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Primary school mathematics during the COVID-19 pandemic: No evidence of learning gaps in adaptive practicing results COVID-19大流行期间的小学数学:没有证据表明适应性实践结果存在学习差距
IF 3.3 Q1 Social Sciences Pub Date : 2021-12-01 DOI: 10.1016/j.tine.2021.100163
Martijn Meeter

Background

The COVID-19 pandemic induced many governments to close schools for months. Evidence so far suggests that learning has suffered as a result. Here, it is investigated whether forms of computer-assisted learning mitigated the decrements in learning observed during the lockdown.

Method

Performance of 53,656 primary school students who used adaptive practicing software for mathematics was compared to performance of similar students in the preceding year.

Results

During the lockdown progress was faster than it had been the year before, contradicting results reported so far. These enhanced gains were correlated with increased use, and remained after the lockdown ended. This was the case for all grades but more so for lower grades and for weak students, but less so for students in schools with disadvantaged populations.

Conclusions

These results suggest that adaptive practicing software may mitigate, or even reverse, the negative effects of school closures on mathematics learning.

COVID-19大流行导致许多政府关闭学校数月。迄今为止的证据表明,学习受到了影响。在这里,研究人员调查了计算机辅助学习的形式是否减轻了封锁期间观察到的学习减少。方法对53,656名使用自适应数学练习软件的小学生进行上一年度与同类学生成绩的比较。结果在封锁期间,进展比前一年更快,这与迄今报告的结果相矛盾。这些增加的收益与使用的增加相关,并在封锁结束后保持不变。所有年级的学生都是如此,但对低年级和成绩差的学生更是如此,而对弱势群体学校的学生则不那么如此。这些结果表明,适应性练习软件可以减轻甚至逆转学校关闭对数学学习的负面影响。
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引用次数: 34
The effect of video games, exergames and board games on executive functions in kindergarten and 2nd grade: An explorative longitudinal study 视频游戏、练习游戏和棋盘游戏对幼儿园和二年级儿童执行功能的影响:一项探索性的纵向研究
IF 3.3 Q1 Social Sciences Pub Date : 2021-12-01 DOI: 10.1016/j.tine.2021.100162
Venera Gashaj , Laura C. Dapp , Dragan Trninic , Claudia M. Roebers

We examined the relation between different kinds of play behavior (video games, exergames, board games) in kindergarten (T1) and components of executive function (EF; inhibition, switching, verbal and visuospatial updating) in kindergarten and second grade (T1 and T2). Ninety-seven children participated in this longitudinal study. Parents were asked to complete a questionnaire regarding children's play behavior, reporting frequency, duration, and game type. The results indicate that play behavior is associated with EF development in children; however, only exergames, electronic puzzle games, and board games predicted EF at T2. Additionally, the time spent on electronic games was negatively related to visuospatial updating at T1 but did not predict EF at T2. The results support further investigation of a potential link between board game and exergame play behavior and EF development.

我们研究了幼儿园(T1)不同类型的游戏行为(视频游戏、练习游戏、棋盘游戏)与执行功能成分(EF)之间的关系;抑制、转换、语言和视觉空间更新)在幼儿园和二年级(T1和T2)。97名儿童参与了这项纵向研究。家长被要求填写一份关于儿童游戏行为、报告频率、持续时间和游戏类型的问卷。结果表明,游戏行为与儿童英语发展相关;然而,只有游戏、电子益智游戏和桌游预测了EF为T2。此外,花在电子游戏上的时间与T1时的视觉空间更新负相关,但与T2时的EF不相关。研究结果支持进一步研究桌游和游戏行为与EF发展之间的潜在联系。
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引用次数: 15
Executive functions and imaginative play: Exploring relations with prosocial behaviors using structural equation modeling 执行功能和想象游戏:利用结构方程模型探索亲社会行为的关系
IF 3.3 Q1 Social Sciences Pub Date : 2021-12-01 DOI: 10.1016/j.tine.2021.100165
Rebecca H. Bauer , Ansley T. Gilpin , Rachel B. Thibodeau-Nielsen

Background

Policy makers have long considered how to best educate children for success. Thus, this research explored whether imaginative play serves as a positive context for developing executive functions (EF) and prosocial behaviors necessary for academic success. Specifically, we hypothesized that EF would explain links between imaginative play and prosocial behaviors.

Method

284 preschool children and their teachers completed measures of imaginative play, EF, and prosocial behaviors. Structural Equation Modeling examined mediational links between these constructs.

Results

Imaginative play predicted both hot and cool EF, as well as prosocial behavior, even after controlling for age and vocabulary; furthermore, the relationship between imaginative play and prosocial behavior was fully mediated by hot EF.

Conclusion

Results suggest that imaginative play may serve as a positive context for developing EF and prosocial behaviors. Curricula and teachers should consider encouraging imaginative play to facilitate the development of EF and prosocial behaviors.

长期以来,政策制定者一直在考虑如何最好地教育孩子取得成功。因此,本研究探讨了想象力游戏是否为学业成功所需的执行功能(EF)和亲社会行为的发展提供了积极的环境。具体来说,我们假设EF可以解释想象力游戏和亲社会行为之间的联系。方法284名学龄前儿童及其教师完成了想象游戏、EF和亲社会行为的测试。结构方程模型检验了这些结构之间的中介联系。结果在控制了年龄和词汇量的影响后,想象游戏对热、冷EF以及亲社会行为均有预测作用;此外,想象游戏与亲社会行为之间的关系完全由热EF介导。结论:想象游戏可能为英语学习和亲社会行为的发展提供积极的环境。课程和教师应考虑鼓励想象力游戏,以促进EF和亲社会行为的发展。
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引用次数: 7
Mental simulation and its influence on finger-based numerical representations 心理模拟及其对手指数字表征的影响
IF 3.3 Q1 Social Sciences Pub Date : 2021-12-01 DOI: 10.1016/j.tine.2021.100167
Isabella Luise Kreilinger , Korbinian Moeller , Silvia Pixner

Background

There is evidence indicating beneficial effects of mental simulation on athletic and musical performance. We evaluated whether such beneficial effects of mental simulation generalize to the cognitive domain in terms of embodied (finger-based) numerical representations.

Methods

We assessed 70 preschoolers (36 girls, mean age 5;9) on tasks assessing different basic numerical skills (e.g., counting, cardinality understanding, number composition, etc.) as well as different aspects of finger-based numerical representations. A subgroub completed a mental simulation phase prior to testing finger-based representations.

Results

Children who completed the mental simulation phase, performed better on the tasks assessing finger-based representations compared to, children who did not complete the simulation phase. This held even when controlling for performance in basic numerical skills.

Conclusion

This study provides evidence that beneficial effects of mental simulation generalize to embodied (finger-based) numerical representations. Mental simulation may be useful to integrate in the instruction of basic numerical skills.

有证据表明心理模拟对运动和音乐表现有有益的影响。我们评估了心理模拟的这种有益影响是否可以在具体的(基于手指的)数字表征方面推广到认知领域。方法对70名学龄前儿童(36名女孩,平均年龄5岁至9岁)进行了不同基本数字技能(如计数、基数理解、数字构成等)和手指数字表征的不同方面的测试。在测试基于手指的表征之前,一个亚群完成了心理模拟阶段。结果完成心理模拟阶段的儿童在评估手指表征任务上的表现优于未完成模拟阶段的儿童。即使在控制基本数字技能的表现时也是如此。结论心理模拟的有益效应可以推广到具体的(基于手指的)数值表征。心理模拟可能有助于将其整合到基本的数字技能教学中。
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引用次数: 1
The effects of standing in tutorial group meetings on learning: A randomized controlled trial 参加辅导小组会议对学习的影响:一项随机对照试验
IF 3.3 Q1 Social Sciences Pub Date : 2021-09-01 DOI: 10.1016/j.tine.2021.100156
H.Q. Chim , Renate H.M. de Groot , Pascal W.M. Van Gerven , Mirjam G.A. oude Egbrink , Roy H.J. Erkens , Ulrike von Rango , Jos L.V. Broers , Hans H.C.M. Savelberg

Background

Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students.

Methods

Ninety-six participants were randomly allocated to a Sit or Stand group, with 2 h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions.

Results

Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions.

Conclusion

Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students.

站立式课桌已被引入教育环境,以减少学生久坐不动的行为。本研究旨在探讨参加辅导小组会议对大学生学习的影响。方法96名受试者随机分为坐或站组,每周1 - 2次,共9周。通过考试成绩、概念图和辅导互动来分析学习情况。结果总的来说,通过考试、概念图和以学习为导向的互动的使用来衡量,坐着组和站着组在学习方面没有什么不同。结论:参加辅导小组会议既不会促进学习,也不会损害学习。考虑到长时间久坐带来的健康风险,为本科生提供站立辅导小组会议是一种建议的解决方案,可以打破长时间久坐的行为,鼓励更多的体育活动,同时保持学生的学习成绩。
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引用次数: 0
Executive function of the brain and its influences on understanding of physics concept 脑的执行功能及其对物理概念理解的影响
IF 3.3 Q1 Social Sciences Pub Date : 2021-09-01 DOI: 10.1016/j.tine.2021.100159
Mohd Nor Syahrir Abdullah , Mageswary Karpudewan , Bala Murali Tanimale

Advances in neuroscience studies have brought new insights into the development of Executive Functions (EFs) of the brain and its influence on understanding science concepts. This study was conducted to examine the relationships between three main components of EF: working memory, inhibition, set-shifting and understanding of Force concepts among adolescents. This study also investigated how gender mediates the relationships between the components of EF and understanding. Cambridge Neuropsychological Test Automated Battery was used to assess students' level of working memory, inhibition, and set-shifting. The Force Concept Test measured students understanding. Smart-PLS analysis was employed to examine the relationships between the three components of EF and understanding; and how gender mediates the relationships. The result reveals that working memory significantly relates to students’ understanding of Force concepts in a positive direction. On the contrary, both set-shifting and inhibition exhibit non-significant relationships. The findings also demonstrate that gender does not significantly mediate the relationships. The findings are useful for Physics teachers to guide them through designing the curriculum and opting for an appropriate pedagogical strategy considering the role of the components of EF for teaching the lessons on Force.

神经科学研究的进展为大脑执行功能的发展及其对理解科学概念的影响带来了新的见解。本研究旨在探讨青少年EF的三个主要组成部分:工作记忆、抑制、设定转移和力概念理解之间的关系。本研究还探讨了性别如何调节英语学习各成分与理解之间的关系。使用剑桥神经心理测试自动化电池来评估学生的工作记忆、抑制和场景转移水平。力概念测试测试学生的理解力。采用Smart-PLS分析来检验EF的三个组成部分与理解之间的关系;以及性别是如何调节关系的。结果显示,工作记忆与学生对力概念的理解呈显著正相关。相反,设置转移和抑制都表现出不显著的关系。研究结果还表明,性别不显著调节关系。这些发现对物理教师指导他们设计课程和选择适当的教学策略是有用的,考虑到EF的组成部分在教授有关力的课程中的作用。
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引用次数: 5
A scoping review of research on neuroscience training for teachers 教师神经科学培训研究的范围综述
IF 3.3 Q1 Social Sciences Pub Date : 2021-09-01 DOI: 10.1016/j.tine.2021.100157
Adam John Privitera

Background

Including neuroscience concepts in teacher training has continued to gain interest. While many studies advocate for this, little is known about currently published research.

Methods

The framework for a scoping review was followed in order to generate a more comprehensive understanding of current research on neuroscience training for teachers. The present study aims to: (1) describe the scope of existing research; (2) summarize findings; and (3) provide recommendations for future inquiry.

Results

Limited studies and methodological issues prevent strong conclusions from being drawn about the impact of this training although most results are promising.

Conclusions

This scoping review provides the first comprehensive summary of the existing research on neuroscience training for teachers and discusses a number of considerations for improving future research in this area.

背景:在教师培训中纳入神经科学的概念一直受到人们的关注。虽然许多研究都支持这一点,但对目前发表的研究知之甚少。方法为了对当前教师神经科学培训的研究有一个更全面的了解,遵循了范围审查的框架。本研究旨在:(1)描述现有研究的范围;(2)总结发现;(3)为今后的调查提供建议。有限的研究和方法问题阻碍了对这种培训的影响得出强有力的结论,尽管大多数结果是有希望的。本综述首次对教师神经科学培训的现有研究进行了全面总结,并讨论了改进该领域未来研究的一些考虑。
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引用次数: 17
Self-directed dramatic and music play programs enhance executive function in Japanese children 自我指导的戏剧和音乐节目提高了日本儿童的执行功能
IF 3.3 Q1 Social Sciences Pub Date : 2021-09-01 DOI: 10.1016/j.tine.2021.100158
Taku Kosokabe , Makoto Mizusaki , Wakako Nagaoka , Miwa Honda , Noriyuki Suzuki , Reiko Naoi , Yusuke Moriguchi

Background

Young children can be trained in executive function (EF) using specific educational programs, but it is unclear whether play-based programs enhance EF.

Method

This study investigated the effectiveness of play programs on EF development in Japanese preschool children. Specifically, we used a dramatic play program and a music play program focused on the development of children's self-directedness, and compared to a control group who received an educational program without self-directedness. Children received a 30-minute lesson for over six weeks (a total of 30 lessons). Pre- and post-test measures of EF performance (working memory, inhibitory control, cognitive shifting) were administered to all children.

Results

We found that children who received the dramatic play and music play programs showed significant improvements in performances of working memory and inhibitory control compared to those in a control group.

Conclusion

Daily play programs that focus on children's self-directedness can promote children's EF development.

幼儿可以通过特定的教育项目来训练执行功能(EF),但目前尚不清楚以游戏为基础的项目是否能提高EF。方法研究游戏项目对日本学龄前儿童EF发展的影响。具体来说,我们使用了一个戏剧节目和一个音乐节目来关注儿童自我指导能力的发展,并与接受没有自我指导能力的教育节目的对照组进行了比较。孩子们每堂课30分钟,为期6周(共30节课)。对所有儿童进行EF表现的测试前和测试后测量(工作记忆、抑制控制、认知转移)。结果我们发现,与对照组相比,接受戏剧和音乐节目的儿童在工作记忆和抑制控制方面的表现有显著改善。结论注重儿童自我导向的日常游戏项目能促进儿童EF的发展。
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引用次数: 4
Aerobic fitness relates to superior exact and approximate arithmetic processing in college-aged adults 大学生有氧适能与优秀的精确和近似算术处理能力有关
IF 3.3 Q1 Social Sciences Pub Date : 2021-06-01 DOI: 10.1016/j.tine.2021.100154
Amanda L. McGowan, Madison C. Chandler, Matthew B. Pontifex

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.

有氧健身与优异的数学成绩有关,但其潜在原因尚不清楚。本研究以138名大学年龄成人为样本,测试了更有效的算术认知处理(效率假说)或更有效的认知资源分配(资源假说)是如何影响健身相关的算术认知差异的。方法参与者完成一项算术任务,同时在有氧体能测试前记录瞳孔测量。结果有氧适能越高,对所有问题的反应时间越短,对需要近似和精确运算的问题的瞳孔反应能力越强。结论良好的有氧适能与更大的认知资源有关,可以更快地执行精确和近似运算。与健康相关的数学成绩差异可能是由算术策略下的认知资源驱动的。这些差异可能超出了教育成就的范围,并影响到基于定量信息的健康行为的动机。因此,改善心血管健康也有可能改善健康计算能力。
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引用次数: 0
A cross-sectional study of neuromyths among teachers in a Caribbean nation 加勒比海国家教师神经神话的横断面研究
IF 3.3 Q1 Social Sciences Pub Date : 2021-06-01 DOI: 10.1016/j.tine.2021.100155
Satyavi Bissessar, Farid F Youssef

Background

The current COVID-19 pandemic and proliferation of misinformation regarding science highlights the importance of improving general science literacy. The continued preponderance of neuromyths among educators is of concern, especially in lower- and middle-income countries.

Method

Using an adapted questionnaire, a cross-sectional survey was conducted among teachers in a small island developing state in the Caribbean.

Results

Two-thirds of the sample were unable to recognise at least 50% of the myths. Regression analysis demonstrated that higher scores in brain knowledge and exposure to prior teacher-training increased belief in neuromyths. On the other hand, specific in-service training pertaining to educational neuroscience improved scores.

Conclusion

Neuromyths are prevalent among teachers and appear to inform their teaching practice. Further research needs to be conducted to explore not just the prevalence of these myths but in what ways they may be impacting teaching and learning outcomes in the classroom.

当前的COVID-19大流行和有关科学的错误信息的扩散凸显了提高普遍科学素养的重要性。神经学神话在教育工作者中的持续盛行令人担忧,尤其是在中低收入国家。方法采用改编问卷,对加勒比地区一个小岛屿发展中国家的教师进行了横断面调查。结果三分之二的样本不能识别至少50%的神话。回归分析表明,大脑知识得分越高,接受过教师培训的孩子越相信神经神话。另一方面,与教育神经科学相关的特殊在职培训提高了分数。结论神经神话在教师中普遍存在,并影响着教师的教学实践。需要进行进一步的研究,不仅要探索这些神话的普遍性,还要探索它们可能以何种方式影响课堂上的教学成果。
{"title":"A cross-sectional study of neuromyths among teachers in a Caribbean nation","authors":"Satyavi Bissessar,&nbsp;Farid F Youssef","doi":"10.1016/j.tine.2021.100155","DOIUrl":"10.1016/j.tine.2021.100155","url":null,"abstract":"<div><h3>Background</h3><p>The current COVID-19 pandemic and proliferation of misinformation regarding science highlights the importance of improving general science literacy. The continued preponderance of neuromyths among educators is of concern, especially in lower- and middle-income countries.</p></div><div><h3>Method</h3><p>Using an adapted questionnaire, a cross-sectional survey was conducted among teachers in a small island developing state in the Caribbean.</p></div><div><h3>Results</h3><p>Two-thirds of the sample were unable to recognise at least 50% of the myths. Regression analysis<span> demonstrated that higher scores in brain knowledge and exposure to prior teacher-training increased belief in neuromyths. On the other hand, specific in-service training pertaining to educational neuroscience improved scores.</span></p></div><div><h3>Conclusion</h3><p>Neuromyths are prevalent among teachers and appear to inform their teaching practice. Further research needs to be conducted to explore not just the prevalence of these myths but in what ways they may be impacting teaching and learning outcomes in the classroom.</p></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.tine.2021.100155","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38994191","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}
引用次数: 9
期刊
Trends in Neuroscience and Education
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