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Harmonic memory signals in the human cerebral cortex induced by semantic relatedness of words. 单词语义相关性在人类大脑皮层诱发的谐波记忆信号
IF 4.2 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-14 DOI: 10.1038/s41539-024-00221-1
Yasuki Noguchi

When we memorize multiple words simultaneously, semantic relatedness among those words assists memory. For example, the information about "apple", "banana," and "orange" will be connected via a common concept of "fruits" and become easy to retain and recall. Neural mechanisms underlying this semantic integration in verbal working memory remain unclear. Here I used electroencephalography (EEG) and investigated neural signals when healthy human participants memorized five nouns semantically related (Sem trial) or not (NonSem trial). The regularity of oscillatory signals (8-30 Hz) during the retention period was found to be lower in NonSem than Sem trials, indicating that memorizing words unrelated to each other induced a non-harmonic (irregular) waveform in the temporal cortex. These results suggest that (i) semantic features of a word are retained as a set of neural oscillations at specific frequencies and (ii) memorizing words sharing a common semantic feature produces harmonic brain responses through a resonance or integration (sharing) of the oscillatory signals.

当我们同时记忆多个单词时,这些单词之间的语义关联有助于记忆。例如,有关 "苹果"、"香蕉 "和 "橘子 "的信息会通过 "水果 "这一共同概念联系起来,从而变得易于保持和回忆。言语工作记忆中这种语义整合的神经机制仍不清楚。在此,我使用脑电图(EEG)研究了健康人在记忆语义相关(Sem 试验)或不相关(NonSem 试验)的五个名词时的神经信号。结果发现,NonSem 试验中保留期振荡信号(8-30 Hz)的规则性低于 Sem 试验,这表明记忆互不相关的单词会在颞叶皮层诱发非谐波(不规则)波形。这些结果表明:(i) 单词的语义特征被保留为一组特定频率的神经振荡;(ii) 记忆具有共同语义特征的单词会通过振荡信号的共振或整合(共享)产生谐波大脑反应。
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引用次数: 0
Combining perspectives in multidisciplinary research on inequality in education 在关于教育不平等问题的多学科研究中结合各种观点
IF 4.2 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-22 DOI: 10.1038/s41539-024-00215-z
Louise Elffers, Eddie Denessen, Monique Volman
This comment presents some general principles for multidisciplinary research to capitalize on the growing attention for inequality in education across academic disciplines. The variety of theoretical and methodological perspectives across disciplines results in different conceptual frameworks and empirical designs to study inequality in education. While each framework and design contributes to our shared understanding of the problem, combining these perspectives requires awareness of the various lenses through which educational inequalities are being studied. We identify three dimensions along which perspectives on inequality of education vary between disciplines. These dimensions pertain to (1) how the problem of inequality in education is framed, (2) how inequality in education is empirically evaluated, and (3) how the role of education in fostering (in)equality is conceptualized. In response, we propose three general principles that may help deal with this variation when building a multidisciplinary body of knowledge on inequality in education.
本评论提出了一些多学科研究的一般原则,以利用各学科对教育不平等问题日益增长的关注。由于各学科的理论和方法视角各不相同,因此研究教育不平等问题的概念框架和实证设计也不尽相同。虽然每种框架和设计都有助于我们对问题的共同理解,但要将这些观点结合起来,就必须认识到研究教育不平等问题时所采用的各种视角。我们发现,不同学科对教育不平等问题的看法有三个方面的差异。这些方面涉及:(1) 如何界定教育不平等问题;(2) 如何对教育不平等进行经验评估;(3) 如何从概念上理解教育在促进(不)平等中的作用。对此,我们提出了三项一般原则,这些原则可能有助于在建立有关教育不平等问题的多学科知识体系时处理这种差异。
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引用次数: 0
Development of performance and learning rate evaluation models in robot-assisted surgery using electroencephalography and eye-tracking. 利用脑电图和眼动追踪技术开发机器人辅助手术的性能和学习率评估模型。
IF 4.2 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-20 DOI: 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.

现有的机器人辅助手术(RAS)性能评估方法主要是主观性的,成本高,而且存在结果不一致和依赖于评分者意见等缺点。本研究的目的是开发一种模型,用于客观评估机器人辅助手术任务练习时的表现和机器人辅助手术技能的学习率。研究记录了 26 名受试者在完成插管、海绵缝合、点和针任务时的脑电图(EEG)和眼球追踪数据。表现评分由模拟器程序生成。利用脑电图数据和相干性分析提取大脑功能网络。然后,这些网络与群落检测分析相结合,有助于提取 21 个布罗德曼区(BA)和四个频带频率的平均搜索信息和平均时间灵活性特征。提取的 12 个眼动跟踪特征被用于建立线性随机截距模型以进行性能评估,以及多元线性回归模型以评估学习率。结果表明,对特征进行受试者标准化可提高模型的 R2。平均瞳孔直径和囊状移动速度与 "管子 "任务的成绩有关(多变量分析;p 值分别为 0.01 和 0.04)。瞳孔直径的熵与 "点 "和 "针 "任务的成绩有关(多变量分析;p 值 = 0.01)。多个 BA 和频带频率的平均时间灵活性和搜索信息与学习成绩和学习率有关。这些模型一旦通过更广泛的样本量和任务验证后,可用于客观评价 RAS 的成绩和学习率。
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引用次数: 0
Disentangling the contribution of individual and social learning processes in human advice-taking behavior 厘清个人和社会学习过程在人类接受建议行为中的作用
IF 4.2 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-20 DOI: 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.

社会学习研究探讨的是个体如何通过观察、模仿或听从建议等方式向他人学习。然而,社会学习过程是否对行为有独特的贡献,是否独立于经常同时发生的非社会试错学习,这在很大程度上仍然是个未知数。153 名参与者完成了一项强化学习任务,要求他们做出选择以获得奖励。在60%的试验中,人工教师会提出建议,这样我们就可以比较有建议和没有建议时的选择行为。结果表明,他们有强烈而可靠的听从建议的倾向(测试-再测可靠性约为0.73)。计算模型显示了三种不同学习策略的独特贡献:(a) 个人学习(即学习行动的价值,与建议无关),(b) 知情建议采纳(即学习采纳建议的价值),(c) 非知情建议采纳(即无论结果如何,始终倾向于采纳建议)。人工数据与经验数据的比较为知情和非知情建议采纳过程提供了具体的行为回归特征。我们讨论了在学习过程中整合内部和外部信息的理论意义。
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引用次数: 0
Self-perceptions as mechanisms of achievement inequality: evidence across 70 countries 作为成绩不平等机制的自我认知:70 个国家的证据
IF 4.2 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-11 DOI: 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.

社会经济地位(SES)背景较低的儿童往往有更消极的自我认知。更消极的自我认知往往与较低的学业成绩有关。结合这些发现,我们提出了以下问题儿童的自我认知是否有助于解释世界各地学业成绩的社会经济差异?我们利用 2018 年国际学生评估项目(PISA)调查的数据解决了这个问题,其中包括来自 70 个国家的 520 729 名 15 岁学生的记录。我们研究了五种自我认知(自我认知能力、自我效能感、成长心态、归属感和对失败的恐惧),并以阅读成绩评估了学业成就。正如所预测的那样,在不同国家,儿童的自我认知共同或单独地对社会经济地位与阅读成绩之间的关联起到了部分中介作用,额外解释了阅读成绩变异的 11% (ΔR2 = 0.105)。在社会流动性较高的国家,自我认知能力的积极中介效应更为明显,这表明 "提供 "使用有益自我认知的环境非常重要。研究结果初步表明,总体而言,自我认知是解决不平等问题的重要杠杆,而在社会流动性较高的国家,针对自我认知能力的干预措施可能对消除教育不平等尤为有效。
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引用次数: 0
Author Correction: Early reading at first grade predicts adult reading at age 42 in typical and dyslexic readers. 作者更正:一年级早期阅读可预测典型阅读障碍者和阅读障碍者 42 岁时的成人阅读情况。
IF 4.2 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-10 DOI: 10.1038/s41539-023-00212-8
Emilio Ferrer, Bennett A Shaywitz, John M Holahan, Sally E Shaywitz
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引用次数: 0
Learning and navigating digitally rendered haptic spatial layouts 学习和浏览数字渲染的触觉空间布局
IF 4.2 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-16 DOI: 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.

学习空间布局和浏览空间布局不仅仅依靠视觉,而是依靠包括触觉在内的多感官过程。基于超声波的数字触觉可以有效地为视力正常和视力受损的参与者创建和操作单个物体的心理图像。在这里,我们测试了这是否适用于场景和场景中的导航。25 名视力正常的蒙眼参与者仅通过数字触摸屏(即数字交互式地图)上的超声波反馈来获得触觉刺激,他们首先仅通过数字触觉来了解公寓的基本布局,然后从两条路线中选择一条穿过公寓。在仍然蒙着眼睛的情况下,参与者成功地重建了通过触觉学习到的二维空间,并在这些空间中进行了导航。因此,数字触觉是一种有效的学习手段,一方面可以将二维图像转化为三维重建布局,另一方面还可以在真实空间中进行导航操作。以超声波为基础的数字触觉技术是复杂场景的另一种学习工具,也是在以前不熟悉的布局中成功导航的另一种学习工具,有可能进一步应用于空间功能的康复和视力障碍的缓解。
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引用次数: 0
Seeking the neural representation of statistical properties in print during implicit processing of visual words 在视觉单词的内隐加工过程中寻求印刷品统计属性的神经表征
IF 4.2 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-16 DOI: 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。
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引用次数: 0
Does students’ awareness of school-track-related stereotypes exacerbate inequalities in education? 学生对与学校轨道相关的陈规定型观念的认识是否会加剧教育中的不平等?
IF 4.2 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-14 DOI: 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.

早期能力追踪增加了教育中的不平等。有人提出,对与学校轨制相关的负面刻板印象的认识会助长教育不平等,因为刻板印象会影响学生的发展能力,尤其是那些处于较低、被鄙视的轨制中的学生。本研究以 3880 名来自三个学校的德国中学生为样本,对他们在五年级至八年级期间对自己学校轨迹和学业成绩(成绩、参与度、自我概念)的刻板印象意识进行了四次评估,从而检验了这一假设。与学业成绩较好的学生或学业成绩较差的学生相比,学业成绩较差的学生的刻板印象意识更高。在所有学段中,刻板印象意识随着时间的推移而增强。然而,与我们预先登记的假设相反,多组模型的结果显示,与其他两个学段相比,刻板印象意识的(变化)与最低学段大多数结果的(变化)并没有更密切的关系。
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引用次数: 0
The two-faced process of learning and the importance of Janus-faced solutions 双面学习过程和扬努斯面解决方案的重要性
IF 4.2 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-14 DOI: 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.
我们在了解儿童如何学习方面取得了重大进展,为人类的意义拼图添上了重要的一笔。然而,学习理论的发展方向却不尽相同,本视角论文认为,这种分歧可以再现发展科学和学习科学中反复出现的分裂,即学习主要是个体建构的过程,还是社会转移的过程。本文认为,这种对立是不必要的,对学习的全面理解应同时考虑这两个方向。这种调和方法考虑了人类如何在探索新解决方案的同时向他人和已知事物学习。这对于理解童年期的学习非常重要,它将学习视为一个同时具有个体性和社会性的过程,在这一过程中,人类积极探索和利用周围世界的知识。用 "雅努斯之脸 "的比喻来界定学习,即在探索新知识的同时回顾已知的知识,对于理解学习具有启发性,并为设计基于主动学习的教育实践提供了重要背景。
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引用次数: 0
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