Trends in Neuroscience and Education最新文献_第2页

Belief in neuromyths among primary school teachers: A cross-national study of 11 countries 小学教师对神经神话的信仰：一项11个国家的跨国研究

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-07-21 DOI: 10.1016/j.tine.2025.100264

Oktay Cem Adiguzel , Patrice Potvin , Jérémie Blanchette Sarrasin , Cédric Vanhoolandt , Anaïs Corfdir , Nursultan Japashov , Aizhan Mansurova , Chin-Chung Tsai , Ching-Lin Wu , Ridvan Elmas , Derya Atik-Kara , Sibel Kucukkayhan , Abdel-Karim Zaid , Ihsane Kouchou , Alexandra Voulgari , Ousmane Sy , Ibrahima Sakho , Soo Boon Ng , Patrick Charland , Angélique Létourneau

Background

This study compares primary school teachers' beliefs in neuromyths related to brain function and learning across different cultural and linguistic contexts. Two main research questions are explored and analyzed: “Which neuromyths are believed by primary school teachers?” And “What are the formal and informal sources of these neuromyths among primary school teachers?”

Methods

Data were collected from 1257 primary school teachers in 11 countries using the Multilingual Neuromyths Identification Questionnaire, available in eight languages. The descriptive survey design explored the prevalence of neuromyths and the sources that shape teachers' understanding of learning and intelligence.

Results

The findings indicate that 13 out of 21 neuromyths are prevalent in all of the countries that were surveyed. Notably, over 90 % of participants agreed with the theories of multiple intelligences and learning styles. These misconceptions are primarily acquired through formal sources, such as teacher training programmes and professional seminars, as well as through professional experience and personal intuition. In contrast, informal sources, such as the media and popular culture, appear to play a minor role in developing these beliefs.

Conclusions

The persistence of neuromyths among teachers underscores a critical need for evidence-based neuroscience and cognitive psychology content in teacher education. This study underscores the urgent need to integrate evidence-based neuroscience and cognitive psychology into teacher education programs. The widespread belief in neuromyths highlights serious gaps in current educational policy and practice. To address this, coordinated national and international strategies are needed to inform ministries of education and policy makers about the prevalence and impact of these misconceptions.

本研究比较了不同文化和语言背景下小学教师对脑功能和学习相关神经神话的看法。探讨和分析了两个主要的研究问题：“小学教师相信哪些神经神话？”以及“小学教师中这些神经神话的正式和非正式来源是什么？”方法采用8种语言版本的《多语种神经神话识别问卷》，对11个国家的1257名小学教师进行调查。描述性调查设计探讨了神经神话的流行以及塑造教师对学习和智力理解的来源。结果21个神经误区中有13个在所有被调查的国家普遍存在。值得注意的是，超过90%的参与者同意多元智能和学习方式的理论。这些误解主要是通过正式来源获得的，例如教师培训方案和专业讨论会，以及通过专业经验和个人直觉。相比之下，非正式来源，如媒体和流行文化，似乎在形成这些信念方面发挥了次要作用。结论教师神经神话的持续存在凸显了教师教育中对循证神经科学和认知心理学内容的迫切需求。这项研究强调了将循证神经科学和认知心理学整合到教师教育计划中的迫切需要。对神经神话的广泛信仰凸显了当前教育政策和实践中的严重差距。为解决这一问题，需要制定协调的国家和国际战略，向教育部和决策者通报这些误解的普遍性和影响。

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引用次数: 0

Predicting neuromyths among counselors and counselor educators 预测心理咨询师和心理咨询教育者的神经迷思

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-07-18 DOI: 10.1016/j.tine.2025.100263

So Rin Kim , Eric T. Beeson , Carlos P. Zalaquett , Fí D. Fonseca , L. Thomas Belcher

Background

Neuromyths are prevalent in counseling and counselor education, potentially promoting harmful, unproven methods. This study examines the factors that predict the prevalence of neuromyths among counselors.

Methods

A cross-sectional survey was conducted with 415 participants, including counselors-in-training, practitioners, educators, and supervisors. The survey measured neuromyth endorsement using a 15-item questionnaire and assessed demographic characteristics, neuroscience knowledge, and the use of nine information sources. Hierarchical linear regression analysis was used to identify predictors of neuromyths.

Results

Predictors accounted for 9.0% of the variation in neuromyths (F = 4.775, p < .001). Counselors with higher educational levels endorsed fewer neuromyths compared to those with bachelor’s degrees. The use of books was associated with fewer neuromyths (β = .144, p < .01), whereas reliance on TV predicted higher neuromyth endorsement (β = -.187, p < .001).

Conclusion

Promoting accurate neuroscience knowledge through credible sources can reduce neuromyths in the counseling profession.

背景：神经学神话在咨询和咨询教育中很普遍，潜在地促进了有害的、未经证实的方法。本研究探讨预测心理咨询师中神经迷思盛行的因素。方法采用横断面调查的方法，对415名参与者进行调查，包括在职辅导员、从业人员、教育工作者和主管。该调查使用了一份15项的问卷，评估了人口统计学特征、神经科学知识和9个信息源的使用，来衡量神经神话的认可程度。采用层次线性回归分析确定神经神话的预测因子。结果预测因子占神经神话变异的9.0% (F = 4.775, p <；措施)。与拥有学士学位的人相比，受教育程度较高的咨询师更少认同神经神话。使用书籍与较少的神经神话相关(β = .144, p <；.01)，而对电视的依赖预示着更高的神经神话认可(β = -。[au:] p <；措施)。结论通过可靠来源推广准确的神经科学知识，可以减少心理咨询行业的神经误区。

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引用次数: 0

Executive functions and key competencies in secondary education students. Can we improve the teaching-learning process? 中学教育学生的执行职能和关键能力。我们能改善教学过程吗？

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-07-18 DOI: 10.1016/j.tine.2025.100265

María Caballero-Cobos, Mariano Núñez-Flores, Vicente J. Llorent

Executive functions play a crucial role in the social and academic development of students. This study aimed to examine the relations of students’ executive functions with their reading competence, mathematical competence, and social, emotional, and moral competencies. The sample was made up of 198 students (50.50 % girls, and 4 % did not report their sex) aged between 11 and 15 years (M = 12.53, SD = 1.08). This quantitative, cross-sectional ex-post-facto study was conducted using a self-report survey. Data were collected at the end of the 2018–2019 academic year. Bivariate Pearson correlations and linear regression analyses were performed. Students’ executive functions were positively related to their reading competence, mathematical competence, and social, emotional, and moral competencies. However, they only significantly predicted social and emotional competencies. The main conclusion of this study highlights the need to explicitly develop reading competence, mathematical competence, and social, emotional and moral competencies, considering the role of executive functions. Implications for the curriculum and school systems are debated.

执行功能在学生的社会和学业发展中起着至关重要的作用。本研究旨在探讨学生执行功能与阅读能力、数学能力、社会能力、情感能力和道德能力的关系。样本由198名11至15岁的学生（50.50%为女生，4%未报告性别）组成（M = 12.53, SD = 1.08）。这个定量的，横断面的事后研究是通过自我报告调查进行的。数据是在2018-2019学年结束时收集的。双变量Pearson相关和线性回归分析。学生的执行功能与其阅读能力、数学能力、社交能力、情感能力和道德能力呈正相关。然而，它们只能显著预测社交和情感能力。本研究的主要结论强调了考虑到执行功能的作用，明确发展阅读能力、数学能力、社会、情感和道德能力的必要性。对课程和学校系统的影响进行了辩论。

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引用次数: 0

It’s time to reconsider: the neuropsychology of belief change 是时候重新考虑：信念改变的神经心理学

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-06-18 DOI: 10.1016/j.tine.2025.100261

Bobby Hoffman , Aditi Subramaniam , Kendall Hartley

Purpose

The consequences of students harboring false beliefs that contradict scientific evidence include reasoning difficulties and applying inaccurate information to problem solving. Relying on unsupported beliefs undermines judgment, fosters irrational reasoning, and is detrimental to the best interests of society. However, many belief change initiatives fail, presumably because conventional approaches to belief change conflict with how the brain processes instrumental and valenced information.

Method

To provide a more reliable and objective explanation as to why some knowledge reconstruction efforts are transitory, fragmented, and superficial, neuropsychology evidence was investigated to supplement existing behavioral belief-change research. Neuroscience findings related to belief change were summarized by describing the biology of knowledge reconstruction and why some research-based practices (particularly refutational texts) may stand in direct contrast to neuropsychological interpretations of knowledge revision. Specific applied strategies were advanced.

Findings

The success of changing minds depends on effectively modifying false beliefs by focusing on the prospective gains from belief revision rather than emphasizing the risks associated with maintaining existing beliefs. Additionally, cognitive, not affective processing should be emphasized using refutations that employ information that generates positive perceptions, not forecasts of doom and debilitation. All recommendations align with neurological findings that suggest positive and rewarding information enhances the probability of adaptive neuromodulation leading to brain plasticity.

目的学生持有与科学证据相矛盾的错误信念的后果包括推理困难和应用不准确的信息来解决问题。依赖没有根据的信念会破坏判断，助长非理性推理，损害社会的最大利益。然而，许多信念改变计划失败了，大概是因为传统的信念改变方法与大脑处理工具和价值信息的方式相冲突。方法利用神经心理学证据，对已有的行为信念改变研究进行补充，以更可靠、客观地解释为什么某些知识重建工作是短暂的、碎片化的和肤浅的。通过描述知识重建的生物学，以及为什么一些基于研究的实践（特别是反驳文本）可能与知识修正的神经心理学解释直接相反，总结了与信念变化相关的神经科学发现。提出了具体的应用策略。研究结果改变思想的成功取决于通过关注信念修正的预期收益而不是强调与维持现有信念相关的风险来有效地修正错误信念。此外，应该强调认知处理，而不是情感处理，使用反驳，使用产生积极感知的信息，而不是厄运和衰弱的预测。所有的建议都与神经学研究结果一致，表明积极和有益的信息增强了适应性神经调节导致大脑可塑性的可能性。

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引用次数: 0

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-06-18 DOI: 10.1016/j.tine.2025.100262

S. Nieuwenhuis , M. van Buuren , T.W.P. Janssen , S. Altikulaç , M. Hollarek , H. Sijtsma , R. Walsh , N.C. Lee , N.M. van Atteveldt

Introduction

the aim of this study was to investigate whole-brain functional connectivity patterns of the reward circuitry and executive control network, and their associations with growth mindset of intelligence in adolescents

Methods

we investigated seed-based functional connectivity of three pre-defined seeds, the caudate and putamen (reward circuitry), and dorsal anterior cingulate cortex (dACC; executive control region) in 59 adolescents between 13–16 years old. Growth mindset was used as covariate in the seed-based analysis

Results

our findings revealed the expected whole-brain functional connectivity patterns of the three pre-defined seeds. In contrast to the literature, none of these functional connectivity patterns between the seeds and all other voxels of the brain were related to growth mindset

Conclusion

the current study suggests that the neural representation of a growth mindset is not consistently observed in resting-state neural connectivity and might depend on contextual or cultural differences.

摘要本研究旨在探讨青少年奖赏回路和执行控制网络的全脑功能连接模式及其与智力成长心态的关系。方法研究了尾状核和壳核（奖赏回路）、前扣带背皮层(dACC；59名13-16岁青少年的执行控制区)。在基于种子的分析中，成长心态被用作协变量。结果我们的发现揭示了三种预定义种子的预期全脑功能连接模式。与文献相反，种子和大脑所有其他体素之间的这些功能连接模式都与成长心态无关。结论：目前的研究表明，在静息状态的神经连接中，成长心态的神经表征并不一致，可能取决于环境或文化差异。

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引用次数: 0

Pre-service teachers’ misconceptions about brain and mind–prevalence and predictors 职前教师对大脑和心智的误解及其预测因素

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-06-08 DOI: 10.1016/j.tine.2025.100260

Dana Opre , Sebastian Pintea , Romiță Iucu

Background

The issue of educational misconceptions among teachers is examined through distinct lines of research including educational neuroscience and psychology, each offering different perspectives and drawing clear distinctions between neuromyths and psychological myths. In the present study, we investigate educational misconceptions through an interdisciplinary lens to gain a deeper understanding of the relationship between brain and mind myths and their prevalence among teachers. This framework also enables a more nuanced analysis of potential factors that may predict these misconceptions, aiding in understanding of how to address them effectively.

Method

An online survey was designed and administered to pre-service teachers (N = 258). Descriptive statistics, Pearson’s correlation and Stepwise regression were used to analyze the collected data.

Results

First, there is a high prevalence of educational myths among Romanian pre-service teachers. Second, neuromyths and psychological/mind myths are strongly correlated. Third, there are significant associations between the endorsement of neuromyths and psychological myths with various factors, experiential engagement being the most important.

Conclusion

An interdisciplinary approach reveals that valuable insights from integrating different research fields can be harnessed to enhance our understanding of the interplay between educational myths endorsement and different influencing factors. A comprehensive understanding of these relations enables the development of innovative and suitable interventions to debunk myths.

教师的教育误解问题是通过不同的研究方向来研究的，包括教育神经科学和心理学，每个研究方向都提供了不同的观点，并明确区分了神经神话和心理学神话。在本研究中，我们通过跨学科的视角来调查教育误解，以更深入地了解大脑和心灵神话之间的关系及其在教师中的流行。该框架还可以对可能预测这些误解的潜在因素进行更细致的分析，帮助理解如何有效地解决这些误解。方法对258名职前教师进行在线问卷调查。采用描述性统计、Pearson相关和逐步回归等方法对收集的数据进行分析。首先，罗马尼亚职前教师普遍存在教育误区。其次，神经神话和心理神话是紧密相关的。第三，对神经神话和心理神话的认可与各种因素之间存在显著关联，体验参与是最重要的。结论跨学科的研究方法可以整合不同的研究领域，获得有价值的见解，以加深我们对教育神话认可与不同影响因素之间相互作用的理解。对这些关系的全面了解有助于开发创新和适当的干预措施来揭穿神话。

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引用次数: 0

Beyond the page: Enriching storybooks with embodied activities to improve mathematics skills – A scoping review 超越页面：丰富的故事书与具体的活动，以提高数学技能-范围审查

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-06-05 DOI: 10.1016/j.tine.2025.100259

Venera Gashaj , Dragan Trninic , Ouhao Chen , Korbinian Moeller

Background

This article explores approaches to enriching storybook reading experiences to facilitate mathematics learning in children.

Method

A scoping review of existing literature was conducted to identify approaches for enhancing mathematics storybooks.

Results

Two primary approaches were identified: hands-on physical experiences, such as gestures, enactment, and manipulatives; and technology-driven interventions, such as augmented reality and wearables. Hands-on experiences can promote numerical understanding through multisensory interactions. Technology-driven approaches may alleviate mathematics anxiety and increase motivation. Both approaches can foster numeracy by increasing engagement with the learning content.

Conclusion

Integrating enriched activities into mathematics storybook reading has the potential to support numeracy development.

本文探讨了丰富故事书阅读体验以促进儿童数学学习的方法。方法对现有文献进行范围综述，以确定加强数学故事书的方法。结果确定了两种主要方法：动手的身体体验，如手势、表演和操作；以及技术驱动的干预措施，比如增强现实和可穿戴设备。实践经验可以通过多感官互动促进对数字的理解。技术驱动的方法可以缓解数学焦虑，增加动机。这两种方法都可以通过增加对学习内容的参与来培养计算能力。结论在数学故事书阅读中融入丰富的活动有助于数学能力的发展。

引用次数: 0

Effects of teaching neuroplasticity on motivation, inhibitory control and task performance, and the role of mindset theory 教学神经可塑性对动机、抑制控制和任务绩效的影响及心态理论的作用

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-05-24 DOI: 10.1016/j.tine.2025.100257

Jérémie Blanchette Sarrasin , Martin Riopel , Geneviève Allaire-Duquette , Sophie McMullin , Élisabeth Bélanger , Lorie-Marlène Brault Foisy , Steve Masson

Background

Frequent and persistent errors resist teaching, partly due to difficulties in mobilizing inhibitory control. A promising strategy to address this challenge involves teaching students about neuroplasticity. Such instruction may indeed foster motivational beliefs (often referred to as growth mindset), which in turn could positively influence the mobilization of inhibitory control. This study investigated the effects of a neuroplasticity-based intervention on motivation (including constructs from mindset theory), inhibitory control and task performance.

Method

The final sample included 44 10–12 y/o students recruited from French-speaking elementary schools in the Montreal area (Québec, Canada), primarily through an online advertisement posted on social media. They were assigned to either the experimental group (neuroplasticity intervention) or the control group. They completed a motivational questionnaire at both pretest and posttest and performed a fraction comparison task while undergoing fMRI scanning.

Results

Results indicated that students who learned about neuroplasticity demonstrated significant improvements in motivation and greater activation of the ventrolateral prefrontal cortex (VLPFC), a brain region associated with inhibitory control. However, task performance did not significantly differ between groups. Notably, the change in perceived competence was the only motivational variable significantly associated with brain activity related to inhibitory control.

Conclusions

These findings suggest that teaching neuroplasticity can both foster motivation and neural engagement, with perceived competence emerging as a central variable in this relationship. While the intervention did not produce direct effects on academic performance, it remains a promising cost-effective strategy to support students with inhibitory control difficulties and offers valuable insights for future educational interventions.

频繁和持续的错误阻碍教学，部分原因是难以调动抑制控制。应对这一挑战的一个有希望的策略是教学生神经可塑性。这样的指导确实可以培养动机信念（通常被称为成长心态），这反过来又可以积极地影响抑制控制的动员。本研究探讨了基于神经可塑性的干预对动机（包括心态理论的构念）、抑制控制和任务表现的影响。方法最终样本包括44名10-12岁的学生，他们来自蒙特利尔地区（加拿大quemail）的法语小学，主要通过在社交媒体上发布在线广告。他们被分为实验组（神经可塑性干预）和对照组。他们在测试前和测试后都完成了一份动机调查问卷，并在接受功能磁共振成像扫描时进行了分数比较任务。结果表明，学习了神经可塑性的学生表现出了动机的显著改善和腹外侧前额叶皮层（VLPFC）的更大激活，这是一个与抑制控制相关的大脑区域。然而，任务表现在两组之间没有显著差异。值得注意的是，感知能力的变化是唯一与抑制控制相关的大脑活动显著相关的动机变量。这些发现表明，教授神经可塑性既可以促进动机，也可以促进神经参与，而感知能力是这一关系的中心变量。虽然干预没有对学习成绩产生直接影响，但它仍然是一种有希望的经济有效的策略，可以帮助有抑制控制困难的学生，并为未来的教育干预提供有价值的见解。

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引用次数: 0

Aerobic fitness modulates arithmetic strategy use in college-aged young adults 有氧健身调节大学年龄年轻人的算术策略使用

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-05-23 DOI: 10.1016/j.tine.2025.100258

Amanda L. McGowan , Oksana K. Ellison , Morgan S. Ham , Madison C. Chandler , Matthew B. Pontifex

Purpose

The purpose of the present investigation was to determine the extent to which individuals at the extremes of the aerobic fitness continuum differed in their utilization of arithmetic strategies.

Method

Using a cross-sectional design, 37 higher aerobically fit and 37 lower aerobically fit participants completed a complex arithmetic task while neuroelectric measures were concurrently recorded. The arithmetic task had participants view a pair of sequentially presented two-digit operands and determine if the sum was greater than or <100 which manipulated the utilization of exact and approximate arithmetic strategies.

Results

Individuals with higher aerobic fitness demonstrated a greater tendency to utilize more efficient approximate arithmetic strategies as the sums grew more distant from 100 in contrast to their lower aerobic fitness counterparts, indexed using a composite measure of behavioral and neuroelectric data.

Conclusion

Superior aerobic fitness relates to a greater ability to shift between procedural strategies for arithmetic problems.

目的本研究的目的是确定在有氧健身连续体的极端个体在算术策略的使用上的差异程度。方法采用横断面设计，选取37名有氧适能较高的和37名有氧适能较低的参与者完成一项复杂的算术任务，同时记录神经电测量。算术任务让参与者查看一对顺序呈现的两位数操作数，并确定总和是否大于或<；100，这操纵了精确和近似算术策略的使用。结果：与有氧适应度较低的个体相比，有氧适应度较高的个体表现出更大的倾向于使用更有效的近似算术策略，因为总和离100越远，使用行为和神经电数据的综合衡量指标。结论较好的有氧适能与较强的算术问题程序策略转换能力有关。

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引用次数: 0

Learning with erroneous visualizations modulates retention depending on perceptual richness and test type 错误的视觉化学习根据感知丰富性和测试类型调节记忆

IF 3.4 Q2 NEUROSCIENCES

Trends in Neuroscience and Education

Pub Date : 2025-05-23 DOI: 10.1016/j.tine.2025.100256

Theresa Dechamps, Alexander Skulmowski

Background

Learners are increasingly subjected to inaccurate visualizations generated using artificial intelligence. Coincidentally, some learning strategies purposely let learners engage with erroneous content. Instructional visualizations can be created in varying levels of perceptual richness (or realism). We conducted the present experiment to assess whether testing using erroneous examples can be a viable strategy for learning tasks depending on their perceptual richness.

Methods

The two factors of testing (with an error-spotting task vs. without) and realism (schematic vs. realistic) were assessed using two retention tests.

Results

Testing with erroneous examples was detrimental when combined with schematic visualizations, but helpful when applied to realistic imagery in one of the tests.

Conclusion

Studying with erroneous examples appears to require a certain level of realism to be an effective method. Exposing learners to inaccurate visualizations such as those generated by artificial intelligence tools may not be problematic as long as this fact is disclosed.

学习者越来越多地受到使用人工智能生成的不准确可视化的影响。巧合的是，一些学习策略故意让学习者接触错误的内容。教学可视化可以在不同程度的感知丰富性（或现实主义）中创建。我们进行了本实验，以评估使用错误示例的测试是否可以作为学习任务的可行策略，这取决于它们的感知丰富性。方法采用两种记忆保留测试，评估测试（有错误发现任务与没有错误发现任务）和现实主义（图式与现实）两个因素。结果错误示例的测试在与图解可视化相结合时是有害的，但在其中一个测试中应用于真实图像时是有益的。结论用错误例题进行研究需要一定的现实主义意识，这是一种有效的方法。让学习者接触人工智能工具生成的不准确的可视化可能没有问题，只要这一事实被披露。

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引用次数: 0