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Conceptual knowledge of the associativity principle: A review of the literature and an agenda for future research 联想原理的概念知识:文献综述及未来研究议程
IF 3.3 Q1 Social Sciences Pub Date : 2021-06-01 DOI: 10.1016/j.tine.2021.100152
Joanne Eaves , Camilla Gilmore , Nina Attridge

Individuals use diverse strategies to solve mathematical problems, which can reflect their knowledge of arithmetic principles and predict mathematical expertise. For example, ‘6 + 38 − 35’ can be solved via ‘38 − 35 = 3’ and then ‘3 + 6 = 9’, which is a shortcut-strategy derived from the associativity principle. The shortcut may be critical for understanding algebra, however approximately 50% of adults fail to use it. We review the research to consider why the associativity principle is challenging and highlight an important distinction between shortcut identification and execution. We also discuss how domain-specific skills and domain-general skills might play an important role in shortcut identification and execution, and provide an agenda for future research.

个体使用不同的策略来解决数学问题,这可以反映他们的算术原理知识和预测数学专业知识。例如,“6 + 38−35”可以通过“38−35 = 3”再“3 + 6 = 9”来求解,这是由结合律原理导出的一种捷径策略。这个捷径对于理解代数可能是至关重要的,然而大约50%的成年人不会使用它。我们回顾研究,以考虑为什么联想原则是具有挑战性的,并强调快捷识别和执行之间的重要区别。我们还讨论了领域特定技能和领域通用技能如何在快速识别和执行中发挥重要作用,并为未来的研究提供了一个议程。
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引用次数: 2
Does reasoning training improve fluid reasoning and academic achievement for children and adolescents? A systematic review 推理训练能提高儿童和青少年的流动推理能力和学习成绩吗?系统回顾
IF 3.3 Q1 Social Sciences Pub Date : 2021-06-01 DOI: 10.1016/j.tine.2021.100153
Julia M. Guerin , Shari L. Wade , Quintino R. Mano

BACKGROUND

Studies of children and adolescents suggest that reasoning training may improve both reasoning and academic achievement, but evidence and systematic evaluation of this research is limited. Accordingly, this paper provides a systematic review of the literature on reasoning training in order to describe current methods and evaluate their efficacy.

METHOD

A systematic search identified eleven articles—published between 1996 and 2016—that reported findings from thirteen separate studies of reasoning training effects on fluid reasoning (Gf) and academic achievement in children and adolescents. Specific Gf outcomes examined were analogical, deductive, inductive, nonverbal, and/or relational reasoning ability. Specific academic achievement outcomes examined were math and reading achievement. This paper reviewed studies utilizing both computerized and non-computerized methods of Gf training.

FINDINGS

Findings from the review show that reasoning training improves Gf (near transfer effects). Although less conclusive, when considered on balance, evidence suggests that reasoning training also improves academic achievement (far transfer effects).

CONCLUSIONS

Research is needed to parameterize the effects of Gf training on academic achievement, and in particular to identify moderators of training efficacy on academic outcomes. Limitations and directions for future research are discussed.

对儿童和青少年的研究表明,推理训练可以提高推理和学习成绩,但证据和系统的评价这一研究是有限的。因此,本文对推理训练的文献进行了系统的回顾,以描述当前的方法并评估其有效性。方法:一项系统搜索确定了1996年至2016年间发表的11篇文章,这些文章报告了13项独立研究的结果,这些研究是关于推理训练对儿童和青少年流动推理(Gf)和学习成绩的影响。Gf测试的具体结果包括类比、演绎、归纳、非语言和/或关系推理能力。具体的学业成绩测试结果是数学和阅读成绩。本文综述了利用计算机和非计算机方法进行Gf训练的研究。研究结果:研究结果表明,推理训练提高了Gf(近转移效应)。虽然不太确定,但总的来说,有证据表明推理训练也能提高学业成绩(远迁移效应)。结论Gf训练对学业成绩的影响需要进行参数化研究,特别是需要确定训练效能对学业成绩的调节因子。讨论了今后研究的局限性和方向。
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引用次数: 9
Physically active learning in preschoolers: Improved self-regulation, comparable quantity estimation 学龄前儿童身体主动学习:自我调节能力的提高,可比较数量的估计
IF 3.3 Q1 Social Sciences Pub Date : 2021-03-01 DOI: 10.1016/j.tine.2021.100150
Amanda L. McGowan , Hope K. Gerde , Karin A. Pfeiffer , Matthew B. Pontifex

Background

Providing physical activity during the school day may mitigate increasingly sedentary lifestyles among children. Young children may be susceptible to interference during learning and consolidation when performing physical activity concurrently with academic instruction.

Methods

Preschoolers (N = 72, mean age 5.1 ± 0.8 years, 50% female) completed a quantity estimation task before, following, and one week after engaging in either a 20-min physically active or sedentary lesson. Physical activity intensity and volume were measured using heart rate and pedometer step counts, respectively. Off-task behavior was recorded prior to and following the lesson.

Results

Children exhibited similar learning and retention, but an added benefit of physically active lessons was a 1900% step increase and a 58% reduction in off-task behavior.

Conclusion

Providing physically active lessons instead of sitting for extended periods of time in early childhood classrooms reduces sedentary behavior and improves self-regulation while not interfering with educational outcomes.

在上学期间提供体育活动可能会缓解儿童越来越久坐的生活方式。幼儿在学习和巩固过程中,在进行体育活动的同时进行学术指导时,可能容易受到干扰。方法72名学龄前儿童(平均年龄5.1±0.8岁,女性占50%)在参加20分钟体力活动或久坐课程前、后和后一周分别完成了数量估计任务。分别使用心率和计步器步数来测量身体活动强度和体积。在上课之前和之后,记录了脱工行为。结果儿童表现出相似的学习和记忆能力,但体育活动课程的额外好处是增加了1900%的步数,减少了58%的非任务行为。结论:在幼儿课堂上提供体育活动课程,而不是长时间坐着,可以减少久坐行为,提高自我调节能力,同时不影响教育成果。
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引用次数: 5
Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于先前发表的文章中缺少竞争利益声明的勘误表
IF 3.3 Q1 Social Sciences Pub Date : 2021-03-01 DOI: 10.1016/j.tine.2020.100148
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引用次数: 0
Structured versus free block play: the impact on arithmetic processing 结构化与自由方块游戏:对算术处理的影响
IF 3.3 Q1 Social Sciences Pub Date : 2021-03-01 DOI: 10.1016/j.tine.2020.100146
Sharlene D. Newman , Erin Loughery , Ambur Ecklund , Cindy You , Hannah Von Werder , Firat Soylu

Background

Block play is one type of intervention that improves visuospatial skills. There are multiple forms of block play and it is unclear whether they have differential cognitive effects.

Method

Given the importance of visuospatial skills for mathematical performance, we studied the differential impact of two types of block playstructured (copying a block design) and free (building from imagination) on arithmetic processing, using behavioral and fMRI methods. Forty-three children aged 8.3±0.8 years participated (21 free play and 22 structured block play).

Results

Results showed that while both groups showed behavioral improvements, only the structured block play group showed significant improvements in both addition and subtraction performance. Additionally, the structured block play group showed increased activation in several regions linked to memory, motor, and arithmetic processing after training.

Conclusion

The results inform choices for activities used in the classroom to improve visuospatial skills and suggest structured block play may be beneficial for arithmetic processing.

积木游戏是一种可以提高视觉空间技能的干预方式。积木游戏有多种形式,目前还不清楚它们是否有不同的认知效果。方法考虑到视觉空间技能对数学表现的重要性,我们使用行为和功能磁共振成像方法研究了两种类型的积木游戏(结构化的(复制一个积木设计)和自由的(从想象中构建)对算术处理的不同影响。参与儿童43名,年龄8.3±0.8岁,其中自由游戏21名,积木游戏22名。结果结果显示,两组儿童的行为均有改善,但只有结构化积木游戏组在加减法表现上均有显著改善。此外,结构化积木游戏组在训练后显示出与记忆、运动和算术处理相关的几个区域的激活增加。结论研究结果为课堂活动的选择提供了依据,有助于提高视觉空间技能,并提示有组织的积木游戏可能有利于算术处理。
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引用次数: 0
Open schools! Weighing the effects of viruses and lockdowns on children 打开学校!权衡病毒和封锁对儿童的影响
IF 3.3 Q1 Social Sciences Pub Date : 2021-03-01 DOI: 10.1016/j.tine.2021.100151
Manfred Spitzer

This review weighs the risk of infection with SARS-CoV-2 against the side effects of school closures on physical and mental health, education, and well-being of those affected by the school closures. Whereas short term effects – decreased learning and food security, and increased anxiety, violence against children, child labor and teen pregnancies – are frequently discussed, the long-term effects of school closures will be much more detrimental across the lifespan of the “Generation Corona”: Existing pandemics of inactivity and myopia, already affecting billions of people, are worsening due to less physical exercise and less time spent outdoors, poor diet, weight gain, and increased screen time during lockdowns, causing future increases of stroke, heart attack, cancer, and blindness. Socio-emotional complications of isolation, learned helplessness, economic and existential insecurity will include increased depression and suicide, decreased empathy and increased loneliness. Together with decreased educational attainment and economic productivity, the amount of ensuing increased future global morbidity and mortality justifies immediate action of school reopening.

本综述权衡了感染SARS-CoV-2的风险与学校关闭对受学校关闭影响的人的身心健康、教育和福祉的副作用。虽然短期影响——学习和粮食安全下降、焦虑情绪加剧、针对儿童的暴力行为、童工和少女怀孕——经常被讨论,但学校关闭的长期影响在“新冠一代”的整个生命周期中将更为有害:由于体育锻炼和户外活动时间的减少、饮食不良、体重增加以及封锁期间屏幕时间的增加,已经影响到数十亿人的缺乏活动和近视的现有流行病正在恶化,从而导致未来中风、心脏病、癌症和失明的增加。孤立、习得性无助、经济和存在性不安全感的社会情感并发症将包括抑郁和自杀增加、同理心减少和孤独感增加。再加上教育程度和经济生产力的下降,随之而来的全球发病率和死亡率的增加,证明了立即采取行动重新开学是合理的。
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引用次数: 20
Approximate arithmetic training does not improve symbolic math in third and fourth grade children 近似算术训练不能提高三、四年级儿童的符号数学
IF 3.3 Q1 Social Sciences Pub Date : 2021-03-01 DOI: 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。
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引用次数: 12
Preservice teachers’ neuroscience literacy and perceptions of neuroscience in education: Implications for teacher education 职前教师的神经科学素养与神经科学在教育中的认知:对教师教育的启示
IF 3.3 Q1 Social Sciences Pub Date : 2020-12-01 DOI: 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.

由于教育中普遍存在神经神话,人们呼吁对教师进行更多的神经科学培训。然而,神经科学在教师教育中却很少出现。本研究旨在调查职前教师的神经科学素养及对神经科学教育的认知,以期为职前教师教育的未来发展提供参考。方法对968名职前教师的神经科学素养及其在教育中应用神经科学的看法进行调查,调查项目改编自解决类似问题的研究。采用Rasch项目反应理论和经典测试理论技术对数据进行分析。结果大部分职前教师对脑科学知识了解有限,对常见的神经学误区持否定态度,但对将神经科学应用于教学持积极态度。一般大脑知识是识别神经神话能力的唯一预测因子(β = .564)。结论神经科学知识有助于保护职前教师免受神经神话的侵害。神经科学训练应该在教师教育中占有一席之地。
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引用次数: 18
The History of Writing Reflects the Effects of Education on Discourse Structure: Implications for Literacy, Orality, Psychosis and the Axial Age 《书写史》反映了教育对话语结构的影响:对读写、口头、精神和轴心时代的影响
IF 3.3 Q1 Social Sciences Pub Date : 2020-12-01 DOI: 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.

背景图分析检测精神病和读写能力的获得。青铜时代的文学被认为包含幼稚或精神病的特征,这些特征只会在轴心时代(约公元前800-200年)成熟,这是当代心理的假定界限。方法对跨度约4500年的文学文本进行的图表分析显示,随着时间的推移,这种变化具有显著的渐近性。结果词法多样性、远程递归性和图长逐渐向随机水平增加,而短期递归性逐渐向随机水平下降。青铜器时代的文本在结构上类似于识字的典型儿童和识字的精神病成年人的口头报告,但不同于诗歌,也不同于识字前的学龄前儿童或美洲印第安人的叙述。文本结构重构了“时间之箭”,趋同于轴心年龄开始时受过教育的成人水平。结论口述传统和读写传统的教育路径在结构上存在差异,口述传统的教育路径复发范围减小,而读写传统的教育路径复发范围增大。教育似乎是话语成熟的驱动力。
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引用次数: 5
Why do teachers believe educational neuromyths? 为什么教师相信教育神经神话?
IF 3.3 Q1 Social Sciences Pub Date : 2020-12-01 DOI: 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.

合格的教师是否相信神经神话,以及这是否会影响他们的实践和学生的成绩,目前还不清楚。方法对在职教师(N = 228)进行标准化调查,以确定他们是否相信关于大脑的虚构(神经神话)或事实陈述,对这些信念的信心及其应用。结果尽管对事实的了解程度很高,但仍有50%的人相信7个神经误区。认同神经神话的参与者通常比认同神话的参与者对自己的答案更有信心。关键的神经学迷思似乎被纳入了课堂。结论澳大利亚教师与海外教师一样,具有一定的神经科学意识,但容易受到神经学神话的影响。与神经科学家建立更紧密的合作关系,将解决将大脑事实与虚构区分开来的复杂问题,并为教师提供更好的支持。这项研究揭示了在常用的神经神话测量中心理测量的弱点,未来的研究应该解决这些弱点。
{"title":"Why do teachers believe educational neuromyths?","authors":"Brenda Hughes ,&nbsp;Karen A. Sullivan ,&nbsp;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 &gt;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":null,"pages":null},"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}
引用次数: 16
期刊
Trends in Neuroscience and Education
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