwan
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10
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Ottoboni G, Toraldo A, Proietti R, Cangelosi A, Tessari A. Paradoxical decrease of imitation performance with age in children. Br J Psychol 2023. [PMID: 36942850 DOI: 10.1111/bjop.12644] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Revised: 02/20/2023] [Accepted: 02/22/2023] [Indexed: 03/23/2023]
Abstract
Imitation development was studied in a cross-sectional design involving 174 primary-school children (aged 6-10), focusing on the effect of actions' complexity and error analysis to infer the underlying cognitive processes. Participants had to imitate the model's actions as if they were in front of a mirror ('specularly'). Complexity varied across three levels: movements of a single limb; arm and leg of the same body side; or arm and leg of opposite body sides. While the overall error rate decreased with age, this was not true of all error categories. The rate of 'side' errors (using a limb of the wrong body side) paradoxically increased with age (from 9 years). However, with increasing age, the error rate also became less sensitive to the complexity of the action. This pattern is consistent with the hypothesis that older children have the working memory (WM) resources and the body knowledge necessary to imitate 'anatomically', which leads to additional side errors. Younger children might be paradoxically free from such interference because their WM and/or body knowledge are insufficient for anatomical imitation. Yet, their limited WM resources would prevent them from successfully managing the conflict between spatial codes involved in complex actions (e.g. moving the left arm and the right leg). We also found evidence that action side and content might be stored in separate short-term memory (STM) systems: increasing the number of sides to be encoded only affected side retrieval, but not content retrieval; symmetrically, increasing the content (number of movements) of the action only affected content retrieval, but not side retrieval. In conclusion, results suggest that anatomical imitation might interfere with specular imitation at age 9 and that STM storages for side and content of actions are separate.
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Affiliation(s)
- Giovanni Ottoboni
- Department of Psychology 'Renzo Canestrari', University of Bologna, Bologna, Italy
| | - Alessio Toraldo
- Department of Brain and Behavioural Sciences, University of Pavia, Pavia, Italy
- Milan Centre for Neuroscience (NeuroMI), Milan, Italy
| | - Riccardo Proietti
- Department of Psychology 'Renzo Canestrari', University of Bologna, Bologna, Italy
| | - Angelo Cangelosi
- Department of Computer Science, University of Manchester, Manchester, UK
| | - Alessia Tessari
- Department of Psychology 'Renzo Canestrari', University of Bologna, Bologna, Italy
- Alma Mater Research Institute for Human-Centered Artificial Intelligence, Bologna, Italy
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11
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Yang Y, Conde Santiago S, Lasc D, Hershkovich A, Grove L. Informal STEM learning: Examples from everyday spatial behaviors. Front Psychol 2023; 14:1117771. [PMID: 36968694 PMCID: PMC10036415 DOI: 10.3389/fpsyg.2023.1117771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Accepted: 02/14/2023] [Indexed: 03/12/2023] Open
Abstract
IntroductionExtensive research has shown a close relationship between spatial abilities and success in STEM disciplines because many STEM problems often require students to reason about spatial information. Everyday spatial behaviors may predate and facilitate the development of spatial skills. Therefore, the current study examined children’s everyday spatial behaviors and their associations with broader child development outcomes and individual differences.MethodsBased on previous research, we developed an everyday spatial behaviors questionnaire for children (ESBQC). A total of 174 parents and their children aged 4–9 years old participated. In ESBQC, parents rated how much difficulty their children experience with different spatial behaviors, such as putting together a puzzle, retracing a route, or hitting a moving ball.ResultsFactor analysis revealed 8 components in ESBQC. The internal reliabilities were relatively high. ESBQC was positively correlated with age but not with sex. Furthermore, ESBQC predicted sense of direction, even after considering age and bias associated with parent reports.DiscussionOur questionnaire may provide a useful tool for parents and other stakeholders to better understand everyday spatial behaviors and encourage interest and competence in spatial skills, ultimately promoting STEM learning in informal, everyday settings.
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12
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De Felice S, Hamilton AFDC, Ponari M, Vigliocco G. Learning from others is good, with others is better: the role of social interaction in human acquisition of new knowledge. Philos Trans R Soc Lond B Biol Sci 2023; 378:20210357. [PMID: 36571126 PMCID: PMC9791495 DOI: 10.1098/rstb.2021.0357] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
Learning in humans is highly embedded in social interaction: since the very early stages of our lives, we form memories and acquire knowledge about the world from and with others. Yet, within cognitive science and neuroscience, human learning is mainly studied in isolation. The focus of past research in learning has been either exclusively on the learner or (less often) on the teacher, with the primary aim of determining developmental trajectories and/or effective teaching techniques. In fact, social interaction has rarely been explicitly taken as a variable of interest, despite being the medium through which learning occurs, especially in development, but also in adulthood. Here, we review behavioural and neuroimaging research on social human learning, specifically focusing on cognitive models of how we acquire semantic knowledge from and with others, and include both developmental as well as adult work. We then identify potential cognitive mechanisms that support social learning, and their neural correlates. The aim is to outline key new directions for experiments investigating how knowledge is acquired in its ecological niche, i.e. socially, within the framework of the two-person neuroscience approach. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.
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Affiliation(s)
- Sara De Felice
- Institute of Cognitive Neuroscience, University College London (UCL), 17–19 Alexandra House Queen Square, London WC1N 3AZ, UK
| | - Antonia F. de C. Hamilton
- Institute of Cognitive Neuroscience, University College London (UCL), 17–19 Alexandra House Queen Square, London WC1N 3AZ, UK
| | - Marta Ponari
- School of Psychology, University of Kent, Canterbury CT2 7NP, UK
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Estrada-Chichón JL, Zayas-Martínez F, Sánchez-Cabrero R. Classroom-Situated Willingness to Communicate: Student Teachers of EFL in Spain. Eur J Investig Health Psychol Educ 2023; 13:96-111. [PMID: 36661757 PMCID: PMC9858343 DOI: 10.3390/ejihpe13010007] [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: 09/15/2022] [Revised: 12/19/2022] [Accepted: 01/06/2023] [Indexed: 01/11/2023] Open
Abstract
This exploratory mixed-methods research involves an intra-/intergroup replication design to analyse the classroom-situated willingness to communicate (WTC) in English foreign language (EFL) student teachers of early childhood education according to grouping, group member familiarity, and EFL proficiency. The novelty lies in the adaptation from face-to-face to virtual teaching while student teachers attended a didactics course at the University of Cádiz (Spain). Results show that there are no significant differences in WTC concerning teaching modality except for grouping. Conclusions imply that classroom-situated WTC is not affected by teaching modality when instruction aims at language acquisition by fostering oral communicative interaction.
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Affiliation(s)
- José Luis Estrada-Chichón
- Department of Didactics of Language and Literature, Faculty of Education Sciences, University of Cádiz, 11519 Cadiz, Spain
| | - Francisco Zayas-Martínez
- Department of Didactics of Language and Literature, Faculty of Education Sciences, University of Cádiz, 11519 Cadiz, Spain
| | - Roberto Sánchez-Cabrero
- Department of Evolutionary and Educational Psychology, Faculty of Teacher Training, Autonomous University of Madrid, 28049 Madrid, Spain
- Correspondence:
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14
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Pesch A, Ochoa KD, Fletcher KK, Bermudez VN, Todaro RD, Salazar J, Gibbs HM, Ahn J, Bustamante AS, Hirsh-Pasek K. Reinventing the public square and early educational settings through culturally informed, community co-design: Playful Learning Landscapes. Front Psychol 2022; 13:933320. [PMID: 36571020 PMCID: PMC9768569 DOI: 10.3389/fpsyg.2022.933320] [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: 04/30/2022] [Accepted: 10/31/2022] [Indexed: 12/12/2022] Open
Abstract
What if the environment could be transformed in culturally-responsive and inclusive ways to foster high-quality interactions and spark conversations that drive learning? In this article, we describe a new initiative accomplishing this, called Playful Learning Landscapes (PLL). PLL is an evidence-based initiative that blends findings from the science of learning with community-based participatory research to transform physical public spaces and educational settings into playful learning hubs. Here, we describe our model for conducting this research, which is mindful of three key components: community input, how children learn best, and what children need to learn to be successful in the 21st century economy. We describe how this model was implemented in two PLL case studies: one in a predominantly Latine community and the second in early childhood education classrooms. Furthermore, we describe how research employing our model can be rigorously and reliably evaluated using observational and methodological tools that respond to diverse cultural settings and learning outcomes. For example, our work evaluates how PLL impacts adult-child interaction quality and language use, attitudes about play and learning, and community civic engagement. Taken together, this article highlights new ways to involve community voices in developmental and educational research and provides a model of how science can be translated into practice and evaluated in culturally responsive ways. This synthesis of our process and evaluation can be used by researchers, policymakers, and educators to reimagine early educational experiences with an eye toward the built environment that children inhabit in everyday life, creating opportunities that foster lifelong learning.
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Affiliation(s)
- Annelise Pesch
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, United States,*Correspondence: Annelise Pesch,
| | - Karlena D. Ochoa
- School of Education, University of California, Irvine, Irvine, CA, United States
| | - Katelyn K. Fletcher
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, United States
| | - Vanessa N. Bermudez
- School of Education, University of California, Irvine, Irvine, CA, United States
| | - Rachael D. Todaro
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, United States
| | - Julie Salazar
- School of Education, University of California, Irvine, Irvine, CA, United States
| | | | - June Ahn
- School of Education, University of California, Irvine, Irvine, CA, United States
| | - Andres S. Bustamante
- School of Education, University of California, Irvine, Irvine, CA, United States
| | - Kathy Hirsh-Pasek
- Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, United States,Brookings Institution, Washington, DC, United States
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15
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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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16
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Vidiella B, Carrignon S, Bentley RA, O’Brien MJ, Valverde S. A cultural evolutionary theory that explains both gradual and punctuated change. J R Soc Interface 2022; 19:20220570. [PMCID: PMC9667142 DOI: 10.1098/rsif.2022.0570] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Cumulative cultural evolution (CCE) occurs among humans who may be presented with many similar options from which to choose, as well as many social influences and diverse environments. It is unknown what general principles underlie the wide range of CCE dynamics and whether they can all be explained by the same unified paradigm. Here, we present a scalable evolutionary model of discrete choice with social learning, based on a few behavioural science assumptions. This paradigm connects the degree of transparency in social learning to the human tendency to imitate others. Computer simulations and quantitative analysis show the interaction of three primary factors—information transparency, popularity bias and population size—drives the pace of CCE. The model predicts a stable rate of evolutionary change for modest degrees of popularity bias. As popularity bias grows, the transition from gradual to punctuated change occurs, with maladaptive subpopulations arising on their own. When the popularity bias gets too severe, CCE stops. This provides a consistent framework for explaining the rich and complex adaptive dynamics taking place in the real world, such as modern digital media.
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Affiliation(s)
- Blai Vidiella
- Evolution of Networks Lab, Institute of Evolutionary Biology (UPF-CSIC), Passeig Marítim de la Barceloneta 37, 08003 Barcelona, Spain
| | - Simon Carrignon
- McDonald Institute for Archaeological Research, Downing Street, Cambridge CB2 3ER, UK
| | | | - Michael J. O’Brien
- Department of Communication, History, and Philosophy and Department of Life Sciences, Texas A&M University–San Antonio, Texas 78224, USA
- Department of Anthropology, University of Missouri-Columbia, Missouri 65201, USA
| | - Sergi Valverde
- Evolution of Networks Lab, Institute of Evolutionary Biology (UPF-CSIC), Passeig Marítim de la Barceloneta 37, 08003 Barcelona, Spain
- European Centre for Living Technology (ECLT), Ca’ Bottacin, 3911 Dorsoduro Calle Crosera, 30123 Venezia, Italy
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17
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Louie B, Björling EA, Kuo AC, Alves-Oliveira P. Designing for culturally responsive social robots: An application of a participatory framework. Front Robot AI 2022; 9:983408. [PMID: 36340576 PMCID: PMC9630464 DOI: 10.3389/frobt.2022.983408] [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: 07/01/2022] [Accepted: 09/22/2022] [Indexed: 12/02/2022] Open
Abstract
Integrating cultural responsiveness into the educational setting is essential to the success of multilingual students. As social robots present the potential to support multilingual children, it is imperative that the design of social robot embodiments and interactions are culturally responsive. This paper summarizes the current literature on educational robots in culturally diverse settings. We argue the use of the Culturally Localized User Experience (CLUE) Framework is essential to ensure cultural responsiveness in HRI design. We present three case studies illustrating the CLUE framework as a social robot design approach. The results of these studies suggest co-design provides multicultural learners an accessible, nonverbal context through which to provide design requirements and preferences. Furthermore, we demonstrate the importance of key stakeholders (students, parents, and teachers) as essential to ensure a culturally responsive robot. Finally, we reflect on our own work with culturally and linguistically diverse learners and propose three guiding principles for successfully engaging diverse learners as valuable cultural informants to ensure the future success of educational robots.
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Affiliation(s)
- Belinda Louie
- School of Education, University of Washington-Tacoma, Tacoma, WA, United States
| | - Elin A. Björling
- Human Centered Design and Engineering, University of Washington, Seattle, WA, United States
- *Correspondence: Elin A. Björling,
| | - Annie Camey Kuo
- Center to Support Excellence in Teaching, Stanford University, Palo Alto, WA, United States
| | - Patrícia Alves-Oliveira
- Paul Allen Center for Computer Science, University of Washington, Seattle, WA, United States
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18
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Understanding the practice of self-management friendship relationships in young children with autism: a qualitative study in chinese public kindergartens. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03709-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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19
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Lin JFL, Imada T, Meltzoff AN, Hiraishi H, Ikeda T, Takahashi T, Hasegawa C, Yoshimura Y, Kikuchi M, Hirata M, Minabe Y, Asada M, Kuhl PK. Dual-MEG interbrain synchronization during turn-taking verbal interactions between mothers and children. Cereb Cortex 2022; 33:4116-4134. [PMID: 36130088 PMCID: PMC10068303 DOI: 10.1093/cercor/bhac330] [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: 04/29/2021] [Revised: 07/26/2022] [Accepted: 07/27/2022] [Indexed: 11/14/2022] Open
Abstract
Verbal interaction and imitation are essential for language learning and development in young children. However, it is unclear how mother-child dyads synchronize oscillatory neural activity at the cortical level in turn-based speech interactions. Our study investigated interbrain synchrony in mother-child pairs during a turn-taking paradigm of verbal imitation. A dual-MEG (magnetoencephalography) setup was used to measure brain activity from interactive mother-child pairs simultaneously. Interpersonal neural synchronization was compared between socially interactive and noninteractive tasks (passive listening to pure tones). Interbrain networks showed increased synchronization during the socially interactive compared to noninteractive conditions in the theta and alpha bands. Enhanced interpersonal brain synchrony was observed in the right angular gyrus, right triangular, and left opercular parts of the inferior frontal gyrus. Moreover, these parietal and frontal regions appear to be the cortical hubs exhibiting a high number of interbrain connections. These cortical areas could serve as a neural marker for the interactive component in verbal social communication. The present study is the first to investigate mother-child interbrain neural synchronization during verbal social interactions using a dual-MEG setup. Our results advance our understanding of turn-taking during verbal interaction between mother-child dyads and suggest a role for social "gating" in language learning.
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Affiliation(s)
- Jo-Fu Lotus Lin
- Institute for Learning & Brain Sciences (I-LABS), University of Washington, Portage Bay Building, University of Washington, Seattle, WA 98105, USA.,Research Center for Child Mental Development, Graduate School of Medical Science, Kanazawa University, 13-1 Takaramachi, Kanazawa-City, Ishikawa-Ken 920-8640, Japan.,Institute of Linguistics, National Tsing Hua University, 101, Section 2, Kuang-Fu Road, Hsinchu 300044, Taiwan
| | - Toshiaki Imada
- Institute for Learning & Brain Sciences (I-LABS), University of Washington, Portage Bay Building, University of Washington, Seattle, WA 98105, USA.,Research Center for Child Mental Development, Graduate School of Medical Science, Kanazawa University, 13-1 Takaramachi, Kanazawa-City, Ishikawa-Ken 920-8640, Japan
| | - Andrew N Meltzoff
- Institute for Learning & Brain Sciences (I-LABS), University of Washington, Portage Bay Building, University of Washington, Seattle, WA 98105, USA
| | - Hirotoshi Hiraishi
- Hamamatsu University School of Medicine, 1 Chome-20-1 Handayama, Higashi Ward, Hamamatsu, Shizuoka 431-3192, Japan
| | - Takashi Ikeda
- Research Center for Child Mental Development, Graduate School of Medical Science, Kanazawa University, 13-1 Takaramachi, Kanazawa-City, Ishikawa-Ken 920-8640, Japan
| | | | - Chiaki Hasegawa
- Research Center for Child Mental Development, Graduate School of Medical Science, Kanazawa University, 13-1 Takaramachi, Kanazawa-City, Ishikawa-Ken 920-8640, Japan
| | - Yuko Yoshimura
- Research Center for Child Mental Development, Graduate School of Medical Science, Kanazawa University, 13-1 Takaramachi, Kanazawa-City, Ishikawa-Ken 920-8640, Japan
| | - Mitsuru Kikuchi
- Research Center for Child Mental Development, Graduate School of Medical Science, Kanazawa University, 13-1 Takaramachi, Kanazawa-City, Ishikawa-Ken 920-8640, Japan
| | - Masayuki Hirata
- Department of Neurosurgery, Osaka University Medical School, 2 Chome-2 Yamadaoka, Suita, Osaka 565-0871, Japan
| | - Yoshio Minabe
- Research Center for Child Mental Development, Graduate School of Medical Science, Kanazawa University, 13-1 Takaramachi, Kanazawa-City, Ishikawa-Ken 920-8640, Japan
| | - Minoru Asada
- Department of Adaptive Machine Systems, Graduate School of Engineering, Osaka University, 2-1 Yamadaoka, Suita, Osaka 565-0871, Japan
| | - Patricia K Kuhl
- Institute for Learning & Brain Sciences (I-LABS), University of Washington, Portage Bay Building, University of Washington, Seattle, WA 98105, USA
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20
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Leal Filho W, Levesque V, Sivapalan S, Salvia AL, Fritzen B, Deckert R, Kozlova V, LeVasseur TJ, Emblen-Perry K, Azeiteiro UM, Paço A, Borsari B, Shiel C. Social values and sustainable development: community experiences. ENVIRONMENTAL SCIENCES EUROPE 2022; 34:67. [PMID: 35967983 PMCID: PMC9360704 DOI: 10.1186/s12302-022-00641-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Accepted: 06/25/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND This paper presents a review of the literature and trends related to social values and sustainable development and describes a set of case studies from a variety of community-based projects which illustrate the advantages that social values bring about as part of efforts to promote sustainability. Three approaches were used to develop this study: a bibliometric analysis of the topic "social values and sustainable development", an analysis of case studies that concretely present community projects addressing social values and sustainability, and the development of a framework linking up bibliometric clusters and the cases studies. RESULTS While the bibliometric analysis revealed clusters where social values are strongly connected with sustainable development, the case studies indicated the lack of a common terminology and understanding of the relation between social values, sustainable development, and community-based projects. CONCLUSIONS The study concludes by suggesting a set of measures that could be deployed to better take social values into account when planning policies or making decisions related to community projects.
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Affiliation(s)
- Walter Leal Filho
- Department of Natural Sciences, Manchester Metropolitan University, Chester Street, Manchester, M11 5GD UK
- European School of Sustainability Science and Research, Hamburg University of Applied Sciences, Ulmenliet 20, D-21033 Hamburg, Germany
| | - Vanessa Levesque
- Department of Environmental Science and Policy, University of Southern Maine, 106 Bailey Hall, 37 College Ave, Gorham, ME 04038 USA
| | - Subarna Sivapalan
- School of Education, University of Nottingham Malaysia, Selangor, Malaysia
| | - Amanda Lange Salvia
- Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Campus I - BR 285, Passo Fundo, São José, RS 99052-900 Brazil
| | - Barbara Fritzen
- Graduate Program in Civil and Environmental Engineering, University of Passo Fundo, Campus I - BR 285, Passo Fundo, São José, RS 99052-900 Brazil
| | - Ronald Deckert
- Dekan Fachbereich Technik, HFH · Hamburger Fern-Hochschule, Alter Teichweg 19, 22081 Hamburg, Germany
| | - Valerija Kozlova
- Faculty of Business and Economics, RISEBA University of Applied Sciences, Meza Street 3, Riga, 1048 Latvia
| | - Todd Jared LeVasseur
- College of Charleston, School of Humanities and Social Sciences, Sustainability Literacy Institute, Charleston, USA
| | - Kay Emblen-Perry
- Department of Management and Finance, Worcester Business School, University of Worcester, Worcester, UK
| | - Ulisses M. Azeiteiro
- Department of Biology and CESAM – Centre for Environmental and Marine Studies, University of Aveiro, 3810-193 Aveiro, Portugal
| | - Arminda Paço
- NECE-UBI (Research Centre for Business Sciences), Universidade da Beira Interior, Rua Marquês D’Ávila e Bolama, 6201-001 Covilhã, Portugal
| | - Bruno Borsari
- Department of Biology, Winona State University, Winona, MN 55987 USA
| | - Chris Shiel
- Department of Life and Environmental Science, Bournemouth University, Fern Barrow, Poole, BH12 5BB UK
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21
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Gamino JF, Frost C, Riddle R, Koslovsky J, Chapman SB. Higher-Order Executive Function in Middle School: Training Teachers to Enhance Cognition in Young Adolescents. Front Psychol 2022; 13:867264. [PMID: 35592149 PMCID: PMC9111740 DOI: 10.3389/fpsyg.2022.867264] [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: 01/31/2022] [Accepted: 04/11/2022] [Indexed: 11/13/2022] Open
Abstract
The epoch of adolescent brain development is an ideal time to train complex thinking skills, and middle schools provide an ideal environment to train and foster this acquisition. Unfortunately, few teachers are equipped with enough knowledge of the science of learning and evidence-based methodology, to ensure all students are given sufficient opportunity to develop their cognitive capacity to the fullest. Using our evidenced-based higher-order executive function training program, we trained current teachers to provide cognitive training to their students. The results of this study demonstrate the efficacy of teacher-implemented intervention for immediate improvement in high-level executive function capacities such as gist-reasoning and interpretive statement production. More importantly, we found evidence of far transfer via students' improved academic performance in all standardized test content areas (Reading, Mathematics, Science, and Social Studies) when compared to their untrained peers. Our findings support the importance of providing intensive professional development that afford educators with a greater understanding of the brain, how we learn, and the importance of evidence-based programs to advance and instill high-level executive function in all students.
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Affiliation(s)
- Jacquelyn F Gamino
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Courtney Frost
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Russell Riddle
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Janet Koslovsky
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
| | - Sandra B Chapman
- The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States
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22
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Explicit encoding vs. fast mapping of novel spoken words: Electrophysiological and behavioural evidence of diverging mechanisms. Neuropsychologia 2022; 172:108268. [DOI: 10.1016/j.neuropsychologia.2022.108268] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Revised: 03/23/2022] [Accepted: 05/09/2022] [Indexed: 11/22/2022]
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23
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Smolkowski K, Marquez B, Marquez J, Vincent C, Pennefather J, Walker H, Strycker LA. Teaching self‐management strategies to upper‐elementary students: Evidence of promise from the
We Have Choices
program. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
| | - Brion Marquez
- IRIS Educational Media (dba Trifoia) Eugene Oregon USA
| | | | | | | | - Hill Walker
- College of Education University of Oregon Eugene Oregon USA
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24
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Observational learning promotes hippocampal remote awake replay toward future reward locations. Neuron 2022; 110:891-902.e7. [PMID: 34965381 PMCID: PMC8897267 DOI: 10.1016/j.neuron.2021.12.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Revised: 10/20/2021] [Accepted: 12/06/2021] [Indexed: 11/23/2022]
Abstract
The neural circuit mechanisms underlying observational learning, learning through observing the behavior of others, are poorly understood. Hippocampal place cells are important for spatial learning, and awake replay of place cell patterns is involved in spatial decisions. Here we show that, in observer rats learning to run a maze by watching a demonstrator's spatial trajectories from a separate nearby observation box, place cell patterns during self-running in the maze are replayed remotely in the box. The contents of the remote awake replay preferentially target the maze's reward sites from both forward and reverse replay directions and reflect the observer's future correct trajectories in the maze. In contrast, under control conditions without a demonstrator, the remote replay is significantly reduced, and the preferences for reward sites and future trajectories disappear. Our results suggest that social observation directs the contents of remote awake replay to guide spatial decisions in observational learning.
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25
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Li X, Bai X, Conway CM, Shi W, Wang X. Statistical learning for non-social and socially-meaningful stimuli in individuals with high and low levels of autistic traits. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02703-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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26
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Scheidt CE, Pfänder S, Ballati A, Schmidt S, Lahmann C. Language and Movement Synchronization in Dyadic Psychotherapeutic Interaction - A Qualitative Review and a Proposal for a Classification. Front Psychol 2021; 12:696448. [PMID: 34744862 PMCID: PMC8569105 DOI: 10.3389/fpsyg.2021.696448] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Accepted: 08/31/2021] [Indexed: 11/30/2022] Open
Abstract
In individual psychotherapy verbal communication and movement synchronization are closely interrelated. The microanalysis of timing, rhythm and gestalt of movement has established dynamic movement coordination as a systemic property of the dyadic interaction. Movement synchronization supports and enhances the unfolding of linguistic meaning. In order to substantiate the importance of the concept of synchrony for adult psychotherapy we review evidence from developmental psychology and discuss approaches to measure synchrony with particular reference to the naturalistic setting of dyadic psychotherapy. As the concept of synchrony is still ambiguous, and the respective interactional phenomena are ephemeral and fluid, in the current paper we suggest a set of five criteria for the description of synchronization in general terms and eight additional criteria which specifically enable the description of phenomena of movement synchronization. The five general dimensions are: (1) context, (2) modality, (3) resources, (4) entrainment, and (5) time-lag. The eight categories for the description of movement synchrony are: (1) spatial direction, (2) amplitude, (3) sinuosity, (4) duration, (5) event structure, (6) phase, (7) frequency, and (8) content. To understand the process of participatory sense-making and the emergence of meaning in psychotherapy, synchrony research has to cope with the multimodality of the embodied interaction. This requires an integrated perspective of movement and language. A system for the classification of synchrony phenomena may contribute to the linking of variations and patterns of movement with language and linguistic utterances.
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Affiliation(s)
- Carl Eduard Scheidt
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Center, Albert-Ludwigs-University Freiburg, Freiburg, Germany.,Freiburg Institute for Advanced Studies (FRIAS), Albert-Ludwigs-University Freiburg, Freiburg, Germany
| | - Stefan Pfänder
- Freiburg Institute for Advanced Studies (FRIAS), Albert-Ludwigs-University Freiburg, Freiburg, Germany.,Romanisches Seminar, Albert-Ludwigs-University Freiburg, Freiburg, Germany
| | - Arianna Ballati
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Center, Albert-Ludwigs-University Freiburg, Freiburg, Germany
| | - Stefan Schmidt
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Center, Albert-Ludwigs-University Freiburg, Freiburg, Germany
| | - Claas Lahmann
- Department of Psychosomatic Medicine and Psychotherapy, University Medical Center, Albert-Ludwigs-University Freiburg, Freiburg, Germany.,Freiburg Institute for Advanced Studies (FRIAS), Albert-Ludwigs-University Freiburg, Freiburg, Germany
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27
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De Felice S, Vigliocco G, Hamilton AFDC. Social interaction is a catalyst for adult human learning in online contexts. Curr Biol 2021; 31:4853-4859.e3. [PMID: 34525343 DOI: 10.1016/j.cub.2021.08.045] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 07/28/2021] [Accepted: 08/17/2021] [Indexed: 11/24/2022]
Abstract
Human learning is highly social.1-3 Advances in technology have increasingly moved learning online, and the recent coronavirus disease 2019 (COVID-19) pandemic has accelerated this trend. Online learning can vary in terms of how "socially" the material is presented (e.g., live or recorded), but there are limited data on which is most effective, with the majority of studies conducted on children4-8 and inconclusive results on adults.9,10 Here, we examine how young adults (aged 18-35) learn information about unknown objects, systematically varying the social contingency (live versus recorded lecture) and social richness (viewing the teacher's face, hands, or slides) of the learning episodes. Recall was tested immediately and after 1 week. Experiment 1 (n = 24) showed better learning for live presentation and a full view of the teacher (hands and face). Experiment 2 (n = 27; pre-registered) replicated the live-presentation advantage. Both experiments showed an interaction between social contingency and social richness: the presence of social cues affected learning differently depending on whether teaching was interactive or not. Live social interaction with a full view of the teacher's face provided the optimal setting for learning new factual information. However, during observational learning, social cues may be more cognitively demanding11 and/or distracting,12-14 resulting in less learning from rich social information if there is no interactivity. We suggest that being part of a genuine social interaction catalyzes learning, possibly via mechanisms of joint attention,15 common ground,16 or (inter-)active discussion, and as such, interactive learning benefits from rich social settings.17,18.
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Affiliation(s)
- Sara De Felice
- Institute of Cognitive Neuroscience, University College London, Queen Square, London WC1N 3AZ, UK.
| | - Gabriella Vigliocco
- Department of Experimental Psychology, University College London, Bedford Way, London WC1H 0AP, UK
| | - Antonia F de C Hamilton
- Institute of Cognitive Neuroscience, University College London, Queen Square, London WC1N 3AZ, UK
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28
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Carboni A, Maiche A, Valle-Lisboa JC. Teaching the Science in Neuroscience to Protect From Neuromyths: From Courses to Fieldwork. Front Hum Neurosci 2021; 15:718399. [PMID: 34650415 PMCID: PMC8506040 DOI: 10.3389/fnhum.2021.718399] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Accepted: 08/30/2021] [Indexed: 11/13/2022] Open
Abstract
In recent decades, Cognitive Neuroscience has evolved from a rather arcane field trying to understand how the brain supports mental activities, to one that contributes to public policies. In this article, we focus on the contributions from Cognitive Neuroscience to Education. This line of research has produced a great deal of information that can potentially help in the transformation of Education, promoting interventions that help in several domains including literacy and math learning, social skills and science. The growth of the Neurosciences has also created a public demand for knowledge and a market for neuro-products to fulfill these demands, through books, booklets, courses, apps and websites. These products are not always based on scientific findings and coupled to the complexities of the scientific theories and evidence, have led to the propagation of misconceptions and the perpetuation of neuromyths. This is particularly harmful for educators because these misconceptions might make them abandon useful practices in favor of others not sustained by evidence. In order to bridge the gap between Education and Neuroscience, we have been conducting, since 2013, a set of activities that put educators and scientists to work together in research projects. The participation goes from discussing the research results of our projects to being part and deciding aspects of the field interventions. Another strategy consists of a course centered around the applications of Neuroscience to Education and their empirical and theoretical bases. These two strategies have to be compared to popularization efforts that just present Neuroscientific results. We show that the more the educators are involved in the discussion of the methodological bases of Neuroscientific knowledge, be it in the course or as part of a stay, the better they manage the underlying concepts. We argue that this is due to the understanding of scientific principles, which leads to a more profound comprehension of what the evidence can and cannot support, thus shielding teachers from the false allure of some commercial neuro-products. We discuss the three approaches and present our efforts to determine whether they lead to a strong understanding of the conceptual and empirical base of Neuroscience.
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Affiliation(s)
- Alejandra Carboni
- Centro de Investigación Básica en Psicología e Instituto de Fundamentos y Métodos, Facultad de Psicología, Universidad de la República, Montevideo, Uruguay.,Centro Interdisciplinario de Cognición Para la Enseñanza y el Aprendizaje, Universidad de la República, Montevideo, Uruguay
| | - Alejandro Maiche
- Centro de Investigación Básica en Psicología e Instituto de Fundamentos y Métodos, Facultad de Psicología, Universidad de la República, Montevideo, Uruguay.,Centro Interdisciplinario de Cognición Para la Enseñanza y el Aprendizaje, Universidad de la República, Montevideo, Uruguay
| | - Juan C Valle-Lisboa
- Centro Interdisciplinario de Cognición Para la Enseñanza y el Aprendizaje, Universidad de la República, Montevideo, Uruguay.,Sección Biofísica y Biología de Sistemas, Facultad de Ciencias, Universidad de la República, Montevideo, Uruguay
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Motor Cortex Causally Contributes to Vocabulary Translation following Sensorimotor-Enriched Training. J Neurosci 2021; 41:8618-8631. [PMID: 34429380 DOI: 10.1523/jneurosci.2249-20.2021] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Revised: 07/19/2021] [Accepted: 07/20/2021] [Indexed: 11/21/2022] Open
Abstract
The role of the motor cortex in perceptual and cognitive functions is highly controversial. Here, we investigated the hypothesis that the motor cortex can be instrumental for translating foreign language vocabulary. Human participants of both sexes were trained on foreign language (L2) words and their native language translations over 4 consecutive days. L2 words were accompanied by complementary gestures (sensorimotor enrichment) or pictures (sensory enrichment). Following training, participants translated the auditorily presented L2 words that they had learned. During translation, repetitive transcranial magnetic stimulation was applied bilaterally to a site within the primary motor cortex (Brodmann area 4) located in the vicinity of the arm functional compartment. Responses within the stimulated motor region have previously been found to correlate with behavioral benefits of sensorimotor-enriched L2 vocabulary learning. Compared to sham stimulation, effective perturbation by repetitive transcranial magnetic stimulation slowed down the translation of sensorimotor-enriched L2 words, but not sensory-enriched L2 words. This finding suggests that sensorimotor-enriched training induced changes in L2 representations within the motor cortex, which in turn facilitated the translation of L2 words. The motor cortex may play a causal role in precipitating sensorimotor-based learning benefits, and may directly aid in remembering the native language translations of foreign language words following sensorimotor-enriched training. These findings support multisensory theories of learning while challenging reactivation-based theories.SIGNIFICANCE STATEMENT Despite the potential for sensorimotor enrichment to serve as a powerful tool for learning in many domains, its underlying brain mechanisms remain largely unexplored. Using transcranial magnetic stimulation and a foreign language (L2) learning paradigm, we found that sensorimotor-enriched training can induce changes in L2 representations within the motor cortex, which in turn causally facilitate the translation of L2 words. The translation of recently acquired L2 words may therefore rely not only on auditory information stored in memory or on modality-independent L2 representations, but also on the sensorimotor context in which the words have been experienced.
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Increased reliance on top-down information to compensate for reduced bottom-up use of acoustic cues in dyslexia. Psychon Bull Rev 2021; 29:281-292. [PMID: 34561852 PMCID: PMC8858289 DOI: 10.3758/s13423-021-01996-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/12/2021] [Indexed: 11/09/2022]
Abstract
Speech recognition is a complex human behavior in the course of which listeners must integrate the detailed phonetic information present in the acoustic signal with their general linguistic knowledge. It is commonly assumed that this process occurs effortlessly for most people, but it is still unclear whether this also holds true in the case of developmental dyslexia (DD), a condition characterized by perceptual deficits. In the present study, we used a dual-task setting to test the assumption that speech recognition is effortful for people with DD. In particular, we tested the Ganong effect (i.e., lexical bias on phoneme identification) while participants performed a secondary task of either low or high cognitive demand. We presumed that reduced efficiency in perceptual processing in DD would manifest in greater modulation in the performance of primary task by cognitive load. Results revealed that this was indeed the case. We found a larger Ganong effect in the DD group under high than under low cognitive load, and this modulation was larger than it was for typically developed (TD) readers. Furthermore, phoneme categorization was less precise in the DD group than in the TD group. These findings suggest that individuals with DD show increased reliance on top-down lexically mediated perception processes, possibly as a compensatory mechanism for reduced efficiency in bottom-up use of acoustic cues. This indicates an imbalance between bottom-up and top-down processes in speech recognition of individuals with DD.
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31
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Gunn B, Smolkowski K, Strycker LA, Dennis C. Measuring Explicit Instruction Using Classroom Observations of Student-Teacher Interactions (COSTI). Perspect Behav Sci 2021; 44:267-283. [PMID: 34632278 PMCID: PMC8476672 DOI: 10.1007/s40614-021-00291-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/27/2021] [Indexed: 11/24/2022] Open
Abstract
This article describes the development and technical adequacy of the Classroom Observations of Student Teacher Interactions (COSTI) instrument, a tool for measuring the frequency and rate of explicit instructional interactions, such as those used in Direct Instruction curricula, for teaching children basic reading and math skills. COSTI was originally developed to provide teachers with coaching feedback to improve their explicit reading instructional practices, and has been shown in multiple studies to be a reliable and valid predictor of student gains in beginning reading and math skills. This article discusses potential uses of the instrument for training and coaching across curricula with varying instructional design features, and lays out a future research agenda to further improve COSTI and related observation tools for studying explicit instructional practices and their contribution to student learning.
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Affiliation(s)
- Barbara Gunn
- Oregon Research Institute, 1776 Millrace Drive, Eugene, OR 97403 USA
| | - Keith Smolkowski
- Oregon Research Institute, 1776 Millrace Drive, Eugene, OR 97403 USA
| | - Lisa A. Strycker
- Oregon Research Institute, 1776 Millrace Drive, Eugene, OR 97403 USA
| | - Caroline Dennis
- Oregon Research Institute, 1776 Millrace Drive, Eugene, OR 97403 USA
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32
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Chang Z, Schwartz MS, Hinesley V, Dubinsky JM. Neuroscience Concepts Changed Teachers' Views of Pedagogy and Students. Front Psychol 2021; 12:685856. [PMID: 34456800 PMCID: PMC8384951 DOI: 10.3389/fpsyg.2021.685856] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Accepted: 07/09/2021] [Indexed: 12/04/2022] Open
Abstract
Advances in neuroscience reveal how individual brains change as learning occurs. Translating this neuroscience into practice has largely been unidirectional, from researchers to teachers. However, how teachers view and incorporate neuroscience ideas in their classroom practices remains relatively unexplored. Previously fourteen non-science teachers participated in a 3-week three credit graduate course focusing on foundational ideas in neuroscience. The current work was undertaken to gain insight into if and how individual teachers choose to later apply the proposed set of educational neuroscience concepts (ENCs) in their classrooms. This qualitative follow-up study examined commonalities in how teachers of diverse ages and subjects utilized their new neuroscience understandings. To this end, a year after the course, all participants assessed their perceived usefulness of the ENCs in a survey. Six of those teachers permitted classroom observations and participated in interviews that focused on how the ENCs may have influenced their lesson planning and teaching. The survey revealed that irrespective of subject areas or grade levels taught, teachers found the ENCs useful as organizing principles for their pedagogy now and in the future. Overall teachers estimated that the ENCs’ influence on lesson design had increased from 51% prior to the course to an estimated 90% for future lessons. A cross-case analysis of classroom observations and interviews revealed how teachers used ENCs to inform their pedagogical decisions, organize actions in their classroom, influence their understanding of students, and respond to individual contexts. Teachers recognized the importance of student agency for engaging them in the learning process. The ENCs also offered teachers explanations that affirmed known practices or helped justify exploring untried techniques. The foundational neuroscience concepts offered a small group of teachers a lens to reconsider, re-envision and re-design their lessons. Some teachers applied these ideas more broadly or frequently than others. This case study provided insights into how teachers can directly apply neuroscience knowledge to their practice and views of students.
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Affiliation(s)
- Zhengsi Chang
- School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, TX, United States
| | - Marc S Schwartz
- College of Education, The University of Texas at Arlington, Arlington, TX, United States
| | - Vicki Hinesley
- College of Education, The University of Texas at Arlington, Arlington, TX, United States
| | - Janet M Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, United States
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Fong FT, Sommer K, Redshaw J, Kang J, Nielsen M. The man and the machine: Do children learn from and transmit tool-use knowledge acquired from a robot in ways that are comparable to a human model? J Exp Child Psychol 2021; 208:105148. [DOI: 10.1016/j.jecp.2021.105148] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2020] [Revised: 03/03/2021] [Accepted: 03/04/2021] [Indexed: 11/16/2022]
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Del Bianco T, Mason L, Charman T, Tillman J, Loth E, Hayward H, Shic F, Buitelaar J, Johnson MH, Jones EJH. Temporal Profiles of Social Attention Are Different Across Development in Autistic and Neurotypical People. BIOLOGICAL PSYCHIATRY. COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2021; 6:813-824. [PMID: 33191160 DOI: 10.1016/j.bpsc.2020.09.004] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Revised: 08/11/2020] [Accepted: 09/01/2020] [Indexed: 12/22/2022]
Abstract
BACKGROUND Sociocommunicative difficulties, including abnormalities in eye contact, are core diagnostic features of autism spectrum disorder (ASD). Many studies have used eye tracking to measure reduced attention to faces in autistic people; however, most of this work has not taken advantage of eye-tracking temporal resolution to examine temporal profiles of attention. METHODS We used growth curve analysis to model attention to static social scenes as a function of time in a large (N = 650) sample of autistic participants and neurotypical participants across a wide age range (6-30 years). RESULTS The model yielded distinct temporal profiles of attention to faces in the groups. Initially, both groups showed a relatively high probability of attending to faces, followed by decline after several seconds. The neurotypical participants, however, were significantly more likely to return their attention to faces in the latter part of each 20-second trial, with increasing probability with age. In contrast, the probability of returning to the face in the autistic participants remained low across development. In participants with ASD, more atypical profiles of attention were associated with lower Vineland Adaptive Behavior Scales communication scores and a higher curvature in one data-driven cluster correlated with symptom severity. CONCLUSIONS These findings show that social attention not only is reduced in ASD, but also differs in its temporal dynamics. The neurotypical participants became more sophisticated in how they deployed their social attention across age, a pattern that was significantly reduced in the participants with ASD, possibly reflecting delayed acquisition of social expertise.
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Affiliation(s)
- Teresa Del Bianco
- Centre of Brain and Cognitive Development, Birkbeck College, University of London, London, United Kingdom.
| | - Luke Mason
- Centre of Brain and Cognitive Development, Birkbeck College, University of London, London, United Kingdom
| | - Tony Charman
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| | - Julian Tillman
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| | - Eva Loth
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| | - Hannah Hayward
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| | - Frederick Shic
- Department of Pediatrics, School of Medicine, University of Washington, Seattle, Washington
| | - Jan Buitelaar
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Nijmegen, the Netherlands
| | - Mark H Johnson
- Centre of Brain and Cognitive Development, Birkbeck College, University of London, London, United Kingdom; Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Emily J H Jones
- Centre of Brain and Cognitive Development, Birkbeck College, University of London, London, United Kingdom
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Sommer K, Redshaw J, Slaughter V, Wiles J, Nielsen M. The early ontogeny of infants' imitation of on screen humans and robots. Infant Behav Dev 2021; 64:101614. [PMID: 34333263 DOI: 10.1016/j.infbeh.2021.101614] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2020] [Revised: 06/17/2021] [Accepted: 07/16/2021] [Indexed: 10/20/2022]
Abstract
Traditionally, infants have learned how to interact with objects in their environment through direct observations of adults and peers. In recent decades these models have been available over different media, and this has introduced non-human agents to infants' learning environments. Humanoid robots are increasingly portrayed as social agents in on screen, but the degree to which infants are capable of observational learning from screen-based robots is unknown. The current study thus investigated how well 1- to 3-year-olds (N = 230) could imitate on-screen robots relative to on-screen and live humans. Participants exhibited an imitation deficit for robots that varied with age. Furthermore, the well-known video deficit did not replicate as expected, and was weak and transient relative to past research. Together, the findings documented here suggest that infants are learning from media in ways that differ from past generations, but that this new learning is nuanced when novel technologies are involved.
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Affiliation(s)
- Kristyn Sommer
- Early Cognitive Development Centre, School of Psychology, University of Queensland, Australia; ARC Centre of Excellence for the Dynamics of Language, School of Information Technology and Electrical Engineering, University of Queensland, Australia.
| | - Jonathan Redshaw
- Early Cognitive Development Centre, School of Psychology, University of Queensland, Australia
| | - Virginia Slaughter
- Early Cognitive Development Centre, School of Psychology, University of Queensland, Australia
| | - Janet Wiles
- ARC Centre of Excellence for the Dynamics of Language, School of Information Technology and Electrical Engineering, University of Queensland, Australia
| | - Mark Nielsen
- Early Cognitive Development Centre, School of Psychology, University of Queensland, Australia; Faculty of Humanities, University of Johannesburg, South Africa
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37
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Giachero A, Quadrini A, Pisano F, Calati M, Rugiero C, Ferrero L, Pia L, Marangolo P. Procedural Learning through Action Observation: Preliminary Evidence from Virtual Gardening Activity in Intellectual Disability. Brain Sci 2021; 11:766. [PMID: 34207553 PMCID: PMC8226894 DOI: 10.3390/brainsci11060766] [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: 05/17/2021] [Revised: 06/04/2021] [Accepted: 06/08/2021] [Indexed: 12/23/2022] Open
Abstract
Intellectual disability (ID) compromises intellectual and adaptive functioning. People with an ID show difficulty with procedural skills, with loss of autonomy in daily life. From an embodiment perspective, observation of action promotes motor skill learning. Among promising technologies, virtual reality (VR) offers the possibility of engaging the sensorimotor system, thus, improving cognitive functions and adaptive capacities. Indeed, VR can be used as sensorimotor feedback, which enhances procedural learning. In the present study, fourteen subjects with an ID underwent progressive steps training combined with VR aimed at learning gardening procedures. All participants were trained twice a week for fourteen weeks (total 28 sessions). Participants were first recorded while sowing zucchini, then they were asked to observe a virtual video which showed the correct procedure. Next, they were presented with their previous recordings, and they were asked to pay attention and to comment on the errors made. At the end of the treatment, the results showed that all participants were able to correctly garden in a real environment. Interestingly, action observation facilitated, not only procedural skills, but also specific cognitive abilities. This evidence emphasizes, for the first time, that action observation combined with VR improves procedural learning in ID.
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Affiliation(s)
- Alberto Giachero
- Aphasia Experimental Laboratory-Fondazione Carlo Molo Onlus, 10121 Turin, Italy; (A.G.); (M.C.); (C.R.)
- Dipartimento di Psicologia, University of Turin, 10124 Turin, Italy;
| | | | - Francesca Pisano
- Dipartimento di Studi Umanistici, University Federico II, 80133 Naples, Italy;
| | - Melanie Calati
- Aphasia Experimental Laboratory-Fondazione Carlo Molo Onlus, 10121 Turin, Italy; (A.G.); (M.C.); (C.R.)
| | - Cristian Rugiero
- Aphasia Experimental Laboratory-Fondazione Carlo Molo Onlus, 10121 Turin, Italy; (A.G.); (M.C.); (C.R.)
| | - Laura Ferrero
- Fondazione Agape dello Spirito Santo Onlus-Villa Lauro, 10132 Turin, Italy;
| | - Lorenzo Pia
- Dipartimento di Psicologia, University of Turin, 10124 Turin, Italy;
| | - Paola Marangolo
- IRCCS Fondazione Santa Lucia, 00179 Rome, Italy;
- Dipartimento di Studi Umanistici, University Federico II, 80133 Naples, Italy;
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Brick K, Cooper JL, Mason L, Faeflen S, Monmia J, Dubinsky JM. Tiered Neuroscience and Mental Health Professional Development in Liberia Improves Teacher Self-Efficacy, Self-Responsibility, and Motivation. Front Hum Neurosci 2021; 15:664730. [PMID: 34045949 PMCID: PMC8144652 DOI: 10.3389/fnhum.2021.664730] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 03/30/2021] [Indexed: 01/29/2023] Open
Abstract
After acquiring knowledge of the neuroscience of learning, memory, stress and emotions, teachers incorporate more cognitive engagement and student-centered practices into their lessons. However, the role understanding neuroscience plays in teachers own affective and motivational competencies has not yet been investigated. The goal of this study was to investigate how learning neuroscience effected teachers' self-efficacy, beliefs in their ability to teach effectively, self-responsibility and other components of teacher motivation. A pilot training-of-trainers program was designed and delivered in Liberia combining basic neuroscience with information on social, emotional, behavioral and mental health issues faced by students. Tier I of the professional development was a 2 weeks workshop led by a visiting neuroscientist. A subset of the 24 Tier I secondary science teachers formed a Leadership Team who adapted the content to the Liberian context and subsequently led additional workshops and follow-up sessions for the Tier II secondary science teachers. Science teachers in both tiers completed the affective-motivational scales from the internationally vetted, multiscale Innovative Teaching for Effective Learning Teacher Knowledge Survey from the OECD. Tier II teachers completed the survey in a pre-post-delayed post design. Tier I teachers completed the survey after the workshop with their attitudes at that time and separately with retrospective projections of their pre-workshop attitudes. Ten of the 92 Tier II teachers participated in structured interviews at follow-up. Statistical analysis of survey data demonstrated improved teacher self-efficacy, self-responsibility for student outcomes, and motivation to teach. Qualitatively, teachers expressed more confidence in their ability to motivate students, engage them through active learning, and manage the class through positive rather than negative reinforcement. Teachers' own self-regulation improved as they made efforts to build supporting relationships with students. Together, these results demonstrated that (i) teacher affective-motivational attitudes can be altered with professional development, (ii) basic neuroscience, as knowledge of how students learn, can improve teacher competency, and (iii) a training-of-trainers model can be effective in a low and middle income country for disseminating neuroscience knowledge, increasing teachers' knowledge of students' social and emotional needs, and promoting educational improvement.
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Affiliation(s)
- Kara Brick
- The Carter Center Mental Health Program, Monrovia, Liberia
- Peace Corps Liberia, Monrovia, Liberia
| | | | - Leona Mason
- The Carter Center Mental Health Program, Monrovia, Liberia
| | | | - Josiah Monmia
- The Carter Center Mental Health Program, Monrovia, Liberia
| | - Janet M. Dubinsky
- Department of Neuroscience, University of Minnesota, Minneapolis, MN, United States
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Bertamini G, Bentenuto A, Perzolli S, Paolizzi E, Furlanello C, Venuti P. Quantifying the Child-Therapist Interaction in ASD Intervention: An Observational Coding System. Brain Sci 2021; 11:366. [PMID: 33805630 PMCID: PMC7998397 DOI: 10.3390/brainsci11030366] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Revised: 03/07/2021] [Accepted: 03/10/2021] [Indexed: 02/07/2023] Open
Abstract
BACKGROUND Observational research plays an important part in developmental research due to its noninvasiveness. However, it has been hardly applied to investigate efficacy of the child-therapist interaction in the context of naturalistic developmental behavioral interventions (NDBI). In particular, the characteristics of child-therapist interplay are thought to have a significant impact in NDBIs in children with autism spectrum disorder (ASD). Quantitative approaches may help to identify the key features of interaction during therapy and could be translated as instruments to monitor early interventions. METHODS n = 24 children with autism spectrum disorder (ASD) were monitored from the time of the diagnosis (T0) and after about one year of early intervention (T1). A novel observational coding system was applied to video recorded sessions of intervention to extract quantitative behavioral descriptors. We explored the coding scheme reliability together with its convergent and predictive validity. Further, we applied computational techniques to investigate changes and associations between interaction profiles and developmental outcomes. RESULTS Significant changes in interaction variables emerged with time, suggesting that a favorable outcome is associated with interactions characterized by increased synchrony, better therapist's strategies to successfully engage the child and scaffold longer, more complex and engaging interchanges. Interestingly, data models linked interaction profiles, outcome measures and response trajectories. CONCLUSION Current research stresses the need for process measures to understand the hows and the whys of ASD early intervention. Combining observational techniques with computational approaches may help in explaining interindividual variability. Further, it could disclose successful features of interaction associated with better response trajectories or to different ASD behavioral phenotypes that could require specific dyadic modalities.
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Affiliation(s)
- Giulio Bertamini
- Laboratory of Observation, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38122 Trento, TN, Italy; (G.B.); (A.B.); (S.P.); (E.P.)
- Data Science for Health (DSH), Bruno Kessler Foundation (FBK), 38123 Povo, TN, Italy
| | - Arianna Bentenuto
- Laboratory of Observation, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38122 Trento, TN, Italy; (G.B.); (A.B.); (S.P.); (E.P.)
| | - Silvia Perzolli
- Laboratory of Observation, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38122 Trento, TN, Italy; (G.B.); (A.B.); (S.P.); (E.P.)
| | - Eleonora Paolizzi
- Laboratory of Observation, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38122 Trento, TN, Italy; (G.B.); (A.B.); (S.P.); (E.P.)
| | - Cesare Furlanello
- Hk3 Lab, 38068 Rovereto, TN, Italy;
- Orobix Life, 24121 Bergamo, BG, Italy
| | - Paola Venuti
- Laboratory of Observation, Diagnosis and Education (ODFLab), Department of Psychology and Cognitive Science, University of Trento, 38122 Trento, TN, Italy; (G.B.); (A.B.); (S.P.); (E.P.)
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Duraiappah A, van Atteveldt N, Asah S, Borst G, Bugden S, Buil JM, Ergas O, Fraser S, Mercier J, Restrepo Mesa JF, Mizala A, Mochizuki Y, Okano K, Piech C, Pugh K, Ramaswamy R, Chatterjee Singh N, Vickers E. The International Science and Evidence-based Education Assessment. NPJ SCIENCE OF LEARNING 2021; 6:7. [PMID: 33649341 PMCID: PMC7921552 DOI: 10.1038/s41539-021-00085-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 01/15/2021] [Indexed: 06/12/2023]
Abstract
Education is indispensable for the flourishing of people from all backgrounds and stages of life. However, given the accelerating demographic, environmental, economical, socio-political, and technological changes—and their associated risks and opportunities—there is increasing consensus that our current educational systems are falling short and that we need to repurpose education and rethink the organization of learning to meet the challenges of the 21st century. The United Nations Educational Scientific and Cultural Organization (UNESCO) “Futures of Education” initiative was formally launched at the United Nations General Assembly in 2019 to provide such a vision of education for the future. The International Scientific and Evidence-based Education (ISEE) Assessment synthesizes knowledge streams generated by different communities and stakeholders at all levels and scales and will thereby essentially contribute to re-envisioning this future of education. The overall aim of the ISEE Assessment is to pool the expertise from a broad range of knowledge holders and stakeholders to undertake a scientifically robust and evidence-based assessment in an open and inclusive manner of our current educational systems and its necessary reforms. In this commentary, we discuss the aims and goals of the ISEE Assessment. We describe how the ISEE Assessment will address key questions on the purpose of education and what, how, where and when we learn, and evaluate the alignment of today’s education and theory of learning with the current and forthcoming needs and challenges and to inform policymaking for future education.
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Affiliation(s)
- Anantha Duraiappah
- UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), New, Delhi, India.
| | - Nienke van Atteveldt
- Department of Clinical, Neuro- and Developmental Psychology & Institute Learn!, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
| | - Stanley Asah
- Human Dimensions of Natural Resource Management, School of Environmental & Forest Sciences, College of the Environment, University of Washington, Seattle, WA, USA
| | - Gregoire Borst
- Laboratoire de Psychologie du Développement et de l'éducation de l'enfant (LaPsyDÉ - CNRS), Université de Paris, Paris, France
| | - Stephanie Bugden
- Department of Psychology, The University of Pennsylvania, Philadelphia, PA, USA
| | - J Marieke Buil
- Department of Clinical, Neuro- and Developmental Psychology & Institute Learn!, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Oren Ergas
- Faculty of Education, Beit Berl College, Beit Berl, Israel
| | | | - Julien Mercier
- Département d'éducation et formation spécialisées, Université du Québec à Montréal, Montreal, QC, Canada
| | | | - Alejandra Mizala
- Instituto de Estudios Avanzados en Educación, Universidad de Chile, Santiago, Chile
| | - Yoko Mochizuki
- UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), New, Delhi, India
| | - Kaori Okano
- Department of Languages and Linguistics, School of Humanities and Social Sciences, La Trobe University, Melbourne, VIC, Australia
| | | | | | - Rajiv Ramaswamy
- UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), New, Delhi, India
| | - Nandini Chatterjee Singh
- UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), New, Delhi, India
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Werchan DM, Amso D. All contexts are not created equal: Social stimuli win the competition for organizing reinforcement learning in 9-month-old infants. Dev Sci 2021; 24:e13088. [PMID: 33484594 DOI: 10.1111/desc.13088] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Revised: 01/15/2021] [Accepted: 01/19/2021] [Indexed: 01/31/2023]
Abstract
Previous work has shown that infants as young as 8 months of age can use certain features of the environment, such as the shape or color of visual stimuli, as cues to organize simple inputs into hierarchical rule structures, a robust form of reinforcement learning that supports generalization of prior learning to new contexts. However, especially in cluttered naturalistic environments, there are an abundance of potential cues that can be used to structure learning into hierarchical rule structures. It is unclear how infants determine what features constitute a higher-order context to organize inputs into hierarchical rule structures. Here, we examine whether 9-month-old infants are biased to use social stimuli, relative to non-social stimuli, as a higher-order context to organize learning of simple visuospatial inputs into hierarchical rule sets. Infants were presented with four face/color-target location pairings, which could be learned most simply as individual associations. Alternatively, infants could use the faces or colorful backgrounds as a higher-order context to organize the inputs into simpler color-location or face-location rules, respectively. Infants were then given a generalization test designed to probe how they learned the initial pairings. The results indicated that infants appeared to use the faces as a higher-order context to organize simpler color-location rules, which then supported generalization of learning to new face contexts. These findings provide new evidence that infants are biased to organize reinforcement learning around social stimuli.
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Affiliation(s)
- Denise M Werchan
- Department of Population Health, New York University School of Medicine, New York, NY, USA
| | - Dima Amso
- Department of Psychology, Columbia University, New York, NY, USA
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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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43
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Gargot T, Asselborn T, Zammouri I, Brunelle J, Johal W, Dillenbourg P, Archambault D, Chetouani M, Cohen D, Anzalone SM. "It Is Not the Robot Who Learns, It Is Me." Treating Severe Dysgraphia Using Child-Robot Interaction. Front Psychiatry 2021; 12:596055. [PMID: 33716812 PMCID: PMC7950539 DOI: 10.3389/fpsyt.2021.596055] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Accepted: 01/04/2021] [Indexed: 12/15/2022] Open
Abstract
Writing disorders are frequent and impairing. However, social robots may help to improve children's motivation and to propose enjoyable and tailored activities. Here, we have used the Co-writer scenario in which a child is asked to teach a robot how to write via demonstration on a tablet, combined with a series of games we developed to train specifically pressure, tilt, speed, and letter liaison controls. This setup was proposed to a 10-year-old boy with a complex neurodevelopmental disorder combining phonological disorder, attention deficit/hyperactivity disorder, dyslexia, and developmental coordination disorder with severe dysgraphia. Writing impairments were severe and limited his participation in classroom activities despite 2 years of specific support in school and professional speech and motor remediation. We implemented the setup during his occupational therapy for 20 consecutive weekly sessions. We found that his motivation was restored; avoidance behaviors disappeared both during sessions and at school; handwriting quality and posture improved dramatically. In conclusion, treating dysgraphia using child-robot interaction is feasible and improves writing. Larger clinical studies are required to confirm that children with dysgraphia could benefit from this setup.
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Affiliation(s)
- Thomas Gargot
- Department of Child and Adolescent Psychiatry, APHP, Sorbonne Université, Hôpital de la Pitié-Salpêtrière-Charles Foix, Assistance Publique Hôpitaux de Paris, Paris, France.,CHART EA 4004, THIM, Paris 8 University, Saint Denis, France.,ISIR, Sorbonne Université, CNRS UMR 7222, Paris, France
| | - Thibault Asselborn
- Computer Human Interaction in Learning and Instruction Lab, Ecole Polytechnique Fédérale de Lausanne, Route Cantonale, Lausanne, Switzerland
| | - Ingrid Zammouri
- Department of Child and Adolescent Psychiatry, APHP, Sorbonne Université, Hôpital de la Pitié-Salpêtrière-Charles Foix, Assistance Publique Hôpitaux de Paris, Paris, France
| | - Julie Brunelle
- Department of Child and Adolescent Psychiatry, APHP, Sorbonne Université, Hôpital de la Pitié-Salpêtrière-Charles Foix, Assistance Publique Hôpitaux de Paris, Paris, France
| | - Wafa Johal
- Department of computer Science and Engineering, University of New South Wales, Sydney, NSW, Australia
| | - Pierre Dillenbourg
- Computer Human Interaction in Learning and Instruction Lab, Ecole Polytechnique Fédérale de Lausanne, Route Cantonale, Lausanne, Switzerland
| | | | | | - David Cohen
- Department of Child and Adolescent Psychiatry, APHP, Sorbonne Université, Hôpital de la Pitié-Salpêtrière-Charles Foix, Assistance Publique Hôpitaux de Paris, Paris, France.,ISIR, Sorbonne Université, CNRS UMR 7222, Paris, France
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44
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Vieira IFS, Moura Neto ED, Caires TA, Jablonski G, Andrade AO, Luvizutto GJ, Souza LAPSD. Single session of action observation in choice reaction time in healthy children. MOTRIZ: REVISTA DE EDUCACAO FISICA 2021. [DOI: 10.1590/s1980-657420210022820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Affiliation(s)
| | | | | | - Gabriel Jablonski
- Universidade Federal de Uberlândia, Núcleo de Inovação e Avaliação Tecnológica em Saúde, Brasil
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Janati Idrissi A, Alami M, Lamkaddem A, Souirti Z. Brain knowledge and predictors of neuromyths among teachers in Morocco. Trends Neurosci Educ 2020; 20:100135. [PMID: 32917307 DOI: 10.1016/j.tine.2020.100135] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Accepted: 06/16/2020] [Indexed: 01/12/2023]
Abstract
The objective of this study was to evaluate brain knowledge and the prevalence of neuromyths among teachers in Morocco. We aimed also predicting factors that may improve teachers' brain knowledge and widespread of neuromyths. An online questionnaire was sent to a large population of Moroccan teachers. The questionnaire contains 32 questions, 20 of them are designed to assess teachers' knowledge about the brain and the remaining 12 questions are neuromyths. The mean score of brain knowledge was (64.34% (SD = 27.9%)) and the mean score of neuromyths was (66.56% (SD= 25.73%)). Besides, 50% of teachers were unable to correctly answer seven out of the 20 brain knowledge questions. Moreover, half of the teachers believed in 9 out of the 12 neuromyths. Knowledge about the brain was the foremost predictor of neuromyths. The study disclosed a real lack of brain knowledge with a widespread of neuromyths among teachers in Morocco.
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Affiliation(s)
- Abdelkrim Janati Idrissi
- Clinical Neurosciences laboratory, Faculty of medicine and pharmacy of Fez, Sidi Mohamed Ben Abdellah University.
| | - Mohammed Alami
- Clinical Neurosciences laboratory, Faculty of medicine and pharmacy of Fez, Sidi Mohamed Ben Abdellah University
| | - Abdelaziz Lamkaddem
- Clinical Neurosciences laboratory, Faculty of medicine and pharmacy of Fez, Sidi Mohamed Ben Abdellah University; Cognitive Sciences Laboratory, Faculty of Letters and Humans Sciences, Sidi Mohamed Ben Abdellah University
| | - Zouhayr Souirti
- Clinical Neurosciences laboratory, Faculty of medicine and pharmacy of Fez, Sidi Mohamed Ben Abdellah University; Neurology Department, Sleep center Hassan II Uneversity Hospital, Sidi Mohamed Ben Abdellah University
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Schleihauf H, Hoehl S, Tsvetkova N, König A, Mombaur K, Pauen S. Preschoolers' Motivation to Over-Imitate Humans and Robots. Child Dev 2020; 92:222-238. [PMID: 32856290 DOI: 10.1111/cdev.13403] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
From preschool age, humans tend to imitate causally irrelevant actions-they over-imitate. This study investigated whether children over-imitate even when they know a more efficient task solution and whether they imitate irrelevant actions equally from a human compared to a robot model. Five-to-six-year-olds (N = 107) watched either a robot or human retrieve a reward from a puzzle box. First a model demonstrated an inefficient (Trial 1), then an efficient (Trial 2), then again the inefficient strategy (Trial 3). Subsequent to each demonstration, children copied whichever strategy had been demonstrated regardless of whether the model was a human or a robot. Results indicate that over-imitation can be socially motivated, and that humanoid robots and humans are equally likely to elicit this behavior.
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Affiliation(s)
- Hanna Schleihauf
- Max Planck Institute for Human Cognitive and Brain Sciences.,University of California.,German Primate Center-Leibniz Institute for Primate Research.,Georg-August-University
| | - Stefanie Hoehl
- Max Planck Institute for Human Cognitive and Brain Sciences.,University of Vienna
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Fridkin SK. Advances in Data-Driven Responses to Preventing Spread of Antibiotic Resistance Across Health-Care Settings. Epidemiol Rev 2020; 41:6-12. [PMID: 31673712 DOI: 10.1093/epirev/mxz010] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2018] [Revised: 05/08/2019] [Accepted: 09/13/2019] [Indexed: 12/25/2022] Open
Abstract
Among the most urgent and serious threats to public health are 7 antibiotic-resistant bacterial infections predominately acquired during health-care delivery. There is an emerging field of health-care epidemiology that is focused on preventing health care-associated infections with antibiotic-resistant bacteria and incorporates data from patient transfers or patient movements within and between facilities. This analytic field is being used to help public health professionals identify best opportunities for prevention. Different analytic approaches that draw on uses of big data are being explored to help target the use of limited public health resources, leverage expertise, and enact effective policy to maximize an impact on population-level health. Here, the following recent advances in data-driven responses to preventing spread of antibiotic resistance across health-care settings are summarized: leveraging big data for machine learning, integration or advances in tracking patient movement, and highlighting the value of coordinating response across institutions within a region.
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Affiliation(s)
- Scott K Fridkin
- Division of Infectious Diseases, Department of Medicine, Emory University School of Medicine, Atlanta, Georgia.,Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, Georgia
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Wagner NJ, Waller R, Flom M, Ronfard S, Fenstermacher S, Saudino K. Less imitation of arbitrary actions is a specific developmental precursor to callous-unemotional traits in early childhood. J Child Psychol Psychiatry 2020; 61:818-825. [PMID: 31903558 PMCID: PMC7335314 DOI: 10.1111/jcpp.13182] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/20/2019] [Indexed: 12/22/2022]
Abstract
OBJECTIVE Callous-unemotional (CU) traits in early childhood explain heterogeneity within conduct problems and are associated with higher risk for later diagnoses of childhood disruptive behavior disorders and antisocial behavior in adulthood. Emerging research implicates impairments in affiliative processes in the etiology of CU traits. The current study tests whether the imitation of intentional actions with no functional significance -a behavior that supports the acquisition of social conventions and affiliative bonds, is a specific developmental precursor to CU traits in early childhood. METHODS Data came from a longitudinal twin study of 628 children (Age 2: 47% females; Age 3: 44.9% females) with observations of arbitrary (i.e., nonfunctional actions) and instrumental (i.e., functional actions) imitation and parent reports of CU traits and oppositional defiant (ODD) behaviors at ages 2 and 3. RESULTS Lower arbitrary imitation at age 2, but not instrumental imitation, was related to increases in CU traits from ages 2 to 3 (β = -.10, p = .02). CONCLUSIONS These findings establish early social and affiliative processes in the etiology of CU traits, highlighting that novel personalized treatment and intervention strategies for CU traits may benefit from targeting these processes to help reduce CU traits and risk for persistent conduct problems in children.
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Affiliation(s)
- Nicholas J. Wagner
- Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA
| | - Rebecca Waller
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - Megan Flom
- Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA
| | - Samuel Ronfard
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Susan Fenstermacher
- Department of Psychological Science, The University of Vermont, Burlington, VT, USA
| | - Kimberly Saudino
- Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA
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Li P, Jeong H. The social brain of language: grounding second language learning in social interaction. NPJ SCIENCE OF LEARNING 2020; 5:8. [PMID: 32595983 PMCID: PMC7305321 DOI: 10.1038/s41539-020-0068-7] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Accepted: 05/29/2020] [Indexed: 05/13/2023]
Abstract
For centuries, adults may have relied on pedagogies that promote rote memory for the learning of foreign languages through word associations and grammar rules. This contrasts sharply with child language learning which unfolds in socially interactive contexts. In this paper, we advocate an approach to study the social brain of language by grounding second language learning in social interaction. Evidence has accumulated from research in child language, education, and cognitive science pointing to the efficacy and significance of social learning. Work from several recent L2 studies also suggests positive brain changes along with enhanced behavioral outcomes as a result of social learning. Here we provide a blueprint for the brain network underlying social L2 learning, enabling the integration of neurocognitive bases with social cognition of second language while combining theories of language and memory with practical implications for the learning and teaching of a new language in adulthood.
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Affiliation(s)
- Ping Li
- Department of Chinese and Bilingual Studies, Faculty of Humanities, The Hong Kong Polytechnic University, Kowloon, Hong Kong China
| | - Hyeonjeong Jeong
- Graduate School of International Cultural Studies & Department of Human Brain Science, Institute of Development, Aging, and Cancer, Tohoku University, Aoba-ku, Sendai Japan
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50
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Bettle R, Rosati AG. The evolutionary origins of natural pedagogy: Rhesus monkeys show sustained attention following nonsocial cues versus social communicative signals. Dev Sci 2020; 24:e12987. [PMID: 32412163 DOI: 10.1111/desc.12987] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2019] [Revised: 04/09/2020] [Accepted: 05/05/2020] [Indexed: 12/30/2022]
Abstract
The natural pedagogy hypothesis proposes that human infants preferentially attend to communicative signals from others, facilitating rapid cultural learning. In this view, sensitivity to such signals is a uniquely human adaptation and as such nonhuman animals should not produce or utilize these communicative signals. We test these evolutionary predictions by examining sensitivity to communicative cues in 206 rhesus monkeys (Macaca mulatta) using an expectancy looking time task modeled on prior work with infants. Monkeys observed a human actor who either made eye contact and vocalized to the monkey (social cue), or waved a fruit in front of her face and produced a tapping sound (nonsocial cue). The actor then either looked at an object (referential look) or looked toward empty space (look away). We found that, unlike human infants in analogous situations, rhesus monkeys looked longer at events following nonsocial cues, regardless of the demonstrator's subsequent looking behavior. Moreover younger and older monkeys showed similar patterns of responses across development. These results provide support for the natural pedagogy hypothesis, while also highlighting evolutionary changes in human sensitivity to communicative signals.
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Affiliation(s)
- Rosemary Bettle
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Alexandra G Rosati
- Department of Psychology, University of Michigan, Ann Arbor, MI, USA.,Department of Anthropology, University of Michigan, Ann Arbor, MI, USA
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