Pub Date : 2021-03-01DOI: 10.1016/j.tine.2021.100149
S. Bugden , E. Szkudlarek , E.M. Brannon
Background
Prior studies reported that practice playing an approximate arithmetic game improved symbolic math performance relative to active control groups in adults and preschool children (e.g. Park & Brannon, 2013, 2014; Park et al., 2016; Szkudlarek & Brannon, 2018). However, Szkudlarek, Park and Brannon (2021) recently failed to replicate those findings in adults. Here we test whether approximate arithmetic training yields benefits in elementary school children who have intermediate knowledge of arithmetic.
Method
We conducted a randomized controlled trial with a pre and post-test design to compare the effects of approximate arithmetic training and visuo-spatial working memory training on standardized math performance in third and fourth grade children.
Results
We found that approximate arithmetic training did not yield any significant gains on standardized measures of symbolic math performance.
Conclusion
A Bayesian analysis supports the conclusion that approximate arithmetic provides no benefits for symbolic math performance.
先前的研究报告说，相对于积极的对照组，练习玩近似算术游戏可以提高成人和学龄前儿童的符号数学表现(例如Park &Brannon, 2013, 2014;Park et al.， 2016;Szkudlarek,理事,2018)。然而，Szkudlarek, Park和Brannon(2021)最近未能在成人中复制这些发现。在这里，我们检验近似算术训练是否对具有中等算术知识的小学生产生益处。方法采用前后设计的随机对照试验，比较近似算术训练和视觉空间工作记忆训练对三、四年级儿童标准化数学成绩的影响。结果我们发现，近似算术训练在符号数学表现的标准化衡量标准上没有产生任何显著的收益。结论贝叶斯分析支持近似算术对符号数学成绩没有好处的结论。
{"title":"Approximate arithmetic training does not improve symbolic math in third and fourth grade children","authors":"S. Bugden , E. Szkudlarek , E.M. Brannon","doi":"10.1016/j.tine.2021.100149","DOIUrl":"10.1016/j.tine.2021.100149","url":null,"abstract":"<div><h3>Background</h3><p>Prior studies reported that practice playing an approximate arithmetic game improved symbolic math performance relative to active control groups in adults and preschool children (e.g. Park & Brannon, 2013, 2014; Park et al., 2016; Szkudlarek & Brannon, 2018). However, Szkudlarek, Park and Brannon (2021) recently failed to replicate those findings in adults. Here we test whether approximate arithmetic training yields benefits in elementary school children who have intermediate knowledge of arithmetic.</p></div><div><h3>Method</h3><p>We conducted a randomized controlled trial<span> with a pre and post-test design to compare the effects of approximate arithmetic training and visuo-spatial working memory training on standardized math performance in third and fourth grade children.</span></p></div><div><h3>Results</h3><p>We found that approximate arithmetic training did not yield any significant gains on standardized measures of symbolic math performance.</p></div><div><h3>Conclusion</h3><p>A Bayesian analysis supports the conclusion that approximate arithmetic provides no benefits for symbolic math performance.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"22 ","pages":"Article 100149"},"PeriodicalIF":3.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100149","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25583656","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 : 2020-12-01DOI: 10.1016/j.tine.2020.100144
Fiona N.Y. Ching , Winnie W.M. So , Sing Kai Lo , Savio W.H. Wong
Background
Owing to the prevalence of neuromyths in education, there has been a call for more teacher training in neuroscience. However, neuroscience is rarely featured in teacher education. This study investigated the neuroscience literacy and perceptions of neuroscience in education among preservice teachers in order to inform future development of initial teacher education.
Method
Neuroscience literacy of 968 preservice teachers and their perceptions towards applying neuroscience in education were examined using survey items adapted from studies addressing similar constructs. Rasch item response theory and classical test theory techniques were employed for data analysis.
Results
Most of the preservice teachers had limited brain knowledge and subscribed to many common neuromyths but were positive towards applying neuroscience in education. General brain knowledge was the only predictor for ability to identify neuromyths (β = .564).
Conclusion
Neuroscience knowledge can help safeguard preservice teachers against neuromyths. Neuroscience training deserves a place in teacher education.
{"title":"Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education","authors":"Fiona N.Y. Ching , Winnie W.M. So , Sing Kai Lo , Savio W.H. Wong","doi":"10.1016/j.tine.2020.100144","DOIUrl":"10.1016/j.tine.2020.100144","url":null,"abstract":"<div><h3>Background</h3><p>Owing to the prevalence of neuromyths in education, there has been a call for more teacher training in neuroscience<span>. However, neuroscience is rarely featured in teacher education. This study investigated the neuroscience literacy and perceptions of neuroscience in education among preservice teachers in order to inform future development of initial teacher education.</span></p></div><div><h3>Method</h3><p><span>Neuroscience literacy of 968 preservice teachers and their perceptions towards applying neuroscience in education were examined using survey items adapted from studies addressing similar constructs. Rasch item response theory and </span>classical test theory techniques were employed for data analysis.</p></div><div><h3>Results</h3><p>Most of the preservice teachers had limited brain knowledge and subscribed to many common neuromyths but were positive towards applying neuroscience in education. General brain knowledge was the only predictor for ability to identify neuromyths (β = .564).</p></div><div><h3>Conclusion</h3><p>Neuroscience knowledge can help safeguard preservice teachers against neuromyths. Neuroscience training deserves a place in teacher education.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"21 ","pages":"Article 100144"},"PeriodicalIF":3.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100144","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38359563","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 : 2020-12-01DOI: 10.1016/j.tine.2020.100142
Sylvia Pinheiro , Natália Bezerra Mota , Mariano Sigman , Diego Fernández-Slezak , Antonio Guerreiro , Luís Fernando Tófoli , Guillermo Cecchi , Mauro Copelli , Sidarta Ribeiro
Background
Graph analysis detects psychosis and literacy acquisition. Bronze Age literature has been proposed to contain childish or psychotic features, which would only have matured during the Axial Age (∼800-200 BC), a putative boundary for contemporary mentality.
Method
Graph analysis of literary texts spanning ∼4,500 years shows remarkable asymptotic changes over time.
Results
While lexical diversity, long-range recurrence and graph length increase away from randomness, short-range recurrence declines towards random levels. Bronze Age texts are structurally similar to oral reports from literate typical children and literate psychotic adults, but distinct from poetry, and from narratives by preliterate preschoolers or Amerindians. Text structure reconstitutes the “arrow-of-time”, converging to educated adult levels at the Axial Age onset.
Conclusion
The educational pathways of oral and literate traditions are structurally divergent, with a decreasing range of recurrence in the former, and an increasing range of recurrence in the latter. Education is seemingly the driving force underlying discourse maturation.
{"title":"The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age","authors":"Sylvia Pinheiro , Natália Bezerra Mota , Mariano Sigman , Diego Fernández-Slezak , Antonio Guerreiro , Luís Fernando Tófoli , Guillermo Cecchi , Mauro Copelli , Sidarta Ribeiro","doi":"10.1016/j.tine.2020.100142","DOIUrl":"10.1016/j.tine.2020.100142","url":null,"abstract":"<div><h3>Background</h3><p>Graph analysis detects psychosis and literacy acquisition. Bronze Age literature has been proposed to contain childish or psychotic features, which would only have matured during the Axial Age (∼800-200 BC), a putative boundary for contemporary mentality.</p></div><div><h3>Method</h3><p>Graph analysis of literary texts spanning ∼4,500 years shows remarkable asymptotic changes over time.</p></div><div><h3>Results</h3><p>While lexical diversity, long-range recurrence and graph length increase away from randomness, short-range recurrence declines towards random levels. Bronze Age texts are structurally similar to oral reports from literate typical children and literate psychotic adults, but distinct from poetry, and from narratives by preliterate preschoolers or Amerindians. Text structure reconstitutes the “arrow-of-time”, converging to educated adult levels at the Axial Age onset.</p></div><div><h3>Conclusion</h3><p>The educational pathways of oral and literate traditions are structurally divergent, with a decreasing range of recurrence in the former, and an increasing range of recurrence in the latter. Education is seemingly the driving force underlying discourse maturation.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"21 ","pages":"Article 100142"},"PeriodicalIF":3.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38359561","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 : 2020-12-01DOI: 10.1016/j.tine.2020.100145
Brenda Hughes , Karen A. Sullivan , Linda Gilmore
Background
It is not well understood whether qualified teachers believe neuromyths, and whether this affects their practice and learner outcomes.
Method
A standardised survey was administered to practising teachers (N= 228) to determine whether or not they believe fictional (neuromyth) or factual statements about the brain, the confidence in those beliefs, and their application.
Results
Although factual knowledge was high, seven neuromyths were believed by >50% of the sample. Participants who endorsed neuromyths were generally more confident in their answers than those who identified the myths. Key neuromyths appear to be incorporated into classrooms.
Conclusion
Australian teachers, like their overseas counterparts, have some neuroscience awareness but are susceptible to neuromyths. A stronger partnership with neuroscientists would addresss the complex problem of disentangling brain facts from fictions, and provide better support for teachers. This study uncovered psychometric weaknesses in the commonly used neuromyth measure that future research should address.
{"title":"Why do teachers believe educational neuromyths?","authors":"Brenda Hughes , Karen A. Sullivan , Linda Gilmore","doi":"10.1016/j.tine.2020.100145","DOIUrl":"10.1016/j.tine.2020.100145","url":null,"abstract":"<div><h3>Background</h3><p>It is not well understood whether qualified teachers believe neuromyths, and whether this affects their practice and learner outcomes.</p></div><div><h3>Method</h3><p>A standardised survey was administered to practising teachers (<em>N</em> <em>=</em> 228) to determine whether or not they believe <em>fictional</em> (neuromyth) or <em>factual</em> statements about the brain, the confidence in those beliefs, and their application.</p></div><div><h3>Results</h3><p>Although factual knowledge was high, seven neuromyths were believed by >50% of the sample. Participants who endorsed neuromyths were generally more confident in their answers than those who identified the myths. Key neuromyths appear to be incorporated into classrooms.</p></div><div><h3>Conclusion</h3><p><span>Australian teachers, like their overseas counterparts, have some neuroscience awareness but are susceptible to neuromyths. A stronger partnership with neuroscientists would addresss the complex problem of disentangling brain facts from fictions, and provide better support for teachers. This study uncovered </span>psychometric weaknesses in the commonly used neuromyth measure that future research should address.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"21 ","pages":"Article 100145"},"PeriodicalIF":3.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100145","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38359562","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 : 2020-12-01DOI: 10.1016/j.tine.2020.100141
Silke M. Wortha , Johannes Bloechle , Manuel Ninaus , Kristian Kiili , Antero Lindstedt , Julia Bahnmueller , Korbinian Moeller , Elise Klein
Background
Fractions are known to be difficult for children and adults. Behavioral studies suggest that magnitude processing of fractions can be improved via number line estimation (NLE) trainings, but little is known about the neural correlates of fraction learning.
Method
To examine the neuro-cognitive foundations of fraction learning, behavioral performance and neural correlates were measured before and after a five-day NLE training.
Results
In all evaluation tasks behavioral performance increased after training. We observed a fronto-parietal network associated with number magnitude processing to be recruited in all tasks as indicated by a numerical distance effect. For symbolic fractions, the distance effect on intraparietal activation was only observed after training.
Conclusion
The absence of a distance effect of symbolic fractions before the training could indicate an initially less automatic access to their overall magnitude. NLE training facilitates processing of overall fraction magnitude as indicated by the distance effect in neural activation.
{"title":"Neurofunctional plasticity in fraction learning: An fMRI training study","authors":"Silke M. Wortha , Johannes Bloechle , Manuel Ninaus , Kristian Kiili , Antero Lindstedt , Julia Bahnmueller , Korbinian Moeller , Elise Klein","doi":"10.1016/j.tine.2020.100141","DOIUrl":"10.1016/j.tine.2020.100141","url":null,"abstract":"<div><h3>Background</h3><p>Fractions are known to be difficult for children and adults. Behavioral studies suggest that magnitude processing of fractions can be improved via number line estimation (NLE) trainings, but little is known about the neural correlates of fraction learning.</p></div><div><h3>Method</h3><p>To examine the neuro-cognitive foundations of fraction learning, behavioral performance and neural correlates were measured before and after a five-day NLE training.</p></div><div><h3>Results</h3><p>In all evaluation tasks behavioral performance increased after training. We observed a fronto-parietal network associated with number magnitude processing to be recruited in all tasks as indicated by a numerical distance effect. For symbolic fractions, the distance effect on intraparietal activation was only observed after training.</p></div><div><h3>Conclusion</h3><p>The absence of a distance effect of symbolic fractions before the training could indicate an initially less automatic access to their overall magnitude. NLE training facilitates processing of overall fraction magnitude as indicated by the distance effect in neural activation.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"21 ","pages":"Article 100141"},"PeriodicalIF":3.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100141","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38359560","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 : 2020-12-01DOI: 10.1016/j.tine.2020.100143
Lauren B. Raine , Shih-Chun Kao , Eric S. Drollette , Matthew B. Pontifex , Dominika Pindus , Jennifer Hunt , Arthur F. Kramer , Charles H. Hillman
Background
There is an increasing prevalence of physical inactivity during childhood, concurrent with a rise in obesity rates, which is associated with a variety of health problems. However, the extent to which increased body mass index (BMI) influences acute physical activity (PA) benefits on cognition in childhood remains unknown. The aim of this study was to examine whether BMI influences the effects of acute PA on inhibitory control task performance.
Methods
In a sample of 116 children pooled from four prior studies (ages 8-11; 51 females), demographic measures of age, sex, IQ, socioeconomic status, and aerobic fitness were considered along with BMI. Children participated in a counterbalanced, randomized crossover study, whereby they completed two different interventions; 20 minutes of treadmill walking (60-70% heart rate max) and restful reading (non-exercise control). Following each intervention, children performed a modified flanker task that manipulates inhibitory control demands. Correlations were conducted to determine the influence of demographic variables, fitness, and BMI on inhibitory control following each intervention. Subsequent hierarchical regression analyses were performed with significant demographic factors in the first step, aerobic fitness in the second step when significant, and BMI in the final step.
Results
Analyses indicated that children exhibited improved task performance (p's ≤ 0.001) and decreased interference (p = 0.04) following the walking intervention compared to the restful reading control condition, indicating greater benefits following acute PA across task condition, with selectively greater benefits for the task condition requiring greater inhibitory control. Regression analyses revealed that greater BMI was related to decreased performance following acute PA (p = 0.001); an association not observed following restful reading (p's ≥ 0.11). These results suggest that BMI negatively influences the effect of acute exercise on performance.
Conclusion
Confirming previous studies, these findings indicate beneficial effects of acute PA on a flanker task that modulates inhibitory control requirements, but the effects are significantly greater for task conditions requiring greater amounts of inhibitory control. Further, these beneficial effects of PA appear to be blunted in children with higher BMI. These findings suggest that the acute benefits of PA on cognition may not be fully realized in children with higher BMI.
{"title":"The role of BMI on cognition following acute physical activity in preadolescent children","authors":"Lauren B. Raine , Shih-Chun Kao , Eric S. Drollette , Matthew B. Pontifex , Dominika Pindus , Jennifer Hunt , Arthur F. Kramer , Charles H. Hillman","doi":"10.1016/j.tine.2020.100143","DOIUrl":"10.1016/j.tine.2020.100143","url":null,"abstract":"<div><h3>Background</h3><p>There is an increasing prevalence of physical inactivity<span> during childhood, concurrent with a rise in obesity rates, which is associated with a variety of health problems<span><span>. However, the extent to which increased body mass index (BMI) influences acute </span>physical activity<span> (PA) benefits on cognition in childhood remains unknown. The aim of this study was to examine whether BMI influences the effects of acute PA on inhibitory control task performance.</span></span></span></p></div><div><h3>Methods</h3><p><span>In a sample of 116 children pooled from four prior studies (ages 8-11; 51 females), demographic measures of age, sex, IQ, socioeconomic status, and aerobic fitness were considered along with BMI. Children participated in a counterbalanced, randomized crossover study<span>, whereby they completed two different interventions; 20 minutes of treadmill walking (60-70% heart rate max) and restful reading (non-exercise control). Following each intervention, children performed a modified flanker task that manipulates inhibitory control demands. Correlations were conducted to determine the influence of demographic variables, fitness, and BMI on inhibitory control following each intervention. Subsequent hierarchical </span></span>regression analyses were performed with significant demographic factors in the first step, aerobic fitness in the second step when significant, and BMI in the final step.</p></div><div><h3>Results</h3><p>Analyses indicated that children exhibited improved task performance (<em>p's</em> ≤ 0.001) and decreased interference (<em>p</em> = 0.04) following the walking intervention compared to the restful reading control condition, indicating greater benefits following acute PA across task condition, with selectively greater benefits for the task condition requiring greater inhibitory control. Regression analyses revealed that greater BMI was related to decreased performance following acute PA (<em>p</em> = 0.001); an association not observed following restful reading (<em>p's</em> ≥ 0.11). These results suggest that BMI negatively influences the effect of acute exercise on performance.</p></div><div><h3>Conclusion</h3><p>Confirming previous studies, these findings indicate beneficial effects of acute PA on a flanker task that modulates inhibitory control requirements, but the effects are significantly greater for task conditions requiring greater amounts of inhibitory control. Further, these beneficial effects of PA appear to be blunted in children with higher BMI. These findings suggest that the acute benefits of PA on cognition may not be fully realized in children with higher BMI.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"21 ","pages":"Article 100143"},"PeriodicalIF":3.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38359564","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}
BACKGROUND Aerobic fitness relates to superior math achievement, but the underlying reasons remain unclear. This study tested how more efficient processing (efficiency hypothesis) or enhanced allocation of cognitive resources (resources hypothesis) underly fitness-related differences in arithmetic cognition in a sample of 138 college-aged adults. METHOD Participants completed an arithmetic task while pupillary measures were recorded prior to an aerobic fitness test. RESULTS Higher aerobic fitness was associated with shorter reaction time for all problems and greater pupillary reactivity for problems requiring approximate and exact arithmetic. CONCLUSIONS Superior aerobic fitness relates to greater cognitive resources available to execute exact and approximate arithmetic faster. Fitness-related differences in math achievement may be driven by the cognitive resources underlying arithmetic strategy. These differences may extend beyond educational achievement and affect the motivation to engage in health behaviors based on quantitative information. Thus, improving cardiovascular fitness has the potential to also ameliorate health numeracy.
{"title":"Aerobic fitness relates to superior exact and approximate arithmetic processing in college-aged adults","authors":"A. McGowan, M. C. Chandler, Matthew B. Pontifex","doi":"10.31234/osf.io/sepfh","DOIUrl":"https://doi.org/10.31234/osf.io/sepfh","url":null,"abstract":"BACKGROUND\u0000Aerobic fitness relates to superior math achievement, but the underlying reasons remain unclear. This study tested how more efficient processing (efficiency hypothesis) or enhanced allocation of cognitive resources (resources hypothesis) underly fitness-related differences in arithmetic cognition in a sample of 138 college-aged adults.\u0000\u0000\u0000METHOD\u0000Participants completed an arithmetic task while pupillary measures were recorded prior to an aerobic fitness test.\u0000\u0000\u0000RESULTS\u0000Higher aerobic fitness was associated with shorter reaction time for all problems and greater pupillary reactivity for problems requiring approximate and exact arithmetic.\u0000\u0000\u0000CONCLUSIONS\u0000Superior aerobic fitness relates to greater cognitive resources available to execute exact and approximate arithmetic faster. Fitness-related differences in math achievement may be driven by the cognitive resources underlying arithmetic strategy. These differences may extend beyond educational achievement and affect the motivation to engage in health behaviors based on quantitative information. Thus, improving cardiovascular fitness has the potential to also ameliorate health numeracy.","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"50 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2020-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78576688","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 : 2020-09-01DOI: 10.1016/j.tine.2020.100134
Catherine Wheatley , Nick Beale , Thomas Wassenaar , Mackenzie Graham , Emma Eldridge , Helen Dawes , Heidi Johansen-Berg
Background
The randomised controlled trial (RCT) design is increasingly common among studies seeking good-quality evidence to advance educational neuroscience, but conducting RCTs in schools is challenging. Fit to Study, one of six such trials funded by the Education Endowment Foundation and Wellcome Trust, tested an intervention to increase vigorous physical activity during PE lessons on maths attainment among pupils aged 12–13. This review of designing and conducting an RCT in 104 schools is intended as a resource on which researchers might draw for future studies.
Method
We consider intervention design and delivery; recruitment, retention, trial management, data collection and analysis including ethical considerations and working with evaluators.
Results
Teacher training, intervention delivery and data collection during large-scale RCTs require a flexible approach appropriate to educational settings, which in turn entails planning and resources.
Conclusion
Simple interventions, with few outcome measures and minimal missing data, are preferable to more complex designs.
{"title":"Fit to Study: Reflections on designing and implementing a large-scale randomized controlled trial in secondary schools","authors":"Catherine Wheatley , Nick Beale , Thomas Wassenaar , Mackenzie Graham , Emma Eldridge , Helen Dawes , Heidi Johansen-Berg","doi":"10.1016/j.tine.2020.100134","DOIUrl":"10.1016/j.tine.2020.100134","url":null,"abstract":"<div><h3>Background</h3><p>The randomised controlled trial (RCT) design is increasingly common among studies seeking good-quality evidence to advance educational neuroscience, but conducting RCTs in schools is challenging. Fit to Study, one of six such trials funded by the Education Endowment Foundation and Wellcome Trust, tested an intervention to increase vigorous physical activity during PE lessons on maths attainment among pupils aged 12–13. This review of designing and conducting an RCT in 104 schools is intended as a resource on which researchers might draw for future studies.</p></div><div><h3>Method</h3><p>We consider intervention design and delivery; recruitment, retention, trial management, data collection and analysis including ethical considerations and working with evaluators.</p></div><div><h3>Results</h3><p>Teacher training, intervention delivery and data collection during large-scale RCTs require a flexible approach appropriate to educational settings, which in turn entails planning and resources.</p></div><div><h3>Conclusion</h3><p>Simple interventions, with few outcome measures and minimal missing data, are preferable to more complex designs.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"20 ","pages":"Article 100134"},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38372060","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 : 2020-09-01DOI: 10.1016/j.tine.2020.100133
Iván Pradilla , Luis O Tierradentro-García , Maria A. Palacios-Ariza , Andrés F Díaz-Forero , Juan S. Botero-Meneses , Claudia Talero-Gutiérrez
Background
Congenital amusia is a rare neurogenetic and neuropsychological condition which hinders the ability to recognize variations in all aspects of a musical piece. Although previous studies have determined the prevalence of congenital amusia in the general population, few have studied its presence among university students. Findings regarding the association between this condition and academic performance are equivocal, although evidence suggests that musical training improves scholastic achievement.
Methods
We conducted a cross-sectional study on a sample of 383 university students, all pursuing health-related degrees, comparing their class rank with their performance on the BRAMS Online Test for amusia.
Results
We found a prevalence of 0.52% for pitch-based amusia. When applying the Off-Scale test failure criterion for the definition of amusia in our sample, we found a prevalence of 4.4%. Logistic models showed an increase in risk of poor academic performance (lowest quartile) in subjects who failed the off-scale test (Odds Ratio: 7.14 95% CI 2.59–19.6) and who met any of the described definitions of amusia (Odds Ratio: 4.89 95% CI 2.24–10.7).
Conclusions
Both musical training and self-report of musical ability significantly affected test results. Although musical education shows some effect over academic performance, further studies are required to determine if this is due to differential effects in subjects with and without amusia.
先天性失音症是一种罕见的神经遗传和神经心理疾病，它阻碍了识别音乐作品各方面变化的能力。虽然以前的研究已经确定了先天性失音症在普通人群中的患病率，但很少有人研究它在大学生中的存在。尽管有证据表明音乐训练可以提高学习成绩，但关于这种情况与学习成绩之间关系的研究结果并不明确。方法我们对383名攻读与健康相关专业的大学生进行了横断面研究，比较了他们在BRAMS在线失音测试中的表现。结果音高型失音的患病率为0.52%。在我们的样本中应用Off-Scale测试失败标准来定义失音症时，我们发现患病率为4.4%。Logistic模型显示，未通过非比例测试的受试者(优势比:7.14 95% CI 2.59-19.6)和符合任何描述的失音症定义的受试者(优势比:4.89 95% CI 2.24-10.7)学业成绩差(最低四分位数)的风险增加。结论音乐训练和音乐能力自述对测试结果有显著影响。虽然音乐教育对学习成绩有一定的影响，但需要进一步的研究来确定这是否是由于有失音症和没有失音症的受试者的不同影响。
{"title":"Congenital amusia and academic performance among Colombian university students","authors":"Iván Pradilla , Luis O Tierradentro-García , Maria A. Palacios-Ariza , Andrés F Díaz-Forero , Juan S. Botero-Meneses , Claudia Talero-Gutiérrez","doi":"10.1016/j.tine.2020.100133","DOIUrl":"10.1016/j.tine.2020.100133","url":null,"abstract":"<div><h3>Background</h3><p>Congenital amusia is a rare neurogenetic and neuropsychological condition which hinders the ability to recognize variations in all aspects of a musical piece. Although previous studies have determined the prevalence of congenital amusia in the general population, few have studied its presence among university students. Findings regarding the association between this condition and academic performance are equivocal, although evidence suggests that musical training improves scholastic achievement.</p></div><div><h3>Methods</h3><p>We conducted a cross-sectional study on a sample of 383 university students, all pursuing health-related degrees, comparing their class rank with their performance on the BRAMS Online Test for amusia.</p></div><div><h3>Results</h3><p>We found a prevalence of 0.52% for pitch-based amusia. When applying the Off-Scale test failure criterion for the definition of amusia in our sample, we found a prevalence of 4.4%. Logistic models showed an increase in risk of poor academic performance (lowest quartile) in subjects who failed the off-scale test (Odds Ratio: 7.14 95% CI 2.59–19.6) and who met any of the described definitions of amusia (Odds Ratio: 4.89 95% CI 2.24–10.7).</p></div><div><h3>Conclusions</h3><p>Both musical training and self-report of musical ability significantly affected test results. Although musical education shows some effect over academic performance, further studies are required to determine if this is due to differential effects in subjects with and without amusia.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"20 ","pages":"Article 100133"},"PeriodicalIF":3.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2020.100133","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38369499","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 : 2020-09-01DOI: 10.1016/j.tine.2020.100128
Caron A.C. Clark, Ryan H. Hudnall, Sam Pérez-González
Background
Functional MRI studies have suggested a ‘frontoparietal shift’ over the course of development, whereby children tend to engage prefrontal neural regions to a greater extent than adults when completing mathematics tasks. Although this literature hints that lateral prefrontal regions may be involved in acquiring mathematics knowledge, a key limitation of existing studies is that they have included mathematics content that children already are familiar with as opposed to examining the dynamic learning process. We aimed to address this gap by examining children's neural responses when exposed to a new, unfamiliar mathematics concept.
Method
Eighteen 8–11 year old children viewed blocked demonstrations of base-2/binary (unfamiliar) and base-10/decimal (familiar) number systems while undergoing functional MRI (fMRI). Children's behavioral understanding of binary numbers was measured between fMRI runs.
Results
Counter to hypotheses, there were no overall differences in prefrontal activity for binary relative to decimal blocks. However, children with higher levels of behavioral understanding of the novel, binary concept showed enhanced neural activity in the left rostral middle frontal gyrus specifically during binary concept exposure. They also showed enhanced connectivity between this region and pre-and post-central gyri and left parahippocampal regions.
Conclusions
Individual differences in children's behavioral grasp of a new mathematics concept correlate with prefrontal activity and functional connectivity during exposure to the concept, suggesting that rostral prefrontal cortex may play a role in mathematics learning.
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