University research labs focusing on education, psychology, and cognitive development have been collaborating with museums more and more over the past decade. Nevertheless, cognitive science labs that primarily engage in basic as opposed to applied research may find it difficult to entice museums to collaborate, and existing collaborations may fall short of their full potential to garner benefits to labs and museums alike. Here, we focus on a kind of lab and museum collaboration that has common content, philosophy, and programming and impacts both scientific theory development and museum practice. By illustrating one example of a collaboration between the Lab for the Developing Mind at New York University and the National Museum of Mathematics in New York City, we offer practical tips and suggestions for other cognitive science labs aiming to achieve strong lab-museum synergy.
{"title":"Common Content, Philosophy, and Programming Support Thriving Collaborations Between Cognitive Science Labs and Museums","authors":"Moira R. Dillon, Cindy R. Lawrence","doi":"10.1111/mbe.12397","DOIUrl":"https://doi.org/10.1111/mbe.12397","url":null,"abstract":"University research labs focusing on education, psychology, and cognitive development have been collaborating with museums more and more over the past decade. Nevertheless, cognitive science labs that primarily engage in basic as opposed to applied research may find it difficult to entice museums to collaborate, and existing collaborations may fall short of their full potential to garner benefits to labs and museums alike. Here, we focus on a kind of lab and museum collaboration that has common content, philosophy, and programming and impacts both scientific theory development and museum practice. By illustrating one example of a collaboration between the Lab for the Developing Mind at New York University and the National Museum of Mathematics in New York City, we offer practical tips and suggestions for other cognitive science labs aiming to achieve strong lab-museum synergy.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"173 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138683278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Solange Denervaud, David A. Tovar, Jean-François Knebel, Emeline Mullier, Yasser Alemán- Gómez, Patric Hagmann, Micah M. Murray
Error-monitoring is a crucial cognitive process that enables us to adapt to the constantly changing environment. The anterior cingulate cortex (ACC) plays a vital role in error-monitoring, and its prolonged maturation suggests that it can be influenced by experience-dependent plasticity. To explore this possibility, we collected morphometric magnetic resonance imaging (MRI) measures of the ACC and error-related response-locked event-related potentials (ERPs) in 26 schoolchildren, aged 6–12 years, enrolled in either a Montessori or a traditional curriculum in Switzerland. We show that the caudal ACC undergoes significant morphometric changes during this developmental age range that seem related to error detection ERP activity. Furthermore, we observed differences in source localization activity related to error detection within the caudal ACC between Montessori and traditionally-schooled children, indicating a potential difference in the development of error-monitoring in these groups. Our study provides preliminary evidence for a potential window of opportunity to influence error-monitoring during development and calls for more work in that direction.
{"title":"Exploring the Interplay of Age and Pedagogy in the Maturation of Error-Monitoring","authors":"Solange Denervaud, David A. Tovar, Jean-François Knebel, Emeline Mullier, Yasser Alemán- Gómez, Patric Hagmann, Micah M. Murray","doi":"10.1111/mbe.12395","DOIUrl":"https://doi.org/10.1111/mbe.12395","url":null,"abstract":"Error-monitoring is a crucial cognitive process that enables us to adapt to the constantly changing environment. The anterior cingulate cortex (ACC) plays a vital role in error-monitoring, and its prolonged maturation suggests that it can be influenced by experience-dependent plasticity. To explore this possibility, we collected morphometric magnetic resonance imaging (MRI) measures of the ACC and error-related response-locked event-related potentials (ERPs) in 26 schoolchildren, aged 6–12 years, enrolled in either a Montessori or a traditional curriculum in Switzerland. We show that the caudal ACC undergoes significant morphometric changes during this developmental age range that seem related to error detection ERP activity. Furthermore, we observed differences in source localization activity related to error detection within the caudal ACC between Montessori and traditionally-schooled children, indicating a potential difference in the development of error-monitoring in these groups. Our study provides preliminary evidence for a potential window of opportunity to influence error-monitoring during development and calls for more work in that direction.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"14 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138517251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eadaoin J. Slattery, Patrick Ryan, Donal G. Fortune, Laura P. McAvinue
This study evaluated the impact of a theory-driven cognitive attention training program, Keeping Score!, in improving students' sustained attention capacity. Training was based on sustained updating. Students engaged this process by mentally keeping score during an interactive game of table tennis without external aids. Students (9–11 years) were assigned to a 6-week training program (n = 18) or an active control (n = 18). Assessments of sustained attention/working memory and parent ratings of executive function were completed at pretraining, post-training, and 6-week follow-up. We found no evidence to support the efficacy of training (i.e., there was no statistically significant time × group interaction effects for any outcome). Overall, these findings add to the mixed body of literature supporting the efficacy of cognitive attention training for improving children's attentional capacity. One possibility for why the training program was unsuccessful is perhaps that cognitive attention training may not be sufficient for enhancing sustained attention.
{"title":"Evaluation of a School-Based Attention Training Program for Improving Sustained Attention","authors":"Eadaoin J. Slattery, Patrick Ryan, Donal G. Fortune, Laura P. McAvinue","doi":"10.1111/mbe.12396","DOIUrl":"https://doi.org/10.1111/mbe.12396","url":null,"abstract":"This study evaluated the impact of a theory-driven cognitive attention training program, <i>Keeping Score!</i>, in improving students' sustained attention capacity. Training was based on sustained updating. Students engaged this process by mentally keeping score during an interactive game of table tennis without external aids. Students (9–11 years) were assigned to a 6-week training program (<i>n</i> = 18) or an active control (<i>n</i> = 18). Assessments of sustained attention/working memory and parent ratings of executive function were completed at pretraining, post-training, and 6-week follow-up. We found no evidence to support the efficacy of training (i.e., there was no statistically significant time × group interaction effects for any outcome). Overall, these findings add to the mixed body of literature supporting the efficacy of cognitive attention training for improving children's attentional capacity. One possibility for why the training program was unsuccessful is perhaps that cognitive attention training may not be sufficient for enhancing sustained attention.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"25 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Astrid Pohl Zuckerman, Laurie E. Cutting, Peggy McCardle
This special issue of Mind, Brain and Education focuses on executive functions and reading with research papers and commentaries from neuroscience and educational contexts. This special issue is the result of a five-day think-tank research symposium sponsored by The Dyslexia Foundation (TDF) that was focused on how executive function is related to reading development and disorders, and what type of additional research is needed in this area. The symposium was infused with rich discussion of the work of the authors and their research teams, along with a select group of researchers and educators who also discussed and challenged the ideas presented. We share with you in this special issue the content of those presentations enriched by the discussions from that week of collaborative debates and idea generation. The genesis of the focus of the symposium grew out of the scientific community's increasing interest over the past few decades in the role of executive functioning (EF) in academic performance. While EF has been shown to be linked to reading and other academic outcomes in a variety of ways (Spiegel, Goodrich, Morris, Osborne, & Lonigan, 2021), many questions remain unanswered. Specifically, despite EF's role in academic performance, there are two significant paradoxes. First, even though preschool/kindergarten EF predicts later reading and math outcomes, on the whole, EF has not been found to be a substantive baseline predictor of school-age responsiveness to intervention for those with reading difficulties after other known predictors are taken into account (Burns et al., 2016; Stuebing et al., 2015). Second, direct EF training, most commonly working memory training, has largely been shown to be unsuccessful in transferring to improved academic outcomes although direct EF training does improve the specifically targeted EF skill, suggesting that it has malleability (Melby-Lervåg & Hulme, 2013; Melby-Lervåg, Redick, & Hulme, 2016). Given the broad impact of EF, and the fact that it has been hypothesized to serve as a protective factor for vulnerable biological systems, understanding its linkages to reading disorders is of high interest (Diamond, 2013. This special issue brings together researchers from cognitive neuroscience, cognitive science, psychology, and education to tackle some of these complex issues in EF. It is our hope that the ideas presented in this issue will facilitate research in the area of EF and reading, to support and enhance the bridge between research and practice in order to ameliorate reading disorders and improve reading instruction. A key goal of this issue is to lay out research questions and directions to address these questions, based on what is known and what current research is investigating. This combined understanding should enable us to move forward in better defining the construct of EF and its role in instruction and intervention, especially for students with reading disorders/dyslexia. The first half of thi
{"title":"Executive Functions and Reading: Implications for Neuroscience, Assessment, and Intervention—Introduction to the Special Issue","authors":"Astrid Pohl Zuckerman, Laurie E. Cutting, Peggy McCardle","doi":"10.1111/mbe.12394","DOIUrl":"https://doi.org/10.1111/mbe.12394","url":null,"abstract":"This special issue of Mind, Brain and Education focuses on executive functions and reading with research papers and commentaries from neuroscience and educational contexts. This special issue is the result of a five-day think-tank research symposium sponsored by The Dyslexia Foundation (TDF) that was focused on how executive function is related to reading development and disorders, and what type of additional research is needed in this area. The symposium was infused with rich discussion of the work of the authors and their research teams, along with a select group of researchers and educators who also discussed and challenged the ideas presented. We share with you in this special issue the content of those presentations enriched by the discussions from that week of collaborative debates and idea generation. The genesis of the focus of the symposium grew out of the scientific community's increasing interest over the past few decades in the role of executive functioning (EF) in academic performance. While EF has been shown to be linked to reading and other academic outcomes in a variety of ways (Spiegel, Goodrich, Morris, Osborne, & Lonigan, 2021), many questions remain unanswered. Specifically, despite EF's role in academic performance, there are two significant paradoxes. First, even though preschool/kindergarten EF predicts later reading and math outcomes, on the whole, EF has not been found to be a substantive baseline predictor of school-age responsiveness to intervention for those with reading difficulties after other known predictors are taken into account (Burns et al., 2016; Stuebing et al., 2015). Second, direct EF training, most commonly working memory training, has largely been shown to be unsuccessful in transferring to improved academic outcomes although direct EF training does improve the specifically targeted EF skill, suggesting that it has malleability (Melby-Lervåg & Hulme, 2013; Melby-Lervåg, Redick, & Hulme, 2016). Given the broad impact of EF, and the fact that it has been hypothesized to serve as a protective factor for vulnerable biological systems, understanding its linkages to reading disorders is of high interest (Diamond, 2013. This special issue brings together researchers from cognitive neuroscience, cognitive science, psychology, and education to tackle some of these complex issues in EF. It is our hope that the ideas presented in this issue will facilitate research in the area of EF and reading, to support and enhance the bridge between research and practice in order to ameliorate reading disorders and improve reading instruction. A key goal of this issue is to lay out research questions and directions to address these questions, based on what is known and what current research is investigating. This combined understanding should enable us to move forward in better defining the construct of EF and its role in instruction and intervention, especially for students with reading disorders/dyslexia. The first half of thi","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"40 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract To better understand the implications of comorbidity between reading disability (RD) and attention‐deficit/hyperactivity disorder (ADHD), a sample of 225 participants with RD but without ADHD, 139 participants with both RD and ADHD, and 1,502 children without reading or attentional difficulties was recruited through five large public school districts. In comparison to the group without RD or ADHD, both groups with RD exhibited elevations of comorbid internalizing and externalizing disorders and significant global, academic, and social impairment. However, the group with both RD and ADHD was most impaired on most measures, and analyses of neuropsychological measures indicate that the co‐occurrence of RD and ADHD may be due at least in part to weaknesses in cognitive processing speed and working memory that are most severe in the comorbid group. These results indicate that psychoeducational assessments of RD should always screen for ADHD and other emotional and behavioral difficulties, and that when RD and ADHD co‐occur interventions are likely to be needed for both disorders.
{"title":"Comorbidity Between Reading Disability and Attention‐Deficit/Hyperactivity Disorder in a Community Sample: Implications for Academic, Social, and Neuropsychological Functioning","authors":"Erik G. Willcutt, Stephen A. Petrill","doi":"10.1111/mbe.12393","DOIUrl":"https://doi.org/10.1111/mbe.12393","url":null,"abstract":"Abstract To better understand the implications of comorbidity between reading disability (RD) and attention‐deficit/hyperactivity disorder (ADHD), a sample of 225 participants with RD but without ADHD, 139 participants with both RD and ADHD, and 1,502 children without reading or attentional difficulties was recruited through five large public school districts. In comparison to the group without RD or ADHD, both groups with RD exhibited elevations of comorbid internalizing and externalizing disorders and significant global, academic, and social impairment. However, the group with both RD and ADHD was most impaired on most measures, and analyses of neuropsychological measures indicate that the co‐occurrence of RD and ADHD may be due at least in part to weaknesses in cognitive processing speed and working memory that are most severe in the comorbid group. These results indicate that psychoeducational assessments of RD should always screen for ADHD and other emotional and behavioral difficulties, and that when RD and ADHD co‐occur interventions are likely to be needed for both disorders.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"190 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135871083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Studies have demonstrated that task‐evoked pupillary responses (TEPRs) can be adopted to measure the examinee's cognitive load. This study compared three approaches for the measurement of TEPRs, mean pupil diameter, mean pupil dilation, and mean percentage of pupil dilation, to determine the best‐fit measuring method. The valid participants of this study were eight sixth‐grade elementary students. The experimental materials used were two mathematics questions with differing difficulty. The generalized estimating equation (GEE) was employed to compare the goodness of fit of each approach. The results revealed that the measurement of TEPRs based on the mean percentage of pupil dilation measured every 4 s provided the best fit.
{"title":"Pupil Dilation as an Index of Examinee's Cognitive Load in Answering a Mathematics Question: A Comparison Study of Different Approaches","authors":"Tzu‐Hua Wang, Chien‐Hui Kao","doi":"10.1111/mbe.12388","DOIUrl":"https://doi.org/10.1111/mbe.12388","url":null,"abstract":"ABSTRACT Studies have demonstrated that task‐evoked pupillary responses (TEPRs) can be adopted to measure the examinee's cognitive load. This study compared three approaches for the measurement of TEPRs, mean pupil diameter, mean pupil dilation, and mean percentage of pupil dilation, to determine the best‐fit measuring method. The valid participants of this study were eight sixth‐grade elementary students. The experimental materials used were two mathematics questions with differing difficulty. The generalized estimating equation (GEE) was employed to compare the goodness of fit of each approach. The results revealed that the measurement of TEPRs based on the mean percentage of pupil dilation measured every 4 s provided the best fit.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"42 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paul Howard‐Jones, Annabel Scott, Carolina Gordillo
ABSTRACT The teaching‐learning relationship in online microteaching was explored using mixed methods. Adults ( N = 40) alternated roles of “teacher” and “student” during a 15‐min language learning session. Video analysis using a context‐specific framework based on the science of learning revealed diversity in teaching approaches. Multiple regression revealed teaching behaviors that had been reasoned to build and consolidate knowledge contributed to learning but behaviors that had been reasoned to engage the student appeared to have a negative impact. No relationship was found between learning and participants' teaching experience (which was chiefly teaching second languages to children). Results demonstrate the complexity of teaching and its irreducibility to a set of prescriptive behaviors. They also suggest that a process‐based context‐specific analysis of online microteaching can provide a “bridging” tool for researchers and practitioners to address fundamental questions about teaching and so develop a “science of teaching”.
{"title":"The Science of Microteaching and Learning: An Exploratory Study","authors":"Paul Howard‐Jones, Annabel Scott, Carolina Gordillo","doi":"10.1111/mbe.12389","DOIUrl":"https://doi.org/10.1111/mbe.12389","url":null,"abstract":"ABSTRACT The teaching‐learning relationship in online microteaching was explored using mixed methods. Adults ( N = 40) alternated roles of “teacher” and “student” during a 15‐min language learning session. Video analysis using a context‐specific framework based on the science of learning revealed diversity in teaching approaches. Multiple regression revealed teaching behaviors that had been reasoned to build and consolidate knowledge contributed to learning but behaviors that had been reasoned to engage the student appeared to have a negative impact. No relationship was found between learning and participants' teaching experience (which was chiefly teaching second languages to children). Results demonstrate the complexity of teaching and its irreducibility to a set of prescriptive behaviors. They also suggest that a process‐based context‐specific analysis of online microteaching can provide a “bridging” tool for researchers and practitioners to address fundamental questions about teaching and so develop a “science of teaching”.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract There is a well‐known gap between research and practice. While there are investments in some strategies to address this gap, they are often not drawing from the existing research on how to improve research use. This article shares what we understand about the many ways research is used in education, why educators may use research, and under what conditions research is used in policy and practice. If scientists understand the levers that support research use, they may be able to create research that is more useful to decision‐makers and share that research through effective strategies such as using boundary spanners, individuals who straddle both the research and practice worlds. The article concludes by sharing some examples of promising strategies to improve the use of research in education such as research–practice partnerships.
{"title":"Connecting Reading Research on with Educational Practice and Policy","authors":"Lauren H. Supplee","doi":"10.1111/mbe.12385","DOIUrl":"https://doi.org/10.1111/mbe.12385","url":null,"abstract":"Abstract There is a well‐known gap between research and practice. While there are investments in some strategies to address this gap, they are often not drawing from the existing research on how to improve research use. This article shares what we understand about the many ways research is used in education, why educators may use research, and under what conditions research is used in policy and practice. If scientists understand the levers that support research use, they may be able to create research that is more useful to decision‐makers and share that research through effective strategies such as using boundary spanners, individuals who straddle both the research and practice worlds. The article concludes by sharing some examples of promising strategies to improve the use of research in education such as research–practice partnerships.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This special issue of Mind, Brain, and Education includes articles on the role of executive functions (EFs) in academic skills and learning disabilities, a commentary on the construct of EF and the neurobiology of reading, and a commentary on connecting research to practice. These products are the result of a weeklong TDF (The Dyslexia Foundation) conference in Bermuda, during the summer of 2022. Each paper in the second half of this issue considers EFs from a different perspective or relates them to a different academic skill or outcome (e.g., reading, math, response to intervention). In this commentary, I discuss how consideration of EFs improves our understanding of individual differences in academic skills and learning disabilities, such as reading disability (RD) and math disability (MD). I also discuss the implications of the reported findings and ideas for improving future research, practice, and policy.
本期《心智、大脑与教育》特刊包括关于执行功能(EF)在学术技能和学习障碍中的作用的文章，关于EF的构建和阅读的神经生物学的评论，以及关于将研究与实践联系起来的评论。这些产品是2022年夏天在百慕大举行的为期一周的TDF (the Dyslexia Foundation)会议的成果。本期下半部分的每篇论文都从不同的角度考虑EFs，或者将它们与不同的学术技能或结果(例如，阅读、数学、对干预的反应)联系起来。在这篇评论中，我讨论了对ef的考虑如何提高我们对学习技能和学习障碍(如阅读障碍(RD)和数学障碍(MD))的个体差异的理解。我还讨论了报告结果的含义以及改进未来研究、实践和政策的想法。
{"title":"Executive Function, Academic Skills, and Learning Disabilities: Integrative Commentary","authors":"Nicole Landi","doi":"10.1111/mbe.12387","DOIUrl":"https://doi.org/10.1111/mbe.12387","url":null,"abstract":"ABSTRACT This special issue of Mind, Brain, and Education includes articles on the role of executive functions (EFs) in academic skills and learning disabilities, a commentary on the construct of EF and the neurobiology of reading, and a commentary on connecting research to practice. These products are the result of a weeklong TDF (The Dyslexia Foundation) conference in Bermuda, during the summer of 2022. Each paper in the second half of this issue considers EFs from a different perspective or relates them to a different academic skill or outcome (e.g., reading, math, response to intervention). In this commentary, I discuss how consideration of EFs improves our understanding of individual differences in academic skills and learning disabilities, such as reading disability (RD) and math disability (MD). I also discuss the implications of the reported findings and ideas for improving future research, practice, and policy.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Nurbaeva , D. M. , Abylkassymova , A. E. , Nurmukhamedova , Z. M. , Erzhenbek , B . ( 2023 ) “” Mind, Brain, and Education ( https://onlinelibrary.wiley.com/doi/10.1111/mbe.12349 ). The above article, published online on 28 January 2023 in Wiley Online Library ( wileyonlinelibrary.com ), has been retracted by agreement between the journal Editor, Paul Matusz, and Wiley Periodicals LLC. Following publication, investigation by the Editor and the publisher revealed concerns about the validity of the data. The peer review process was found to be compromised and the authors were not able to provide underlying data to support the conclusions. As a result, the findings reported in the article are not considered reliable. The authors did not respond when informed about the decision to retract.
Nurbaeva, D. M.， Abylkassymova, A. E.， Nurmukhamedova, Z. M.， Erzhenbek, B .。(2023)”“心灵、大脑和教育”(https://onlinelibrary.wiley.com/doi/10.1111/mbe.12349)。上述文章于2023年1月28日在线发表在Wiley在线图书馆(wileyonlinelibrary.com)上，经期刊编辑Paul Matusz和Wiley期刊有限责任公司协议撤回。发表后，编辑和出版商的调查显示出对数据有效性的担忧。同行评议过程被发现受到损害，作者无法提供支持结论的基础数据。因此，文章中报告的结果被认为是不可靠的。当被告知撤回决定时，作者没有回应。
{"title":"Retraction","authors":"","doi":"10.1111/mbe.12392","DOIUrl":"https://doi.org/10.1111/mbe.12392","url":null,"abstract":"Abstract Nurbaeva , D. M. , Abylkassymova , A. E. , Nurmukhamedova , Z. M. , Erzhenbek , B . ( 2023 ) “” Mind, Brain, and Education ( https://onlinelibrary.wiley.com/doi/10.1111/mbe.12349 ). The above article, published online on 28 January 2023 in Wiley Online Library ( wileyonlinelibrary.com ), has been retracted by agreement between the journal Editor, Paul Matusz, and Wiley Periodicals LLC. Following publication, investigation by the Editor and the publisher revealed concerns about the validity of the data. The peer review process was found to be compromised and the authors were not able to provide underlying data to support the conclusions. As a result, the findings reported in the article are not considered reliable. The authors did not respond when informed about the decision to retract.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"53 85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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