Pub Date : 2024-01-20DOI: 10.1038/s41539-024-00216-y
Somayeh B Shafiei, Saeed Shadpour, Farzan Sasangohar, James L Mohler, Kristopher Attwood, Zhe Jing
The existing performance evaluation methods in robot-assisted surgery (RAS) are mainly subjective, costly, and affected by shortcomings such as the inconsistency of results and dependency on the raters' opinions. The aim of this study was to develop models for an objective evaluation of performance and rate of learning RAS skills while practicing surgical simulator tasks. The electroencephalogram (EEG) and eye-tracking data were recorded from 26 subjects while performing Tubes, Suture Sponge, and Dots and Needles tasks. Performance scores were generated by the simulator program. The functional brain networks were extracted using EEG data and coherence analysis. Then these networks, along with community detection analysis, facilitated the extraction of average search information and average temporal flexibility features at 21 Brodmann areas (BA) and four band frequencies. Twelve eye-tracking features were extracted and used to develop linear random intercept models for performance evaluation and multivariate linear regression models for the evaluation of the learning rate. Results showed that subject-wise standardization of features improved the R2 of the models. Average pupil diameter and rate of saccade were associated with performance in the Tubes task (multivariate analysis; p-value = 0.01 and p-value = 0.04, respectively). Entropy of pupil diameter was associated with performance in Dots and Needles task (multivariate analysis; p-value = 0.01). Average temporal flexibility and search information in several BAs and band frequencies were associated with performance and rate of learning. The models may be used to objectify performance and learning rate evaluation in RAS once validated with a broader sample size and tasks.
{"title":"Development of performance and learning rate evaluation models in robot-assisted surgery using electroencephalography and eye-tracking.","authors":"Somayeh B Shafiei, Saeed Shadpour, Farzan Sasangohar, James L Mohler, Kristopher Attwood, Zhe Jing","doi":"10.1038/s41539-024-00216-y","DOIUrl":"10.1038/s41539-024-00216-y","url":null,"abstract":"<p><p>The existing performance evaluation methods in robot-assisted surgery (RAS) are mainly subjective, costly, and affected by shortcomings such as the inconsistency of results and dependency on the raters' opinions. The aim of this study was to develop models for an objective evaluation of performance and rate of learning RAS skills while practicing surgical simulator tasks. The electroencephalogram (EEG) and eye-tracking data were recorded from 26 subjects while performing Tubes, Suture Sponge, and Dots and Needles tasks. Performance scores were generated by the simulator program. The functional brain networks were extracted using EEG data and coherence analysis. Then these networks, along with community detection analysis, facilitated the extraction of average search information and average temporal flexibility features at 21 Brodmann areas (BA) and four band frequencies. Twelve eye-tracking features were extracted and used to develop linear random intercept models for performance evaluation and multivariate linear regression models for the evaluation of the learning rate. Results showed that subject-wise standardization of features improved the R<sup>2</sup> of the models. Average pupil diameter and rate of saccade were associated with performance in the Tubes task (multivariate analysis; p-value = 0.01 and p-value = 0.04, respectively). Entropy of pupil diameter was associated with performance in Dots and Needles task (multivariate analysis; p-value = 0.01). Average temporal flexibility and search information in several BAs and band frequencies were associated with performance and rate of learning. The models may be used to objectify performance and learning rate evaluation in RAS once validated with a broader sample size and tasks.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10799032/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139503144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-20DOI: 10.1038/s41539-024-00214-0
Maayan Pereg, Uri Hertz, Ido Ben-Artzi, Nitzan Shahar
The study of social learning examines how individuals learn from others by means of observation, imitation, or compliance with advice. However, it still remains largely unknown whether social learning processes have a distinct contribution to behavior, independent from non-social trial-and-error learning that often occurs simultaneously. 153 participants completed a reinforcement learning task, where they were asked to make choices to gain rewards. Advice from an artificial teacher was presented in 60% of the trials, allowing us to compare choice behavior with and without advice. Results showed a strong and reliable tendency to follow advice (test-retest reliability ~0.73). Computational modeling suggested a unique contribution of three distinct learning strategies: (a) individual learning (i.e., learning the value of actions, independent of advice), (b) informed advice-taking (i.e., learning the value of following advice), and (c) non-informed advice-taking (i.e., a constant bias to follow advice regardless of outcome history). Comparing artificial and empirical data provided specific behavioral regression signatures to both informed and non-informed advice taking processes. We discuss the theoretical implications of integrating internal and external information during the learning process.
{"title":"Disentangling the contribution of individual and social learning processes in human advice-taking behavior","authors":"Maayan Pereg, Uri Hertz, Ido Ben-Artzi, Nitzan Shahar","doi":"10.1038/s41539-024-00214-0","DOIUrl":"https://doi.org/10.1038/s41539-024-00214-0","url":null,"abstract":"<p>The study of social learning examines how individuals learn from others by means of observation, imitation, or compliance with advice. However, it still remains largely unknown whether social learning processes have a distinct contribution to behavior, independent from non-social trial-and-error learning that often occurs simultaneously. 153 participants completed a reinforcement learning task, where they were asked to make choices to gain rewards. Advice from an artificial teacher was presented in 60% of the trials, allowing us to compare choice behavior with and without advice. Results showed a strong and reliable tendency to follow advice (test-retest reliability ~0.73). Computational modeling suggested a unique contribution of three distinct learning strategies: (a) individual learning (i.e., learning the value of actions, independent of advice), (b) informed advice-taking (i.e., learning the value of following advice), and (c) non-informed advice-taking (i.e., a constant bias to follow advice regardless of outcome history). Comparing artificial and empirical data provided specific behavioral regression signatures to both informed and non-informed advice taking processes. We discuss the theoretical implications of integrating internal and external information during the learning process.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139507543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.1038/s41539-023-00211-9
Sarah I. Hofer, Jörg-Henrik Heine, Sahba Besharati, Jason C. Yip, Frank Reinhold, Eddie Brummelman
Children from lower socioeconomic status (SES) backgrounds tend to have more negative self-perceptions. More negative self-perceptions are often related to lower academic achievement. Linking these findings, we asked: Do children’s self-perceptions help explain socioeconomic disparities in academic achievement around the world? We addressed this question using data from the 2018 Programme for International Student Assessment (PISA) survey, including n = 520,729 records of 15-year-old students from 70 countries. We studied five self-perceptions (self-perceived competency, self-efficacy, growth mindset, sense of belonging, and fear of failure) and assessed academic achievement in terms of reading achievement. As predicted, across countries, children’s self-perceptions jointly and separately partially mediated the association between socioeconomic status and reading achievement, explaining additional 11% (ΔR2 = 0.105) of the variance in reading achievement. The positive mediation effect of self-perceived competency was more pronounced in countries with higher social mobility, indicating the importance of environments that “afford” the use of beneficial self-perceptions. While the results tentatively suggest self-perceptions, in general, to be an important lever to address inequality, interventions targeting self-perceived competency might be particularly effective in counteracting educational inequalities in countries with higher social mobility.
{"title":"Self-perceptions as mechanisms of achievement inequality: evidence across 70 countries","authors":"Sarah I. Hofer, Jörg-Henrik Heine, Sahba Besharati, Jason C. Yip, Frank Reinhold, Eddie Brummelman","doi":"10.1038/s41539-023-00211-9","DOIUrl":"https://doi.org/10.1038/s41539-023-00211-9","url":null,"abstract":"<p>Children from lower socioeconomic status (SES) backgrounds tend to have more negative self-perceptions. More negative self-perceptions are often related to lower academic achievement. Linking these findings, we asked: Do children’s self-perceptions help explain socioeconomic disparities in academic achievement around the world? We addressed this question using data from the 2018 Programme for International Student Assessment (PISA) survey, including <i>n</i> = 520,729 records of 15-year-old students from 70 countries. We studied five self-perceptions (self-perceived competency, self-efficacy, growth mindset, sense of belonging, and fear of failure) and assessed academic achievement in terms of reading achievement. As predicted, across countries, children’s self-perceptions jointly and separately partially mediated the association between socioeconomic status and reading achievement, explaining additional 11% (Δ<i>R</i><sup>2</sup> = 0.105) of the variance in reading achievement. The positive mediation effect of self-perceived competency was more pronounced in countries with higher social mobility, indicating the importance of environments that “afford” the use of beneficial self-perceptions. While the results tentatively suggest self-perceptions, in general, to be an important lever to address inequality, interventions targeting self-perceived competency might be particularly effective in counteracting educational inequalities in countries with higher social mobility.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139423304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-10DOI: 10.1038/s41539-023-00212-8
Emilio Ferrer, Bennett A Shaywitz, John M Holahan, Sally E Shaywitz
{"title":"Author Correction: Early reading at first grade predicts adult reading at age 42 in typical and dyslexic readers.","authors":"Emilio Ferrer, Bennett A Shaywitz, John M Holahan, Sally E Shaywitz","doi":"10.1038/s41539-023-00212-8","DOIUrl":"10.1038/s41539-023-00212-8","url":null,"abstract":"","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10781681/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139418343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-16DOI: 10.1038/s41539-023-00208-4
Ruxandra I. Tivadar, Benedetta Franceschiello, Astrid Minier, Micah M. Murray
Learning spatial layouts and navigating through them rely not simply on sight but rather on multisensory processes, including touch. Digital haptics based on ultrasounds are effective for creating and manipulating mental images of individual objects in sighted and visually impaired participants. Here, we tested if this extends to scenes and navigation within them. Using only tactile stimuli conveyed via ultrasonic feedback on a digital touchscreen (i.e., a digital interactive map), 25 sighted, blindfolded participants first learned the basic layout of an apartment based on digital haptics only and then one of two trajectories through it. While still blindfolded, participants successfully reconstructed the haptically learned 2D spaces and navigated these spaces. Digital haptics were thus an effective means to learn and translate, on the one hand, 2D images into 3D reconstructions of layouts and, on the other hand, navigate actions within real spaces. Digital haptics based on ultrasounds represent an alternative learning tool for complex scenes as well as for successful navigation in previously unfamiliar layouts, which can likely be further applied in the rehabilitation of spatial functions and mitigation of visual impairments.
{"title":"Learning and navigating digitally rendered haptic spatial layouts","authors":"Ruxandra I. Tivadar, Benedetta Franceschiello, Astrid Minier, Micah M. Murray","doi":"10.1038/s41539-023-00208-4","DOIUrl":"https://doi.org/10.1038/s41539-023-00208-4","url":null,"abstract":"<p>Learning spatial layouts and navigating through them rely not simply on sight but rather on multisensory processes, including touch. Digital haptics based on ultrasounds are effective for creating and manipulating mental images of individual objects in sighted and visually impaired participants. Here, we tested if this extends to scenes and navigation within them. Using only tactile stimuli conveyed via ultrasonic feedback on a digital touchscreen (i.e., a digital interactive map), 25 sighted, blindfolded participants first learned the basic layout of an apartment based on digital haptics only and then one of two trajectories through it. While still blindfolded, participants successfully reconstructed the haptically learned 2D spaces and navigated these spaces. Digital haptics were thus an effective means to learn and translate, on the one hand, 2D images into 3D reconstructions of layouts and, on the other hand, navigate actions within real spaces. Digital haptics based on ultrasounds represent an alternative learning tool for complex scenes as well as for successful navigation in previously unfamiliar layouts, which can likely be further applied in the rehabilitation of spatial functions and mitigation of visual impairments.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-16DOI: 10.1038/s41539-023-00209-3
Jianyi Liu, Tengwen Fan, Yan Chen, Jingjing Zhao
Statistical learning (SL) plays a key role in literacy acquisition. Studies have increasingly revealed the influence of distributional statistical properties of words on visual word processing, including the effects of word frequency (lexical level) and mappings between orthography, phonology, and semantics (sub-lexical level). However, there has been scant evidence to directly confirm that the statistical properties contained in print can be directly characterized by neural activities. Using time-resolved representational similarity analysis (RSA), the present study examined neural representations of different types of statistical properties in visual word processing. From the perspective of predictive coding, an equal probability sequence with low built-in prediction precision and three oddball sequences with high built-in prediction precision were designed with consistent and three types of inconsistent (orthographically inconsistent, orthography-to-phonology inconsistent, and orthography-to-semantics inconsistent) Chinese characters as visual stimuli. In the three oddball sequences, consistent characters were set as the standard stimuli (probability of occurrence p = 0.75) and three types of inconsistent characters were set as deviant stimuli (p = 0.25), respectively. In the equal probability sequence, the same consistent and inconsistent characters were presented randomly with identical occurrence probability (p = 0.25). Significant neural representation activities of word frequency were observed in the equal probability sequence. By contrast, neural representations of sub-lexical statistics only emerged in oddball sequences where short-term predictions were shaped. These findings reveal that the statistical properties learned from long-term print environment continues to play a role in current word processing mechanisms and these mechanisms can be modulated by short-term predictions.
统计学习(SL)在识字学习中起着关键作用。越来越多的研究揭示了单词的分布统计属性对视觉单词处理的影响,包括单词频率(词法层面)以及正字法、语音学和语义学(次词法层面)之间映射的影响。然而,很少有证据能直接证实印刷品中包含的统计属性可以直接用神经活动来表征。本研究利用时间分辨表征相似性分析(RSA),考察了视觉文字处理中不同类型统计属性的神经表征。从预测编码的角度出发,我们设计了一个内建预测精度较低的等概率序列和三个内建预测精度较高的奇数序列,以一致和三种不一致(正字法不一致、正字法与语音不一致和正字法与语义不一致)的汉字作为视觉刺激。在三个奇数序列中,一致的汉字被设定为标准刺激(出现概率 p = 0.75),三种不一致的汉字被设定为偏差刺激(p = 0.25)。在等概率序列中,相同的一致字符和不一致字符以相同的出现概率随机出现(p = 0.25)。在等概率序列中,可以观察到明显的词频神经表征活动。相比之下,只有在形成短期预测的奇数序列中才会出现次词汇统计的神经表征。这些研究结果表明,从长期印刷环境中学到的统计特性在当前的文字处理机制中继续发挥作用,而且这些机制可以受到短期预测的调节。
{"title":"Seeking the neural representation of statistical properties in print during implicit processing of visual words","authors":"Jianyi Liu, Tengwen Fan, Yan Chen, Jingjing Zhao","doi":"10.1038/s41539-023-00209-3","DOIUrl":"https://doi.org/10.1038/s41539-023-00209-3","url":null,"abstract":"<p>Statistical learning (SL) plays a key role in literacy acquisition. Studies have increasingly revealed the influence of distributional statistical properties of words on visual word processing, including the effects of word frequency (lexical level) and mappings between orthography, phonology, and semantics (sub-lexical level). However, there has been scant evidence to directly confirm that the statistical properties contained in print can be directly characterized by neural activities. Using time-resolved representational similarity analysis (RSA), the present study examined neural representations of different types of statistical properties in visual word processing. From the perspective of predictive coding, an equal probability sequence with low built-in prediction precision and three oddball sequences with high built-in prediction precision were designed with consistent and three types of inconsistent (orthographically inconsistent, orthography-to-phonology inconsistent, and orthography-to-semantics inconsistent) Chinese characters as visual stimuli. In the three oddball sequences, consistent characters were set as the standard stimuli (probability of occurrence <i>p</i> = 0.75) and three types of inconsistent characters were set as deviant stimuli (<i>p</i> = 0.25), respectively. In the equal probability sequence, the same consistent and inconsistent characters were presented randomly with identical occurrence probability (<i>p</i> = 0.25). Significant neural representation activities of word frequency were observed in the equal probability sequence. By contrast, neural representations of sub-lexical statistics only emerged in oddball sequences where short-term predictions were shaped. These findings reveal that the statistical properties learned from long-term print environment continues to play a role in current word processing mechanisms and these mechanisms can be modulated by short-term predictions.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.1038/s41539-023-00203-9
Lisa Bardach, Claudia Neuendorf, Kou Murayama, Thorsten Fahrbach, Michel Knigge, Benjamin Nagengast, Ulrich Trautwein
Early ability tracking increases inequalities in education. It has been proposed that the awareness of negative school-track-related stereotypes contributes to educational inequalities, as stereotype awareness interferes with students’ abilities to thrive, particularly those in lower, stigmatized tracks. The present study tested this assumption in a sample of 3880 German secondary school students from three tracks, who were assessed four times on stereotype awareness regarding their own school track and academic outcomes (achievement, engagement, self-concept) between Grades 5 and 8. Students in the lowest track reported higher levels of stereotype awareness than higher track students or students attending a combined track. Stereotype awareness increased across time in all tracks. Contrary to our preregistered hypotheses, however, the results from multigroup models revealed that (changes in) stereotype awareness were not more strongly related to (changes in) most outcomes in the lowest track in comparison with the other two tracks.
{"title":"Does students’ awareness of school-track-related stereotypes exacerbate inequalities in education?","authors":"Lisa Bardach, Claudia Neuendorf, Kou Murayama, Thorsten Fahrbach, Michel Knigge, Benjamin Nagengast, Ulrich Trautwein","doi":"10.1038/s41539-023-00203-9","DOIUrl":"https://doi.org/10.1038/s41539-023-00203-9","url":null,"abstract":"<p>Early ability tracking increases inequalities in education. It has been proposed that the awareness of negative school-track-related stereotypes contributes to educational inequalities, as stereotype awareness interferes with students’ abilities to thrive, particularly those in lower, stigmatized tracks. The present study tested this assumption in a sample of 3880 German secondary school students from three tracks, who were assessed four times on stereotype awareness regarding their own school track and academic outcomes (achievement, engagement, self-concept) between Grades 5 and 8. Students in the lowest track reported higher levels of stereotype awareness than higher track students or students attending a combined track. Stereotype awareness increased across time in all tracks. Contrary to our preregistered hypotheses, however, the results from multigroup models revealed that (changes in) stereotype awareness were not more strongly related to (changes in) most outcomes in the lowest track in comparison with the other two tracks.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.1038/s41539-023-00210-w
Robin Samuelsson
Significant developments have been made to our understanding of how children learn, putting essential pieces to the puzzle of what it means to be human. Theories of learning are, however, headed in diverging directions, and this perspective paper argues that this dispersion can recapitulate recurring schisms in developmental and learning sciences about learning as a predominantly individually constructed or socially transferred process. It is argued that this opposition is unnecessary and that an encompassing understanding of learning should consider both directions. This conciliatory approach considers how humans learn from others and what is known while exploring new solutions. This is important for understanding learning in childhood, seeing learning as a simultaneously individual and social process where humans actively explore and exploit knowledge about the world around them. Framing learning by the metaphor of a Janus face, looking back at what is known while exploring new knowledge, becomes illuminating for understanding learning and provides an essential background for designing educational practices based on active learning.
{"title":"The two-faced process of learning and the importance of Janus-faced solutions","authors":"Robin Samuelsson","doi":"10.1038/s41539-023-00210-w","DOIUrl":"https://doi.org/10.1038/s41539-023-00210-w","url":null,"abstract":"Significant developments have been made to our understanding of how children learn, putting essential pieces to the puzzle of what it means to be human. Theories of learning are, however, headed in diverging directions, and this perspective paper argues that this dispersion can recapitulate recurring schisms in developmental and learning sciences about learning as a predominantly individually constructed or socially transferred process. It is argued that this opposition is unnecessary and that an encompassing understanding of learning should consider both directions. This conciliatory approach considers how humans learn from others and what is known while exploring new solutions. This is important for understanding learning in childhood, seeing learning as a simultaneously individual and social process where humans actively explore and exploit knowledge about the world around them. Framing learning by the metaphor of a Janus face, looking back at what is known while exploring new knowledge, becomes illuminating for understanding learning and provides an essential background for designing educational practices based on active learning.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-09DOI: 10.1038/s41539-023-00202-w
Stacee Santos, Hiram Brownell, Marie Coppola, Anna Shusterman, Sara Cordes
Research has shown a link between the acquisition of numerical concepts and language, but exactly how linguistic input matters for numerical development remains unclear. Here, we examine both symbolic (number word knowledge) and non-symbolic (numerical discrimination) numerical abilities in a population in which access to language is limited early in development—oral deaf and hard of hearing (DHH) preschoolers born to hearing parents who do not know a sign language. The oral DHH children demonstrated lower numerical discrimination skills, verbal number knowledge, conceptual understanding of the word “more”, and vocabulary relative to their hearing peers. Importantly, however, analyses revealed that group differences in the numerical tasks, but not vocabulary, disappeared when differences in the amount of time children had had auditory access to spoken language input via hearing technology were taken into account. Results offer insights regarding the role language plays in emerging number concepts.
{"title":"Language experience matters for the emergence of early numerical concepts","authors":"Stacee Santos, Hiram Brownell, Marie Coppola, Anna Shusterman, Sara Cordes","doi":"10.1038/s41539-023-00202-w","DOIUrl":"https://doi.org/10.1038/s41539-023-00202-w","url":null,"abstract":"<p>Research has shown a link between the acquisition of numerical concepts and language, but exactly how linguistic input matters for numerical development remains unclear. Here, we examine both symbolic (number word knowledge) and non-symbolic (numerical discrimination) numerical abilities in a population in which access to language is limited early in development—oral deaf and hard of hearing (DHH) preschoolers born to hearing parents who do not know a sign language. The oral DHH children demonstrated lower numerical discrimination skills, verbal number knowledge, conceptual understanding of the word “more”, and vocabulary relative to their hearing peers. Importantly, however, analyses revealed that group differences in the numerical tasks, but not vocabulary, disappeared when differences in the amount of time children had had auditory access to spoken language input via hearing technology were taken into account. Results offer insights regarding the role language plays in emerging number concepts.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138561659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-08DOI: 10.1038/s41539-023-00201-x
Nurit Viesel-Nordmeyer, Jérôme Prado
There are large individual differences in arithmetic skills. Although a number of brain-wide association studies have attempted to identify the neural correlates of these individual differences, studies have focused on relatively small sample sizes and have yielded inconsistent results. In the current voxel-based morphometry study, we merged six structural imaging datasets of children and adolescents (from 7.5 to 15 years) whose levels of arithmetic skills were assessed, leading to a combined sample of n = 536. Controlling for individual differences in age, gender, as well as language, and intelligence, we found a unique positive relation between arithmetic skill and gray matter volume in the left inferior frontal gyrus (IFG) and middle temporal gyrus (MTG). Our results suggest that individual differences in arithmetic skills are associated with structural differences in left fronto-temporal areas, rather than in regions of the parietal cortex and hippocampus that are often associated with arithmetic processing.
算术能力存在很大的个体差异。尽管一些全脑关联研究试图找出这些个体差异的神经相关因素,但这些研究的样本量相对较小,研究结果也不一致。在目前这项基于体素形态计量学的研究中,我们合并了六个儿童和青少年(7.5 至 15 岁)的结构成像数据集,对他们的算术技能水平进行了评估,从而得到了一个 n = 536 的综合样本。在控制了年龄、性别、语言和智力方面的个体差异后,我们发现算术技能与左侧额叶下回(IFG)和颞叶中回(MTG)的灰质体积之间存在独特的正相关关系。我们的研究结果表明,算术能力的个体差异与左侧额颞区的结构差异有关,而不是通常与算术处理相关的顶叶皮层和海马区。
{"title":"Arithmetic skills are associated with left fronto-temporal gray matter volume in 536 children and adolescents","authors":"Nurit Viesel-Nordmeyer, Jérôme Prado","doi":"10.1038/s41539-023-00201-x","DOIUrl":"https://doi.org/10.1038/s41539-023-00201-x","url":null,"abstract":"<p>There are large individual differences in arithmetic skills. Although a number of brain-wide association studies have attempted to identify the neural correlates of these individual differences, studies have focused on relatively small sample sizes and have yielded inconsistent results. In the current voxel-based morphometry study, we merged six structural imaging datasets of children and adolescents (from 7.5 to 15 years) whose levels of arithmetic skills were assessed, leading to a combined sample of <i>n</i> = 536. Controlling for individual differences in age, gender, as well as language, and intelligence, we found a unique positive relation between arithmetic skill and gray matter volume in the left inferior frontal gyrus (IFG) and middle temporal gyrus (MTG). Our results suggest that individual differences in arithmetic skills are associated with structural differences in left fronto-temporal areas, rather than in regions of the parietal cortex and hippocampus that are often associated with arithmetic processing.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138561668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}