Abstract Sadvakassova , N. , Karmanova , Z. , Bobrova , V . ( 2022 ) “” Mind, Brain, and Education ( https://onlinelibrary.wiley.com/doi/10.1111/mbe.12345 ). The above article, published online on 12 December 2022 in Wiley Online Library ( wileyonlinelibrary.com ), has been retracted by agreement between the journal Editor, Paul Matusz, and Wiley Periodicals LLC. Following publication, concerns were raised by a third party. Further 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.
Sadvakassova, N.， Karmanova, Z.， Bobrova, V .。(2022)“心灵、大脑和教育”(https://onlinelibrary.wiley.com/doi/10.1111/mbe.12345)。上述文章于2022年12月12日在Wiley在线图书馆(wileyonlinelibrary.com)上发表，经期刊编辑Paul Matusz和Wiley期刊有限责任公司协议撤回。发表后，第三方提出了担忧。编辑和出版商的进一步调查揭示了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.12391","DOIUrl":"https://doi.org/10.1111/mbe.12391","url":null,"abstract":"Abstract Sadvakassova , N. , Karmanova , Z. , Bobrova , V . ( 2022 ) “” Mind, Brain, and Education ( https://onlinelibrary.wiley.com/doi/10.1111/mbe.12345 ). The above article, published online on 12 December 2022 in Wiley Online Library ( wileyonlinelibrary.com ), has been retracted by agreement between the journal Editor, Paul Matusz, and Wiley Periodicals LLC. Following publication, concerns were raised by a third party. Further 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":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135758483","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 In 2020, 21.5% of US preschoolers spoke a language other than English at home. These children transition into English‐speaking classrooms in different ways, often handling foundational concepts in two languages. Critically, some knowledge may be dependent on the language of learning. For instance, both bilingual children and adults typically prefer, and exhibit higher performance on arithmetic in the language in which they learned math (LA+) compared with their other language (LA−). The typical interpretation is that arithmetic facts are accessed from memory more efficiently or solely in LA+. However, recent research suggests that bilingual arithmetic is not restricted to one language in memory, and that language experience plays an important role in performance. Moreover, evidence suggests children and adults process arithmetic fundamentally differently. Thus, bilingual arithmetic memory may manifest differently across the life span. This review outlines evidence to date at the intersection between the brain basis of bilingualism, arithmetic processing, and development.
{"title":"Arithmetic in the Bilingual Brain: Language of Learning and Language Experience Effects on Simple Arithmetic in Children and Adults","authors":"Vanessa R. Cerda, Nicole Y. Wicha","doi":"10.1111/mbe.12386","DOIUrl":"https://doi.org/10.1111/mbe.12386","url":null,"abstract":"ABSTRACT In 2020, 21.5% of US preschoolers spoke a language other than English at home. These children transition into English‐speaking classrooms in different ways, often handling foundational concepts in two languages. Critically, some knowledge may be dependent on the language of learning. For instance, both bilingual children and adults typically prefer, and exhibit higher performance on arithmetic in the language in which they learned math (LA+) compared with their other language (LA−). The typical interpretation is that arithmetic facts are accessed from memory more efficiently or solely in LA+. However, recent research suggests that bilingual arithmetic is not restricted to one language in memory, and that language experience plays an important role in performance. Moreover, evidence suggests children and adults process arithmetic fundamentally differently. Thus, bilingual arithmetic memory may manifest differently across the life span. This review outlines evidence to date at the intersection between the brain basis of bilingualism, arithmetic processing, and development.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135917897","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 Neural efficiency, adaptability, and synchronization, or the ability to recruit, dynamically modulate, and coordinate neural resources on an “as needed” basis, have been proposed as hallmarks of skilled reading. The current study explored the relation between these aspects of neural functioning during reading, as measured by electroencephalography (EEG), and individual differences in inhibitory control, as measured by performance on the Simon task. Wireless 16‐channel EEG headsets were used to record eyes‐closed resting‐state EEG and EEG during reading (recorded while participants completed a reading comprehension test). Results from 140 participants showed a significant correlation between inhibitory control and neural efficiency in the theta frequency band within the right posterior region‐of‐interest, but no significant correlations with neural adaptability or synchronization. Given the established relation between theta‐based activity and linguistic processes, this finding suggests that readers with better inhibitory control demonstrate more efficient use of their language network while reading.
{"title":"Individual Differences in Inhibitory Control Relate to Neural Efficiency During Reading","authors":"Brianna L. Yamasaki, Chantel S. Prat","doi":"10.1111/mbe.12382","DOIUrl":"https://doi.org/10.1111/mbe.12382","url":null,"abstract":"Abstract Neural efficiency, adaptability, and synchronization, or the ability to recruit, dynamically modulate, and coordinate neural resources on an “as needed” basis, have been proposed as hallmarks of skilled reading. The current study explored the relation between these aspects of neural functioning during reading, as measured by electroencephalography (EEG), and individual differences in inhibitory control, as measured by performance on the Simon task. Wireless 16‐channel EEG headsets were used to record eyes‐closed resting‐state EEG and EEG during reading (recorded while participants completed a reading comprehension test). Results from 140 participants showed a significant correlation between inhibitory control and neural efficiency in the theta frequency band within the right posterior region‐of‐interest, but no significant correlations with neural adaptability or synchronization. Given the established relation between theta‐based activity and linguistic processes, this finding suggests that readers with better inhibitory control demonstrate more efficient use of their language network while reading.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294055","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 In June of 2022, The Dyslexia Foundation (TDF) organized a convening of dyslexia researchers and practitioners around the topic of executive functions. There was consensus on the importance of executive functions for reading development. However, the difficulty of defining, measuring, and training executive functions emerged as a challenge for researchers and practitioners alike. This special issue presents a collection of articles that survey different perspectives, define the current knowledge base, highlight challenges and inconsistencies in research, and chart a path towards a more nuanced understanding of the role of executive functions in reading and dyslexia.
{"title":"Understanding the Interplay Between Executive Functions and Reading Development: A Challenge for Researchers and Practitioners Alike","authors":"Jason D. Yeatman","doi":"10.1111/mbe.12384","DOIUrl":"https://doi.org/10.1111/mbe.12384","url":null,"abstract":"ABSTRACT In June of 2022, The Dyslexia Foundation (TDF) organized a convening of dyslexia researchers and practitioners around the topic of executive functions. There was consensus on the importance of executive functions for reading development. However, the difficulty of defining, measuring, and training executive functions emerged as a challenge for researchers and practitioners alike. This special issue presents a collection of articles that survey different perspectives, define the current knowledge base, highlight challenges and inconsistencies in research, and chart a path towards a more nuanced understanding of the role of executive functions in reading and dyslexia.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899843","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 Despite decades of prior research, the mechanisms of skilled reading development remain elusive. Numerous studies have identified word recognition and oral language ability as key components to explain later reading comprehension performance. However, these components alone do not fully explain differences in reading achievement. There is ongoing work exploring other cognitive processes important for reading, such as the set of skills encompassed in the domain‐general concept of executive function (EF). Here, we summarize our work on the behavioral and neurobiological connections between EF and reading and present preliminary neuroimaging findings from ongoing work. Together, these studies suggest (1) that EF plays a supportive and perhaps indirect role in reading achievement and (2) that EF‐related brain regions interface with the reading and language networks. While further work is needed to dissect the specifics of how EF interacts with reading, these studies begin to reveal the complex role that EF plays in reading development.
{"title":"The Behavioral and Neurobiological Relationships between Executive Function and Reading: A Review of Current and Preliminary Findings","authors":"Andrea N. Burgess, Laurie E. Cutting","doi":"10.1111/mbe.12378","DOIUrl":"https://doi.org/10.1111/mbe.12378","url":null,"abstract":"ABSTRACT Despite decades of prior research, the mechanisms of skilled reading development remain elusive. Numerous studies have identified word recognition and oral language ability as key components to explain later reading comprehension performance. However, these components alone do not fully explain differences in reading achievement. There is ongoing work exploring other cognitive processes important for reading, such as the set of skills encompassed in the domain‐general concept of executive function (EF). Here, we summarize our work on the behavioral and neurobiological connections between EF and reading and present preliminary neuroimaging findings from ongoing work. Together, these studies suggest (1) that EF plays a supportive and perhaps indirect role in reading achievement and (2) that EF‐related brain regions interface with the reading and language networks. While further work is needed to dissect the specifics of how EF interacts with reading, these studies begin to reveal the complex role that EF plays in reading development.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308254","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}
Christina Davidson, Line Caes, Yee Lee Shing, Courtney McKay, Eva Rafetseder, Sobanawartiny Wijeakumar
Abstract Home enrichment plays an important role in shaping children's development. In the current study, we inquired whether home enrichment was associated with pre‐schoolers' visual working memory (VWM) function, a critical cognitive system necessary for maintaining information for short periods of time. Home enrichment was assessed using an adapted version of the Home Observation Measurement of the Environment Interview. VWM behavior and brain function were collected as children engaged with a color change detection task. Home enrichment was associated with right‐lateralized fronto‐parietal engagement. Specifically, greater home enrichment was linked to increased activation in the right angular gyrus, important for working memory maintenance, and suppression in the right inferior frontal gyrus (rIFG), important for re‐orienting attention to distracting events. Critically, home enrichment‐related rIFG suppression was linked to better VWM performance. This work sheds light on potential mechanism(s) through which enrichment in homes might be involved with cognitive function during the preschool years.
{"title":"Home Enrichment Is Associated with Visual Working Memory Function in Preschoolers","authors":"Christina Davidson, Line Caes, Yee Lee Shing, Courtney McKay, Eva Rafetseder, Sobanawartiny Wijeakumar","doi":"10.1111/mbe.12383","DOIUrl":"https://doi.org/10.1111/mbe.12383","url":null,"abstract":"Abstract Home enrichment plays an important role in shaping children's development. In the current study, we inquired whether home enrichment was associated with pre‐schoolers' visual working memory (VWM) function, a critical cognitive system necessary for maintaining information for short periods of time. Home enrichment was assessed using an adapted version of the Home Observation Measurement of the Environment Interview. VWM behavior and brain function were collected as children engaged with a color change detection task. Home enrichment was associated with right‐lateralized fronto‐parietal engagement. Specifically, greater home enrichment was linked to increased activation in the right angular gyrus, important for working memory maintenance, and suppression in the right inferior frontal gyrus (rIFG), important for re‐orienting attention to distracting events. Critically, home enrichment‐related rIFG suppression was linked to better VWM performance. This work sheds light on potential mechanism(s) through which enrichment in homes might be involved with cognitive function during the preschool years.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"4 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136265050","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 Children with epilepsy are at increased risk for language and reading difficulties. Phonological processing and language underlie reading success, yet their association with reading achievement in children with epilepsy is unknown. We assessed phonological processing, oral language, and reading in children (ages 6 to 12) with epilepsy (EP; n = 6), language problems (LP; n = 14), and typical development (TD; n = 15). The EP and LP group had lower scores on all measures compared with the TD group, with the EP group scoring the lowest on reading comprehension. Phonological processing followed by epilepsy diagnosis predicted reading decoding. Language followed by epilepsy diagnosis predicted reading comprehension. Thus, reading problems in children with epilepsy are not fully explained by their phonological processing or language deficits. Further research that considers other cognitive processes important for reading (e.g., executive function) in this population may help inform our understanding of their reading success.
{"title":"Lost in Translation: A Preliminary Examination of Phonological Processing, Language, and Reading in Childhood Epilepsy","authors":"Katharine Bailey, Nancie Im‐Bolter","doi":"10.1111/mbe.12379","DOIUrl":"https://doi.org/10.1111/mbe.12379","url":null,"abstract":"ABSTRACT Children with epilepsy are at increased risk for language and reading difficulties. Phonological processing and language underlie reading success, yet their association with reading achievement in children with epilepsy is unknown. We assessed phonological processing, oral language, and reading in children (ages 6 to 12) with epilepsy (EP; n = 6), language problems (LP; n = 14), and typical development (TD; n = 15). The EP and LP group had lower scores on all measures compared with the TD group, with the EP group scoring the lowest on reading comprehension. Phonological processing followed by epilepsy diagnosis predicted reading decoding. Language followed by epilepsy diagnosis predicted reading comprehension. Thus, reading problems in children with epilepsy are not fully explained by their phonological processing or language deficits. Further research that considers other cognitive processes important for reading (e.g., executive function) in this population may help inform our understanding of their reading success.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136244272","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}
Petra J. Luteijn, I. V. D. van der Wurff, Piet van Tuijl, Amika S. Singh, H. Savelberg, R. D. de Groot
Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low‐intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students.
{"title":"The Effect of Standing Versus Sitting on Creativity in Adolescents—A Crossover Randomized Trial: The PHIT2LEARN Study","authors":"Petra J. Luteijn, I. V. D. van der Wurff, Piet van Tuijl, Amika S. Singh, H. Savelberg, R. D. de Groot","doi":"10.1111/mbe.12381","DOIUrl":"https://doi.org/10.1111/mbe.12381","url":null,"abstract":"Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low‐intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49010621","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}
Anna K. Touloumakos, Evangelia Vlachou, M. Papadatou-Pastou
The term learning styles (LS) describes the notion that individuals have a preferred modality of learning (i.e., vision, audition, or kinesthesis) and that matching instruction to this modality results in optimal learning. During the last decades, LS has received extensive criticism, yet they remain a virtual truism within education. One of the major strands of criticism is the fact that only a handful of studies have systematically put the LS assumptions to the test. In this study, we aimed to explore whether learners who are visual types will be better at learning sign‐words (i.e., ecologically valid stimuli) compared to auditory and kinesthetic types. Ninety‐nine volunteers (67 females, mean age = 28.66 years) naive to Greek Sign Language (GSL) were instructed to learn 20 GSL sign‐words. The volunteers further completed two LS questionnaires (i.e., the Barsch Learning Styles Inventory and the Learning Channels Inventory) and they also reported what their LS they believed was. No evidence of a difference in learning sign‐words among individuals with different LS (as identified by either of the LS questionnaires or by direct self‐report) was found, neither using a frequentist nor using a Bayesian approach to data analysis. Moreover, inconsistencies between the way participants were classified based on the different measures and direct self‐report were detected. These findings add further support to the criticism of the LS theory and its use in educational settings. We suggest that research and practice resources should be allocated to evidence‐based approaches.
{"title":"“Visual Type? Not My Type”: A Systematic Study on the Learning Styles Neuromyth Employing Frequentist and Bayesian Statistics","authors":"Anna K. Touloumakos, Evangelia Vlachou, M. Papadatou-Pastou","doi":"10.1111/mbe.12380","DOIUrl":"https://doi.org/10.1111/mbe.12380","url":null,"abstract":"The term learning styles (LS) describes the notion that individuals have a preferred modality of learning (i.e., vision, audition, or kinesthesis) and that matching instruction to this modality results in optimal learning. During the last decades, LS has received extensive criticism, yet they remain a virtual truism within education. One of the major strands of criticism is the fact that only a handful of studies have systematically put the LS assumptions to the test. In this study, we aimed to explore whether learners who are visual types will be better at learning sign‐words (i.e., ecologically valid stimuli) compared to auditory and kinesthetic types. Ninety‐nine volunteers (67 females, mean age = 28.66 years) naive to Greek Sign Language (GSL) were instructed to learn 20 GSL sign‐words. The volunteers further completed two LS questionnaires (i.e., the Barsch Learning Styles Inventory and the Learning Channels Inventory) and they also reported what their LS they believed was. No evidence of a difference in learning sign‐words among individuals with different LS (as identified by either of the LS questionnaires or by direct self‐report) was found, neither using a frequentist nor using a Bayesian approach to data analysis. Moreover, inconsistencies between the way participants were classified based on the different measures and direct self‐report were detected. These findings add further support to the criticism of the LS theory and its use in educational settings. We suggest that research and practice resources should be allocated to evidence‐based approaches.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178561","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}
Steven J. Holochwost, Jennifer L. Coffman, N. Wagner, Lindsay A. Gomes, Cathi B. Propper
{"title":"Parasympathetic Nervous System Activity During Measures of Volitional Self‐regulation Predicts School Readiness","authors":"Steven J. Holochwost, Jennifer L. Coffman, N. Wagner, Lindsay A. Gomes, Cathi B. Propper","doi":"10.1111/mbe.12376","DOIUrl":"https://doi.org/10.1111/mbe.12376","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42936476","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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