Pub Date : 2024-06-29DOI: 10.1016/j.tine.2024.100235
Letícia Sayuri Ribeiro Sazaka , Maria Julia Hermida , Roberta Ekuni
Background
Neuromyths may negatively influence teacher practice. Knowing where people learned misinformation can prevent its propagation and improve teacher training.
Objective
To investigate the prevalence of neuromyths, their sources, and whether they influence teacher practice.
Method
157 participants (teachers, pre-service teachers, and the general public), assessed four neuromyths statements on a 4-point Likert scale. They indicate their sources, and if they were educators, whether they influenced their teacher practice.
Results
Participants showed over 50 % agreement in neuromyths, and approximately 30 % of teachers reported using teaching strategies based on these misconceptions. Information sources included social media, instructional materials, books, as well as interactions with peers.
Conclusion
These results underscore the need to avoid the spread of neuromyths, especially the learning styles myth, targeting training courses and educational materials. Most teachers remember where they learned about neuromyths, which may help to identify the sources
{"title":"Where did pre-service teachers, teachers, and the general public learn neuromyths? Insights to support teacher training","authors":"Letícia Sayuri Ribeiro Sazaka , Maria Julia Hermida , Roberta Ekuni","doi":"10.1016/j.tine.2024.100235","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100235","url":null,"abstract":"<div><h3>Background</h3><p>Neuromyths may negatively influence teacher practice. Knowing where people learned misinformation can prevent its propagation and improve teacher training.</p></div><div><h3>Objective</h3><p>To investigate the prevalence of neuromyths, their sources, and whether they influence teacher practice.</p></div><div><h3>Method</h3><p>157 participants (teachers, pre-service teachers, and the general public), assessed four neuromyths statements on a 4-point Likert scale. They indicate their sources, and if they were educators, whether they influenced their teacher practice.</p></div><div><h3>Results</h3><p>Participants showed over 50 % agreement in neuromyths, and approximately 30 % of teachers reported using teaching strategies based on these misconceptions. Information sources included social media, instructional materials, books, as well as interactions with peers.</p></div><div><h3>Conclusion</h3><p>These results underscore the need to avoid the spread of neuromyths, especially the learning styles myth, targeting training courses and educational materials. Most teachers remember where they learned about neuromyths, which may help to identify the sources</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"36 ","pages":"Article 100235"},"PeriodicalIF":3.4,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595884","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 : 2024-06-27DOI: 10.1016/j.tine.2024.100234
Eneyse Dayane Pinheiro , João Ricardo Sato , Raimundo da Silva Soares Junior , Candida Barreto , Amanda Yumi Ambriola Oku
In technology education, there has been a paradigmatic shift towards student-centered approaches such as learning by doing, constructionism, and experiential learning. Educational robotics allows students to experiment with building and interacting with their creations while also fostering collaborative work. However, understanding the student's response to these approaches is crucial to adapting them during the teaching-learning process. In this sense, neuroscientific tools such as Functional Near-Infrared Spectroscopy and Eye-tracker could be useful, allowing the investigation of relevant states experienced by students. Although they have already been used in educational research, their practical relevance in the teaching-learning process has not been extensively investigated. In this perspective article expressing our position, we bring four examples of learning experiences in a robotics class with children, in which we illustrate the usefulness of these tools.
{"title":"Eye-tracker and fNIRS: Using neuroscientific tools to assess the learning experience during children's educational robotics activities","authors":"Eneyse Dayane Pinheiro , João Ricardo Sato , Raimundo da Silva Soares Junior , Candida Barreto , Amanda Yumi Ambriola Oku","doi":"10.1016/j.tine.2024.100234","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100234","url":null,"abstract":"<div><p>In technology education, there has been a paradigmatic shift towards student-centered approaches such as learning by doing, constructionism, and experiential learning. Educational robotics allows students to experiment with building and interacting with their creations while also fostering collaborative work. However, understanding the student's response to these approaches is crucial to adapting them during the teaching-learning process. In this sense, neuroscientific tools such as Functional Near-Infrared Spectroscopy and Eye-tracker could be useful, allowing the investigation of relevant states experienced by students. Although they have already been used in educational research, their practical relevance in the teaching-learning process has not been extensively investigated. In this perspective article expressing our position, we bring four examples of learning experiences in a robotics class with children, in which we illustrate the usefulness of these tools.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"36 ","pages":"Article 100234"},"PeriodicalIF":3.4,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595883","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 : 2024-06-01DOI: 10.1016/j.tine.2024.100231
Analia Marzoratti , Tanya M. Evans
Background
Educational neuroscience research, which investigates the neurobiological mechanisms of learning, has historically incorporated samples drawn mostly from white, middle-class, and/or suburban populations. However, sampling in research without attending to representation can lead to biased interpretations and results that are less generalizable to an intended target population. Prior research revealing differences in neurocognitive outcomes both within- and across-groups further suggests that such practices may obscure significant effects with practical implications.
Barriers
Negative attitudes among historically marginalized communities, stemming from historical mistreatment, biased research outcomes, and implicit or explicit attitudes among research teams, can hinder diverse participation. Qualities of the research process including language requirements, study locations, and time demands create additional barriers.
Solutions
Flexible data collection approaches, community engaugement, and transparent reporting could build trust and enhance sampling diversity. Longer-term solutions include prioritizing research questions relevant to marginalized communities, increasing workforce diversity, and detailed reporting of sample demographics. Such concerted efforts are essential for robust educational neuroscience research to maximize positive impacts broadly across learners.
{"title":"Why and how to collect representative study samples in educational neuroscience research","authors":"Analia Marzoratti , Tanya M. Evans","doi":"10.1016/j.tine.2024.100231","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100231","url":null,"abstract":"<div><h3>Background</h3><p>Educational neuroscience research, which investigates the neurobiological mechanisms of learning, has historically incorporated samples drawn mostly from white, middle-class, and/or suburban populations. However, sampling in research without attending to representation can lead to biased interpretations and results that are less generalizable to an intended target population. Prior research revealing differences in neurocognitive outcomes both within- and across-groups further suggests that such practices may obscure significant effects with practical implications.</p></div><div><h3>Barriers</h3><p>Negative attitudes among historically marginalized communities, stemming from historical mistreatment, biased research outcomes, and implicit or explicit attitudes among research teams, can hinder diverse participation. Qualities of the research process including language requirements, study locations, and time demands create additional barriers.</p></div><div><h3>Solutions</h3><p>Flexible data collection approaches, community engaugement, and transparent reporting could build trust and enhance sampling diversity. Longer-term solutions include prioritizing research questions relevant to marginalized communities, increasing workforce diversity, and detailed reporting of sample demographics. Such concerted efforts are essential for robust educational neuroscience research to maximize positive impacts broadly across learners.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100231"},"PeriodicalIF":3.3,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241171","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 : 2024-05-09DOI: 10.1016/j.tine.2024.100229
Astrid Schmied , Iro Ntonia , Man Kiu Jenny Ng , Yijie Zhu , Fontaine Gibbs , Hanqiao George Zou
Recent insights from Science of Learning (SoL) are informing instruction, training, and curriculum. Here, we present a project on promoting SoL-related content through co-creating online asynchronous learning resources. By building a 7-person cross-institution team, we strategically harnessed (1) student-faculty partnerships as a mechanism to promote training and professional development, (2) co-creation as a model to curricula development, (3) blended asynchronous learning as a modality for content delivery, and (4) internationalization as a strategy to embrace globalization. This co-creation of curricula project included three stages—literature review, design and production, and evaluation. The project evaluation deployed a mixed methods approach with 6 student evaluators across both participating institutions, who explored the effectiveness of the learning resources. In addition, student partners contributed reflective statements on their co-creation experience. This paper reports on the procedural pipeline to co-creation and the project evaluation, as well as on new insights emerging for curriculum development. We conclude that project's co-created learning resources may enhance effectiveness of instructional design and students’ learning experience. Further, we demonstrate that student partners acquire new knowledge and research, design and delivery skills, futureproofing their academic progression.
学习科学(SoL)的最新研究成果正在为教学、培训和课程提供信息。在此,我们介绍一个通过共同创建在线异步学习资源来推广与 SoL 相关内容的项目。通过建立一个由 7 人组成的跨机构团队,我们战略性地利用(1)师生伙伴关系作为促进培训和专业发展的机制,(2)共同创建作为课程开发的模式,(3)混合异步学习作为内容交付的方式,以及(4)国际化作为拥抱全球化的战略。课程共建项目包括三个阶段--文献回顾、设计与制作以及评估。项目评估采用了混合方法,由两所参与院校的 6 名学生评估员对学习资源的有效性进行评估。此外,学生合作伙伴也就他们的共同创造经验提供了反思性陈述。本文报告了共同创造的程序流水线和项目评估,以及对课程开发的新见解。我们的结论是,项目中共同创建的学习资源可以提高教学设计的有效性和学生的学习体验。此外,我们还证明,学生伙伴获得了新的知识和研究、设计和授课技能,为他们未来的学术发展奠定了基础。
{"title":"Co-creating with students to promote science of learning in higher education: An international pioneer collaborative effort for asynchronous teaching","authors":"Astrid Schmied , Iro Ntonia , Man Kiu Jenny Ng , Yijie Zhu , Fontaine Gibbs , Hanqiao George Zou","doi":"10.1016/j.tine.2024.100229","DOIUrl":"10.1016/j.tine.2024.100229","url":null,"abstract":"<div><p>Recent insights from Science of Learning (SoL) are informing instruction, training, and curriculum. Here, we present a project on promoting SoL-related content through co-creating online asynchronous learning resources. By building a 7-person cross-institution team, we strategically harnessed (1) student-faculty partnerships as a <em>mechanism</em> to promote training and professional development, (2) co-creation as a <em>model</em> to curricula development, (3) blended asynchronous learning as a <em>modality</em> for content delivery, and (4) <em>internationalization</em> as a strategy to embrace globalization. This co-creation of curricula project included three stages—literature review, design and production, and evaluation. The project evaluation deployed a mixed methods approach with 6 student evaluators across both participating institutions, who explored the effectiveness of the learning resources. In addition, student partners contributed reflective statements on their co-creation experience. This paper reports on the procedural pipeline to co-creation and the project evaluation, as well as on new insights emerging for curriculum development. We conclude that project's co-created learning resources may enhance effectiveness of instructional design and students’ learning experience. Further, we demonstrate that student partners acquire new knowledge and research, design and delivery skills, futureproofing their academic progression.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100229"},"PeriodicalIF":3.3,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000103/pdfft?md5=26f77b1bcce505357b31289e8ed452c2&pid=1-s2.0-S2211949324000103-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141050732","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 : 2024-05-08DOI: 10.1016/j.tine.2024.100228
Kristin Simmers, Ido Davidesco
Aim
K-12 educators are susceptible to “neuromyths” or misconceptions about the brain and learning, yet how these beliefs relate to practice is not yet understood. This exploratory pilot study investigated how knowledge and beliefs about the brain and learning relate to knowledge of evidence-based teaching and learning principles.
Methods
Preservice teachers (N = 29) completed an online survey that measured their knowledge and beliefs about the brain and learning, including belief in neuromyths, and their knowledge of evidence-based teaching and learning principles.
Results
Pre-service teachers commonly endorsed several neuromyths, consistent with prior research. There was a strong positive correlation between participants’ knowledge and beliefs about the brain and learning, and knowledge of evidence-based teaching and learning principles.
Discussion
Our findings suggest that new teachers with better knowledge of the brain and learning may also have more knowledge of evidence-based principles, though more research is needed to determine their impact on teaching.
{"title":"Neuroscience literacy and evidence-based practices in pre-service teachers: A pilot study","authors":"Kristin Simmers, Ido Davidesco","doi":"10.1016/j.tine.2024.100228","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100228","url":null,"abstract":"<div><h3>Aim</h3><p>K-12 educators are susceptible to “neuromyths” or misconceptions about the brain and learning, yet how these beliefs relate to practice is not yet understood. This exploratory pilot study investigated how knowledge and beliefs about the brain and learning relate to knowledge of evidence-based teaching and learning principles.</p></div><div><h3>Methods</h3><p>Preservice teachers (<em>N</em> = 29) completed an online survey that measured their knowledge and beliefs about the brain and learning, including belief in neuromyths, and their knowledge of evidence-based teaching and learning principles.</p></div><div><h3>Results</h3><p>Pre-service teachers commonly endorsed several neuromyths, consistent with prior research. There was a strong positive correlation between participants’ knowledge and beliefs about the brain and learning, and knowledge of evidence-based teaching and learning principles.</p></div><div><h3>Discussion</h3><p>Our findings suggest that new teachers with better knowledge of the brain and learning may also have more knowledge of evidence-based principles, though more research is needed to determine their impact on teaching.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100228"},"PeriodicalIF":3.3,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000097/pdfft?md5=11c13f8dddec7d743766715c39d95468&pid=1-s2.0-S2211949324000097-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140909884","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 : 2024-05-07DOI: 10.1016/j.tine.2024.100226
Venera Gashaj , Dragan Trninić , Cléa Formaz , Samuel Tobler , Juan Sebastián Gómez‑Cañón , Hanna Poikonen , Manu Kapur
Background
Much of modern mathematics education prioritizes symbolic formalism even at the expense of non-symbolic intuition, we contextualize our study in the ongoing debates on the balance between symbolic and non-symbolic reasoning. We explore the dissociation of oscillatory dynamics between algebraic (symbolic) and geometric (non-symbolic) processing in advanced mathematical reasoning during a naturalistic design.
Method
Employing mobile EEG technology, we investigated students' beta and gamma wave patterns over frontal and parietal regions while they engaged with mathematical demonstrations in symbolic and non-symbolic formats within a tutor-student framework. We used extended, naturalistic stimuli to approximate an authentic educational setting.
Conclusion
Our findings reveal nuanced distinctions in neural processing, particularly in terms of gamma waves and activity in parietal regions. Furthermore, no clear overall format preference emerged from the neuroscientific perspective despite students rating symbolic demonstrations higher for understanding and familiarity.
{"title":"Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation","authors":"Venera Gashaj , Dragan Trninić , Cléa Formaz , Samuel Tobler , Juan Sebastián Gómez‑Cañón , Hanna Poikonen , Manu Kapur","doi":"10.1016/j.tine.2024.100226","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100226","url":null,"abstract":"<div><h3>Background</h3><p>Much of modern mathematics education prioritizes symbolic formalism even at the expense of non-symbolic intuition, we contextualize our study in the ongoing debates on the balance between symbolic and non-symbolic reasoning. We explore the dissociation of oscillatory dynamics between algebraic (symbolic) and geometric (non-symbolic) processing in advanced mathematical reasoning during a naturalistic design.</p></div><div><h3>Method</h3><p>Employing mobile EEG technology, we investigated students' beta and gamma wave patterns over frontal and parietal regions while they engaged with mathematical demonstrations in symbolic and non-symbolic formats within a tutor-student framework. We used extended, naturalistic stimuli to approximate an authentic educational setting.</p></div><div><h3>Conclusion</h3><p>Our findings reveal nuanced distinctions in neural processing, particularly in terms of gamma waves and activity in parietal regions. Furthermore, no clear overall format preference emerged from the neuroscientific perspective despite students rating symbolic demonstrations higher for understanding and familiarity.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100226"},"PeriodicalIF":3.3,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000073/pdfft?md5=885be7731b945b589b60a6a7c0844fac&pid=1-s2.0-S2211949324000073-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140906085","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 : 2024-05-04DOI: 10.1016/j.tine.2024.100227
Pinja Jylänki , Arja Sääkslahti , Pirjo Aunio
Background
This study examined the effects of (1) combined early numeracy and fundamental motor skills (MovEN), (2) early numeracy, and (3) fundamental motor skills intervention programs on children's early mathematical and fundamental motor skills, and how individual background variables affect the effectiveness of these interventions.
Procedure
Together 50 preschoolers participated in the interventions (16 × 45 min sessions). Children's early numeracy, mathematical problem-solving, and fundamental motor skills were measured once before and twice after the interventions.
Main findings
The results showed that the MovEN and early numeracy -interventions were effective in improving children's early numeracy, and mathematical problem-solving. Whereas the MovEN and fundamental motor skills interventions improved children's fundamental motor skills. From individual factors, only updating ability predicted the intervention's effectiveness over and above prior performance.
Conclusion
The results suggest that children's early mathematical and fundamental motor skills can be supported effectively at the same time with the MovEN -intervention.
{"title":"Intervention effects on low performing preschoolers' early mathematical skills: Adding fundamental motor skill practice as a supporting method","authors":"Pinja Jylänki , Arja Sääkslahti , Pirjo Aunio","doi":"10.1016/j.tine.2024.100227","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100227","url":null,"abstract":"<div><h3>Background</h3><p>This study examined the effects of (1) combined early numeracy and fundamental motor skills (MovEN), (2) early numeracy, and (3) fundamental motor skills intervention programs on children's early mathematical and fundamental motor skills, and how individual background variables affect the effectiveness of these interventions.</p></div><div><h3>Procedure</h3><p>Together 50 preschoolers participated in the interventions (16 × 45 min sessions). Children's early numeracy, mathematical problem-solving, and fundamental motor skills were measured once before and twice after the interventions.</p></div><div><h3>Main findings</h3><p>The results showed that the MovEN and early numeracy -interventions were effective in improving children's early numeracy, and mathematical problem-solving. Whereas the MovEN and fundamental motor skills interventions improved children's fundamental motor skills. From individual factors, only updating ability predicted the intervention's effectiveness over and above prior performance.</p></div><div><h3>Conclusion</h3><p>The results suggest that children's early mathematical and fundamental motor skills can be supported effectively at the same time with the MovEN -intervention.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100227"},"PeriodicalIF":3.3,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000085/pdfft?md5=56670d8e9ef9493753ba33a5f87aaeae&pid=1-s2.0-S2211949324000085-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140894938","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 : 2024-05-04DOI: 10.1016/j.tine.2024.100230
Angélica Mendes, Samuel Greiff, Katarzyna Bobrowicz
Background: Individual differences in commitment to lifelong learning, a process aimed at seizing opportunities for self-development, have not been extensively studied. Objective: Our aim is to provide a comprehensive understanding of the decision-making mechanisms involved in pursuing learning for self-development. Method: We conducted a literature review on the taxing nature of cognitive exertion and its impact on the inclination to engage in cognitively demanding tasks for learning, as well as individual differences in sensitivity to aversive or rewarding outcomes inherent in the learning process. Results: Our findings indicate that the Expected Value of Control (EVC) theory can elucidate the former, while research on approach-avoidance motivation can shed light on the latter. Conclusion: We propose and develop an integrated framework that incorporates both lines of research. This framework holds relevance for neuropsychology, experimental psychology, and education psychology, offering theoretical guidance for tailoring learning experiences to enhance engagement and commitment to self-development.
{"title":"Approaching lifelong learning: An integrated framework for explaining decision-making processes in personal and professional development","authors":"Angélica Mendes, Samuel Greiff, Katarzyna Bobrowicz","doi":"10.1016/j.tine.2024.100230","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100230","url":null,"abstract":"<div><p><em>Background</em>: Individual differences in commitment to lifelong learning, a process aimed at seizing opportunities for self-development, have not been extensively studied. <em>Objective</em>: Our aim is to provide a comprehensive understanding of the decision-making mechanisms involved in pursuing learning for self-development. <em>Method:</em> We conducted a literature review on the taxing nature of cognitive exertion and its impact on the inclination to engage in cognitively demanding tasks for learning, as well as individual differences in sensitivity to aversive or rewarding outcomes inherent in the learning process. <em>Results</em>: Our findings indicate that the Expected Value of Control (EVC) theory can elucidate the former, while research on approach-avoidance motivation can shed light on the latter. <em>Conclusion</em>: We propose and develop an integrated framework that incorporates both lines of research. This framework holds relevance for neuropsychology, experimental psychology, and education psychology, offering theoretical guidance for tailoring learning experiences to enhance engagement and commitment to self-development.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100230"},"PeriodicalIF":3.3,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140948494","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 : 2024-05-01DOI: 10.1016/j.tine.2024.100224
Lisa Bardach , Zsofia Boda , Claudia Neuendorf , Wolfgang Wagner , Kyle Davison , Ulrich Trautwein
Background
Prior research has documented the pervasive influence that peers can exert on adolescents’ lives. However, knowledge on whether adolescents’ perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking.
Method
This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.
Results
We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially.
Conclusions
Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students’ perceptions of instruction.
{"title":"Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions","authors":"Lisa Bardach , Zsofia Boda , Claudia Neuendorf , Wolfgang Wagner , Kyle Davison , Ulrich Trautwein","doi":"10.1016/j.tine.2024.100224","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100224","url":null,"abstract":"<div><h3>Background</h3><p>Prior research has documented the pervasive influence that peers can exert on adolescents’ lives. However, knowledge on whether adolescents’ perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking.</p></div><div><h3>Method</h3><p>This study (<em>N</em> = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially.</p></div><div><h3>Results</h3><p>We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially.</p></div><div><h3>Conclusions</h3><p>Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students’ perceptions of instruction.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100224"},"PeriodicalIF":3.3,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140909883","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 : 2024-04-17DOI: 10.1016/j.tine.2024.100223
Esther H.H. Keulers , Luciana Falbo , Anique de Bruin , Peter L.J. Stiers
Aim
We examined age-related differences in valuation and cognitive control circuits during value-based decision-making.
Methods
13-year-olds (N = 25) and 17-year-olds (N = 22) made a metacognitive choice to be tested or not on an upcoming learning task, based on reward and difficulty associated with word-pairs. To investigate whether these determinants of subjective value are differently processed at different ages, we performed region-of-interest(ROI)-based analyses of task-related and functional connectivity data.
Results: We observed age-related differences in responsiveness of valuation structures (amygdala, ventral striatum, ventromedial prefrontal cortex) and caudate nucleus, with activity modulated by reward in 13-year-olds, while in 17-year-olds activity being responsive to difficulty. These accompanied age-related differences in functional connectivity between medial prefrontal and striatal/amygdala seeds.
Discussion
These results are in line with current views that sensitivity changes for reward and difficulty during adolescence are the result of a maturational switch in effort-related signalling in the cognitive control circuit, which increasingly regulates value-signalling structures.
{"title":"Difficulty sensitivity replaces reward sensitivity during adolescence: Task-related fMRI and functional connectivity during self-regulative learning choices","authors":"Esther H.H. Keulers , Luciana Falbo , Anique de Bruin , Peter L.J. Stiers","doi":"10.1016/j.tine.2024.100223","DOIUrl":"https://doi.org/10.1016/j.tine.2024.100223","url":null,"abstract":"<div><h3>Aim</h3><p>We examined age-related differences in valuation and cognitive control circuits during value-based decision-making.</p></div><div><h3>Methods</h3><p>13-year-olds (<em>N</em> = 25) and 17-year-olds (<em>N</em> = 22) made a metacognitive choice to be tested or not on an upcoming learning task, based on reward and difficulty associated with word-pairs. To investigate whether these determinants of subjective value are differently processed at different ages, we performed region-of-interest(ROI)-based analyses of task-related and functional connectivity data.</p><p>Results: We observed age-related differences in responsiveness of valuation structures (amygdala, ventral striatum, ventromedial prefrontal cortex) and caudate nucleus, with activity modulated by reward in 13-year-olds, while in 17-year-olds activity being responsive to difficulty. These accompanied age-related differences in functional connectivity between medial prefrontal and striatal/amygdala seeds.</p></div><div><h3>Discussion</h3><p>These results are in line with current views that sensitivity changes for reward and difficulty during adolescence are the result of a maturational switch in effort-related signalling in the cognitive control circuit, which increasingly regulates value-signalling structures.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"35 ","pages":"Article 100223"},"PeriodicalIF":3.3,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2211949324000048/pdfft?md5=3532b8d65cce8b7223c281581d8bd9f3&pid=1-s2.0-S2211949324000048-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140638356","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}