Pub Date : 2025-04-05DOI: 10.1016/j.tine.2025.100252
Hongmei Wang , Renhuan Yao , Xiaoyan Zhang , Minghao Dong , Chenwang Jin
Radiological expertise develops through extensive experience in specific imaging modalities. While previous research has focused on long-term learning and neural mechanisms of expertise, the effects of short-term radiological training on resting-state neural networks remain underexplored. This study investigates the impact of four weeks of radiological interpretation training on resting-state neural networks in 32 radiology interns. Using behavioral assessments and resting-state fMRI data, a Recursive Feature Elimination Support Vector Machine (RFE-SVM) model achieved 82% accuracy in classifying data from the pre- and post-training phases. Key brain regions linked to attention, decision-making, working memory, and visual processing were identified, providing insights into how short-term training reshapes intrinsic brain networks and facilitates rapid adaptation to new skills. These findings also lay a theoretical foundation for designing more effective training programs.
{"title":"Longitudinal study on the impact of short-term radiological interpretation training on resting-state brain network hubs","authors":"Hongmei Wang , Renhuan Yao , Xiaoyan Zhang , Minghao Dong , Chenwang Jin","doi":"10.1016/j.tine.2025.100252","DOIUrl":"10.1016/j.tine.2025.100252","url":null,"abstract":"<div><div>Radiological expertise develops through extensive experience in specific imaging modalities. While previous research has focused on long-term learning and neural mechanisms of expertise, the effects of short-term radiological training on resting-state neural networks remain underexplored. This study investigates the impact of four weeks of radiological interpretation training on resting-state neural networks in 32 radiology interns. Using behavioral assessments and resting-state fMRI data, a Recursive Feature Elimination Support Vector Machine (RFE-SVM) model achieved 82% accuracy in classifying data from the pre- and post-training phases. Key brain regions linked to attention, decision-making, working memory, and visual processing were identified, providing insights into how short-term training reshapes intrinsic brain networks and facilitates rapid adaptation to new skills. These findings also lay a theoretical foundation for designing more effective training programs.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"39 ","pages":"Article 100252"},"PeriodicalIF":3.4,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143838677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-12DOI: 10.1016/j.tine.2025.100251
Ana Julia Ribeiro , Rafael Naime Ruggiero , Fernando Eduardo Padovan-Neto
Background
Academic self-efficacy refers to undergraduates' beliefs in their abilities to execute the necessary actions to meet academic goals. Studies suggest that academic self-efficacy is essential to undergraduates’ development, affecting their integration, motivation, and academic success. Research also indicates that understanding general neuroscience concepts can shape the motivation to overcome challenges and succeed in the educational setting. However, the relationship between self-efficacy in higher education and exposure to neuroscience is still under-researched in the scientific literature. This study aims to examine prior exposure to neuroscience and identify predictors of self-efficacy among undergraduate students.
Methods
Data from 303 undergraduates were collected through online surveys, covering information on sociodemographics and prior exposure to neuroscience (i.e., no exposure, extracurricular neuroscience courses, neuroscience-related classes, and both). Additionally, a general neuroscience knowledge questionnaire was conducted to ascertain students' familiarity with the subject, and the Higher Education Self-Efficacy Scale (HESE) was used to measure perceptions of self-efficacy within the context of higher education. Descriptive and inferential analyses (t-test and one-way ANOVA) compared general neuroscience knowledge and HESE scores between groups, while linear regression identified HESE predictors.
Results
Performance on the general neuroscience knowledge questionnaire was consistent across gender, institution type, and field of study, but there was a significant difference among the levels of exposure to neuroscience (F(3,299) = 8.45, p < 0.001, η² = 0.08). Self-efficacy was higher in private institution students (t(301) = 4.07, p < 0.001, d = 0.66) and those with more neuroscience exposure (i.e., both neuroscience-related classes and extracurricular neuroscience courses) (F(3,299) = 3.73, p = 0.01, η² = 0.04). Regression models indicated institution type (i.e., private) and neuroscience exposure (i.e., neuroscience-related classes, and both neuroscience-related classes and extracurricular neuroscience courses) as significant self-efficacy predictors (adjusted R² = 0.07, F(5,297) = 5.21, p < 0.001).
Conclusions
The results present novel findings for the field of neuroeducation, highlighting the significant relationship between previous exposure to neuroscience and increased self-efficacy in undergraduate students. The study emphasizes the need for neuroeducation programs for undergraduates, equipping them with tools to support their academic success and personal well-being.
{"title":"Previous neuroscience exposure predicts self-efficacy among undergraduate students","authors":"Ana Julia Ribeiro , Rafael Naime Ruggiero , Fernando Eduardo Padovan-Neto","doi":"10.1016/j.tine.2025.100251","DOIUrl":"10.1016/j.tine.2025.100251","url":null,"abstract":"<div><h3>Background</h3><div>Academic self-efficacy refers to undergraduates' beliefs in their abilities to execute the necessary actions to meet academic goals. Studies suggest that academic self-efficacy is essential to undergraduates’ development, affecting their integration, motivation, and academic success. Research also indicates that understanding general neuroscience concepts can shape the motivation to overcome challenges and succeed in the educational setting. However, the relationship between self-efficacy in higher education and exposure to neuroscience is still under-researched in the scientific literature. This study aims to examine prior exposure to neuroscience and identify predictors of self-efficacy among undergraduate students.</div></div><div><h3>Methods</h3><div>Data from 303 undergraduates were collected through online surveys, covering information on sociodemographics and prior exposure to neuroscience (i.e., no exposure, extracurricular neuroscience courses, neuroscience-related classes, and both). Additionally, a general neuroscience knowledge questionnaire was conducted to ascertain students' familiarity with the subject, and the Higher Education Self-Efficacy Scale (HESE) was used to measure perceptions of self-efficacy within the context of higher education. Descriptive and inferential analyses (<em>t</em>-test and one-way ANOVA) compared general neuroscience knowledge and HESE scores between groups, while linear regression identified HESE predictors.</div></div><div><h3>Results</h3><div>Performance on the general neuroscience knowledge questionnaire was consistent across gender, institution type, and field of study, but there was a significant difference among the levels of exposure to neuroscience (<em>F</em><sub>(3,299)</sub> = 8.45, <em>p</em> < 0.001, <em>η²</em> = 0.08). Self-efficacy was higher in private institution students (<em>t</em><sub>(301)</sub> = 4.07, <em>p</em> < 0.001, <em>d</em> = 0.66) and those with more neuroscience exposure (i.e., both neuroscience-related classes and extracurricular neuroscience courses) (<em>F</em><sub>(3,299)</sub> = 3.73, <em>p</em> = 0.01, <em>η²</em> = 0.04). Regression models indicated institution type (i.e., private) and neuroscience exposure (i.e., neuroscience-related classes, and both neuroscience-related classes and extracurricular neuroscience courses) as significant self-efficacy predictors (adjusted <em>R²</em> = 0.07, <em>F</em><sub>(5,297)</sub> = 5.21, <em>p</em> < 0.001).</div></div><div><h3>Conclusions</h3><div>The results present novel findings for the field of neuroeducation, highlighting the significant relationship between previous exposure to neuroscience and increased self-efficacy in undergraduate students. The study emphasizes the need for neuroeducation programs for undergraduates, equipping them with tools to support their academic success and personal well-being.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"38 ","pages":"Article 100251"},"PeriodicalIF":3.4,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-10DOI: 10.1016/j.tine.2025.100250
Muhammad Syawal Amran , Werner Sommer
Misconceptions about neuroscience among teachers and their application to education may lead to ineffective teaching strategies and waste valuable resources. The main objective of this paper is to study neuroscience knowledge, beliefs in neuromyths and their application in Malaysian classrooms. An online survey was conducted among (n = 501) school teachers, covering 14 neurofacts, four neuromyth, and their application in education. Results show more than 75 % of teachers of all levels of experience endorsed the unfounded idea that 'Individuals learn better when they receive information in their preferred learning style and 80 % of these teachers endorsed applying the VAK idea in their teaching practice. The findings also show that neuromyth agreement was positively correlated with practice agreement (r = 0.181, p < 0.001). Interestingly, numerous studies from various countries have highlighted the prevalence of neuromyths, and Malaysia is no exception and consistent across countries, particularly regarding beliefs about learning styles. With the growing popularity of pseudoscientific practice among school teachers worldwide, many educators who are enthusiastic about possible applications of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts.
{"title":"Seen through teachers’ eyes: Neuromyths and their application in Malaysian classrooms","authors":"Muhammad Syawal Amran , Werner Sommer","doi":"10.1016/j.tine.2025.100250","DOIUrl":"10.1016/j.tine.2025.100250","url":null,"abstract":"<div><div>Misconceptions about neuroscience among teachers and their application to education may lead to ineffective teaching strategies and waste valuable resources. The main objective of this paper is to study neuroscience knowledge, beliefs in neuromyths and their application in Malaysian classrooms. An online survey was conducted among (<em>n</em> = 501) school teachers, covering 14 neurofacts, four neuromyth, and their application in education. Results show more than 75 % of teachers of all levels of experience endorsed the unfounded idea that 'Individuals learn better when they receive information in their preferred learning style and 80 % of these teachers endorsed applying the VAK idea in their teaching practice. The findings also show that neuromyth agreement was positively correlated with practice agreement (<em>r</em> = 0.181, <em>p</em> < 0.001). Interestingly, numerous studies from various countries have highlighted the prevalence of neuromyths, and Malaysia is no exception and consistent across countries, particularly regarding beliefs about learning styles. With the growing popularity of pseudoscientific practice among school teachers worldwide, many educators who are enthusiastic about possible applications of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"38 ","pages":"Article 100250"},"PeriodicalIF":3.4,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-02DOI: 10.1016/j.tine.2025.100249
Tamás Csányi , Katalin Kälbli , Mónika Kaj , Bence Kas , Tamás Berki , Julianna Vig
Background
This is the first study that assesses neuroliteracy, namely the prevalence of neuromyths (NMs) and general knowledge about the brain (GKAB) among Hungarian in-service teachers.
Method
Participants (n = 734) completed an online survey, adapted from a widely used neuroliteracy questionnaire. A scoping review was conducted for international comparison. Associations between prevalence of NMs and predictor factors were analyzed by logistic regression.
Results
The NM error score was 59.7 %, while the correct response score to GKAB was 77.1 %. Compared with other countries, we found the fifth highest level of NM endorsement, but the third most favorable score in GKAB. Acceptance of NMs was significantly associated with reading scientific journals and perceived neuroliteracy.
Conclusion
Hungarian in-service teachers are more likely to believe in neuromyths (especially those related to motor functions) compared with most other countries. Further studies should investigate the impact of the prevalence of motor therapies on the belief in NMs.
{"title":"In-service teachers’ neuroscience literacy in Hungary: A large-scale cross-sectional study","authors":"Tamás Csányi , Katalin Kälbli , Mónika Kaj , Bence Kas , Tamás Berki , Julianna Vig","doi":"10.1016/j.tine.2025.100249","DOIUrl":"10.1016/j.tine.2025.100249","url":null,"abstract":"<div><h3>Background</h3><div>This is the first study that assesses neuroliteracy, namely the prevalence of neuromyths (NMs) and general knowledge about the brain (GKAB) among Hungarian in-service teachers.</div></div><div><h3>Method</h3><div>Participants (<em>n</em> = 734) completed an online survey, adapted from a widely used neuroliteracy questionnaire. A scoping review was conducted for international comparison. Associations between prevalence of NMs and predictor factors were analyzed by logistic regression.</div></div><div><h3>Results</h3><div>The NM error score was 59.7 %, while the correct response score to GKAB was 77.1 %. Compared with other countries, we found the fifth highest level of NM endorsement, but the third most favorable score in GKAB. Acceptance of NMs was significantly associated with reading scientific journals and perceived neuroliteracy.</div></div><div><h3>Conclusion</h3><div>Hungarian in-service teachers are more likely to believe in neuromyths (especially those related to motor functions) compared with most other countries. Further studies should investigate the impact of the prevalence of motor therapies on the belief in NMs.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"38 ","pages":"Article 100249"},"PeriodicalIF":3.4,"publicationDate":"2025-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143203439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-31DOI: 10.1016/j.tine.2025.100248
Yannik Stradmann , Julian Göltz , Mihai A. Petrovici , Johannes Schemmel , Sebastian Billaudelle
With increasing presence of science throughout all parts of society, there are rising expectations for researchers to effectively communicate their work and for teachers to discuss contemporary findings in their classrooms. While the community can resort to established teaching aids for the fundamental concepts of most natural sciences, there is need for similarly illustrative demonstrators in neuroscience. We therefore introduce Lu.i: a parametrizable electronic implementation of the leaky integrate-and-fire neuron model in an engaging form factor. These palm-sized neurons can be used to visualize and experience the dynamics of individual cells and small networks. When stimulated with sensory input, Lu.i demonstrates brain-inspired information processing in the hands of a student. As such, it is actively used at workshops, in classrooms, and for science communication. As a versatile tool for teaching and outreach, Lu.i nurtures the comprehension of neuroscience research and neuromorphic engineering among future generations of scientists and the general public.
{"title":"Lu.i – A low-cost electronic neuron for education and outreach","authors":"Yannik Stradmann , Julian Göltz , Mihai A. Petrovici , Johannes Schemmel , Sebastian Billaudelle","doi":"10.1016/j.tine.2025.100248","DOIUrl":"10.1016/j.tine.2025.100248","url":null,"abstract":"<div><div>With increasing presence of science throughout all parts of society, there are rising expectations for researchers to effectively communicate their work and for teachers to discuss contemporary findings in their classrooms. While the community can resort to established teaching aids for the fundamental concepts of most natural sciences, there is need for similarly illustrative demonstrators in neuroscience. We therefore introduce Lu.i: a parametrizable electronic implementation of the leaky integrate-and-fire neuron model in an engaging form factor. These palm-sized neurons can be used to visualize and experience the dynamics of individual cells and small networks. When stimulated with sensory input, Lu.i demonstrates brain-inspired information processing in the hands of a student. As such, it is actively used at workshops, in classrooms, and for science communication. As a versatile tool for teaching and outreach, Lu.i nurtures the comprehension of neuroscience research and neuromorphic engineering among future generations of scientists and the general public.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"38 ","pages":"Article 100248"},"PeriodicalIF":3.4,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-13DOI: 10.1016/j.tine.2025.100247
Kate E. Williams , Tanya Burr , Lyra L'Estrange , Kerryann Walsh
Background
Knowledge of early brain development is increasingly important in early childhood education, but no studies have focussed solely on the neuroscience knowledge and attitudes of early childhood educators.
Methods
524 Australian early childhood educators completed a survey measuring their neuroscience knowledge, attitudes, and self-efficacy, sources of knowledge, and perspectives on training needs.
Results
Although educators held relevant understandings, there was widespread belief in ‘neuromyths’. Participants held strong positive attitudes toward neuroscience regardless of their socio-demographic background. Participants who held a Bachelor degree or higher, and those in a leadership position, had higher neuro-literacy and self-efficacy. Less than a quarter reported receiving adequate neuroscience content in their pre-service training.
Conclusion
While there is a policy mandate and positive attitudes toward using neuroscience in early childhood education, the sector is currently hampered by limited pre-service training content, and inadequate in-service professional learning. Further transdisciplinary work is required to address these gaps.
{"title":"Early childhood educators’ use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning","authors":"Kate E. Williams , Tanya Burr , Lyra L'Estrange , Kerryann Walsh","doi":"10.1016/j.tine.2025.100247","DOIUrl":"10.1016/j.tine.2025.100247","url":null,"abstract":"<div><h3>Background</h3><div>Knowledge of early brain development is increasingly important in early childhood education, but no studies have focussed solely on the neuroscience knowledge and attitudes of early childhood educators.</div></div><div><h3>Methods</h3><div>524 Australian early childhood educators completed a survey measuring their neuroscience knowledge, attitudes, and self-efficacy, sources of knowledge, and perspectives on training needs.</div></div><div><h3>Results</h3><div>Although educators held relevant understandings, there was widespread belief in ‘neuromyths’. Participants held strong positive attitudes toward neuroscience regardless of their socio-demographic background. Participants who held a Bachelor degree or higher, and those in a leadership position, had higher neuro-literacy and self-efficacy. Less than a quarter reported receiving adequate neuroscience content in their pre-service training.</div></div><div><h3>Conclusion</h3><div>While there is a policy mandate and positive attitudes toward using neuroscience in early childhood education, the sector is currently hampered by limited pre-service training content, and inadequate in-service professional learning. Further transdisciplinary work is required to address these gaps.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"38 ","pages":"Article 100247"},"PeriodicalIF":3.4,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01DOI: 10.1016/j.tine.2024.100244
Julie Vaisarova, Stephanie M. Carlson
{"title":"Corrigendum to “When a spoon is not a spoon: Examining the role of executive function in young children's divergent thinking” [Trends in Education and Neuroscience, vol. 25, 2021]","authors":"Julie Vaisarova, Stephanie M. Carlson","doi":"10.1016/j.tine.2024.100244","DOIUrl":"10.1016/j.tine.2024.100244","url":null,"abstract":"","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"37 ","pages":"Article 100244"},"PeriodicalIF":3.4,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-28DOI: 10.1016/j.tine.2024.100243
Scott Justus , Kristin Simmers , Kevin Arnold , Ido Davidesco
The fields of Educational Neuroscience and Mind, Brain, and Education explore how neuroscience and psychology research can be applied to education practice. Prior work in these fields helped to distill and convey various learning strategies to educators, but bidirectional communication between researchers and educators is still very limited. Given the current challenges facing students and educators, such as the student mental health crisis [[1], [2], [3], [4] and educator burnout [5], [6], [7], there is a great need for more inclusive research translation efforts. In this commentary, we are proposing that neuroeducators, be they researchers, educators, and/or other interested parties, partake in grassroots efforts to help translate and advocate for educational neuroscience-informed practices in local school districts. One well known translation structure is the professional learning community (PLC). By offering to join or form a PLC with local schools, neuroeducators can help address urgent educational needs using research-informed guidance and strategies.
{"title":"Translating neuroscience research to practice through grassroots professional learning communities","authors":"Scott Justus , Kristin Simmers , Kevin Arnold , Ido Davidesco","doi":"10.1016/j.tine.2024.100243","DOIUrl":"10.1016/j.tine.2024.100243","url":null,"abstract":"<div><div>The fields of Educational Neuroscience and Mind, Brain, and Education explore how neuroscience and psychology research can be applied to education practice. Prior work in these fields helped to distill and convey various learning strategies to educators, but bidirectional communication between researchers and educators is still very limited. Given the current challenges facing students and educators, such as the student mental health crisis [<span><span>[1]</span></span>, <span><span>[2]</span></span>, <span><span>[3]</span></span>, <span><span>[4]</span></span> and educator burnout <span><span>[5]</span></span>, <span><span>[6]</span></span>, <span><span>[7]</span></span>, there is a great need for more inclusive research translation efforts. In this commentary, we are proposing that neuroeducators, be they researchers, educators, and/or other interested parties, partake in grassroots efforts to help translate and advocate for educational neuroscience-informed practices in local school districts. One well known translation structure is the professional learning community (PLC). By offering to join or form a PLC with local schools, neuroeducators can help address urgent educational needs using research-informed guidance and strategies.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"37 ","pages":"Article 100243"},"PeriodicalIF":3.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142586079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-28DOI: 10.1016/j.tine.2024.100245
Ankit Mishra, Azizuddin Khan
Background
Researchers have employed two distinct methods to understand the cognitive underpinnings of mathematical ability: categorical and dimensional. These two methods have different underlying assumptions. However, to the best of our knowledge, research to date has not empirically tested which method can better predict variance in mathematical ability.
Method
104 children from Indian public schools in the 3rd and 4th grades completed a mathematical ability test. For the categorical approach, participants were categorized into two groups: mathematical learning difficulty and high math achieving. For the dimensional approach, the data of all participants were considered. The cognitive abilities measured included approximate number system, working memory, inhibitory control, and spatial ability.
Results
Mixed factorial ANOVA and hierarchical regressions revealed that the dimensional approach demonstrated better predictive power for mathematical ability than the categorical approach.
Conclusions
The dimensional approach offers a more comprehensive insight into mathematical cognition, enabling greater control over the predictors.
{"title":"Dimensional versus categorical approach: A comparative study of mathematical cognition","authors":"Ankit Mishra, Azizuddin Khan","doi":"10.1016/j.tine.2024.100245","DOIUrl":"10.1016/j.tine.2024.100245","url":null,"abstract":"<div><h3>Background</h3><div>Researchers have employed two distinct methods to understand the cognitive underpinnings of mathematical ability: categorical and dimensional. These two methods have different underlying assumptions. However, to the best of our knowledge, research to date has not empirically tested which method can better predict variance in mathematical ability.</div></div><div><h3>Method</h3><div>104 children from Indian public schools in the 3rd and 4th grades completed a mathematical ability test. For the categorical approach, participants were categorized into two groups: mathematical learning difficulty and high math achieving. For the dimensional approach, the data of all participants were considered. The cognitive abilities measured included approximate number system, working memory, inhibitory control, and spatial ability.</div></div><div><h3>Results</h3><div>Mixed factorial ANOVA and hierarchical regressions revealed that the dimensional approach demonstrated better predictive power for mathematical ability than the categorical approach.</div></div><div><h3>Conclusions</h3><div>The dimensional approach offers a more comprehensive insight into mathematical cognition, enabling greater control over the predictors.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"37 ","pages":"Article 100245"},"PeriodicalIF":3.4,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-05DOI: 10.1016/j.tine.2024.100241
Anne H. van Hoogmoed, Paul Adriaanse, Myrthe Vermeiden, Rianne Weggemans
Background
Development of mathematics is a complex and multidimensional process with many different interacting predictors. This study examined the relations between math achievement and related demographic, domain-general and domain-specific cognitive, and affective variables by using a network approach.
Methods
Data were gathered from 201 Dutch fourth grade children. A psychological network analysis was used to examine how cognitive variables (i.e. symbolic comparison, non-symbolic comparison, ordering, shifting, inhibition, verbal and visuospatial updating, fluid reasoning), affective variables (i.e. math anxiety and math self-concept), and demographic variables (i.e. SES, age, and gender) are interrelated with arithmetic fluency and mathematical achievement.
Results
The network showed three subclusters, with domain-specific cognitive and affective factors relating to arithmetic fluency and math achievement. Domain-general and demographic factors were not related to math achievement.
Conclusion
Network analysis can enhance our understanding of factors relating to mathematical achievement in children, potentially leading to more personalized approaches to math interventions.
{"title":"Combining cognitive and affective factors related to mathematical achievement in 4th graders: A psychological network analysis study","authors":"Anne H. van Hoogmoed, Paul Adriaanse, Myrthe Vermeiden, Rianne Weggemans","doi":"10.1016/j.tine.2024.100241","DOIUrl":"10.1016/j.tine.2024.100241","url":null,"abstract":"<div><h3>Background</h3><div>Development of mathematics is a complex and multidimensional process with many different interacting predictors. This study examined the relations between math achievement and related demographic, domain-general and domain-specific cognitive, and affective variables by using a network approach.</div></div><div><h3>Methods</h3><div>Data were gathered from 201 Dutch fourth grade children. A psychological network analysis was used to examine how cognitive variables (i.e. symbolic comparison, non-symbolic comparison, ordering, shifting, inhibition, verbal and visuospatial updating, fluid reasoning), affective variables (i.e. math anxiety and math self-concept), and demographic variables (i.e. SES, age, and gender) are interrelated with arithmetic fluency and mathematical achievement.</div></div><div><h3>Results</h3><div>The network showed three subclusters, with domain-specific cognitive and affective factors relating to arithmetic fluency and math achievement. Domain-general and demographic factors were not related to math achievement.</div></div><div><h3>Conclusion</h3><div>Network analysis can enhance our understanding of factors relating to mathematical achievement in children, potentially leading to more personalized approaches to math interventions.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"37 ","pages":"Article 100241"},"PeriodicalIF":3.4,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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