Mei Tan, I. Markov, Catalina Mourgues, E. Grigorenko
{"title":"Teacher and Parent Perspectives on the Use of Genetic Information in Schools","authors":"Mei Tan, I. Markov, Catalina Mourgues, E. Grigorenko","doi":"10.1111/mbe.12331","DOIUrl":"https://doi.org/10.1111/mbe.12331","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44279379","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}
N. Ventura‐Campos, Lara Ferrando Esteve, A. Miró-Padilla, C. Ávila
{"title":"Brain‐Anatomy Differences in the Commission of Reversal Errors during Algebraic Word Problem Solving","authors":"N. Ventura‐Campos, Lara Ferrando Esteve, A. Miró-Padilla, C. Ávila","doi":"10.1111/mbe.12333","DOIUrl":"https://doi.org/10.1111/mbe.12333","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45710409","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}
María Laura Andrés, L. Canet‐Juric, Ana García-Coni, C. Olsen, Santiago Vernucci, Juan Ignacio Galli, I. Introzzi, M. C. Richaud
{"title":"Executive Functions and Academic Performance: The Moderating Role of Distress Tolerance","authors":"María Laura Andrés, L. Canet‐Juric, Ana García-Coni, C. Olsen, Santiago Vernucci, Juan Ignacio Galli, I. Introzzi, M. C. Richaud","doi":"10.1111/mbe.12330","DOIUrl":"https://doi.org/10.1111/mbe.12330","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46973199","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}
Michael Lundie, Harshith Dasara, Christopher Beeghly, A. Kazmi, Daniel C. Krawczyk
{"title":"High‐Definition Transcranial Direct Current Stimulation Over the Left Frontopolar Cortex Promotes Analogical Reasoning","authors":"Michael Lundie, Harshith Dasara, Christopher Beeghly, A. Kazmi, Daniel C. Krawczyk","doi":"10.1111/mbe.12325","DOIUrl":"https://doi.org/10.1111/mbe.12325","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45098139","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}
B. Vandenberghe, Maribel Montero Perez, B. Reynvoet, P. Desmet
{"title":"Second Language Vocabulary Learning through Ecologically Valid Classroom Practice Can Be Indexed by Event‐Related Potentials (ERPs). A Conceptual Replication Study","authors":"B. Vandenberghe, Maribel Montero Perez, B. Reynvoet, P. Desmet","doi":"10.1111/mbe.12324","DOIUrl":"https://doi.org/10.1111/mbe.12324","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45235309","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}
Classrooms are noisy: when children are engaged in solo work, they also hear background babble, noise from outdoor, and people moving around. Few studies investigating the effects of noise on academic tasks use naturalistic stimuli. Questions also remain regarding why some children are more impaired by noise than others. This study compared primary school children’s performance at three academic tasks (text recall, reading comprehension, mathematics) in silence, and while hearing irrelevant verbal noise (storytelling, n = 33) or mixed noise (outdoor noise, movement, babble, n = 31). We found that noise does not impair overall performance. Children might use compensatory strategies (e.g., re-reading) to reach the same level of performance in silence and noise. Individual differences in selective attention and working memory were not related to the impact of noise, with one exception: children with lower working memory were more impaired by noise when doing mathematics. Replication on a larger sample is needed. Classrooms are full of life and full of sounds, generated by discussions, movements, objects, and events occurring outdoors (e.g., road traffic). As far as instruction is concerned, any sound that is not related to the current learning objectives and is unwanted, nonmeaningful, distracting, and/or unpleasant can be defined as a noise. This study investigated (1) to what extent noise impacts on children’s performance on academic tasks and (2) potential individual differences in children’s performance when working with background noise, compared to silence. 1Institute of Education, University College London 2Birkbeck, University of London Address correspondence to Jessica Massonnié, School of Education and Sociology, Faculty of Humanities & Social Sciences, University of Portsmouth, St George’s Building, 141 High Street, Portsmouth PO1 2HY, United Kingdom; e-mail: jessica.massonnie@port.ac.uk According to current theories, noise can impact task performance via three main mechanisms: (1) order processing, (2) phonological and/or semantic processing, and (3) attentional capture (Hughes, Vachon, & Jones, 2007; Klatte, Bergström, & Lachmann, 2013, a summary of previous studies is in Appendix). According to the order processing account, background noise composed of a series of distinct, successive sounds, is perceived as ordered and interferes with tasks involving order processing, such as serial recall. This interpretation is supported by laboratory experiments in which adults (Jones & Macken, 1993; Jones, Macken, & Murray, 1993) and children (Elliott, 2002; Elliott et al., 2016; Elliott & Briganti, 2012; Klatte, Lachmann, Schlittmeier, & Hellbrück, 2010; Klatte, Meis, Sukowski, & Schick, 2007) remember series of items (e.g., letter, words) in the presence of various distracting sounds (e.g., series of digits, words, tones). It is hard to generalize results to naturalistic noise stimuli that are not explicitly segmented (e.g., full utterances or c
{"title":"Individual Differences in Dealing With Classroom Noise Disturbances","authors":"Jessica Massonnié, D. Mareschal, N. Kirkham","doi":"10.1111/mbe.12322","DOIUrl":"https://doi.org/10.1111/mbe.12322","url":null,"abstract":"Classrooms are noisy: when children are engaged in solo work, they also hear background babble, noise from outdoor, and people moving around. Few studies investigating the effects of noise on academic tasks use naturalistic stimuli. Questions also remain regarding why some children are more impaired by noise than others. This study compared primary school children’s performance at three academic tasks (text recall, reading comprehension, mathematics) in silence, and while hearing irrelevant verbal noise (storytelling, n = 33) or mixed noise (outdoor noise, movement, babble, n = 31). We found that noise does not impair overall performance. Children might use compensatory strategies (e.g., re-reading) to reach the same level of performance in silence and noise. Individual differences in selective attention and working memory were not related to the impact of noise, with one exception: children with lower working memory were more impaired by noise when doing mathematics. Replication on a larger sample is needed. Classrooms are full of life and full of sounds, generated by discussions, movements, objects, and events occurring outdoors (e.g., road traffic). As far as instruction is concerned, any sound that is not related to the current learning objectives and is unwanted, nonmeaningful, distracting, and/or unpleasant can be defined as a noise. This study investigated (1) to what extent noise impacts on children’s performance on academic tasks and (2) potential individual differences in children’s performance when working with background noise, compared to silence. 1Institute of Education, University College London 2Birkbeck, University of London Address correspondence to Jessica Massonnié, School of Education and Sociology, Faculty of Humanities & Social Sciences, University of Portsmouth, St George’s Building, 141 High Street, Portsmouth PO1 2HY, United Kingdom; e-mail: jessica.massonnie@port.ac.uk According to current theories, noise can impact task performance via three main mechanisms: (1) order processing, (2) phonological and/or semantic processing, and (3) attentional capture (Hughes, Vachon, & Jones, 2007; Klatte, Bergström, & Lachmann, 2013, a summary of previous studies is in Appendix). According to the order processing account, background noise composed of a series of distinct, successive sounds, is perceived as ordered and interferes with tasks involving order processing, such as serial recall. This interpretation is supported by laboratory experiments in which adults (Jones & Macken, 1993; Jones, Macken, & Murray, 1993) and children (Elliott, 2002; Elliott et al., 2016; Elliott & Briganti, 2012; Klatte, Lachmann, Schlittmeier, & Hellbrück, 2010; Klatte, Meis, Sukowski, & Schick, 2007) remember series of items (e.g., letter, words) in the presence of various distracting sounds (e.g., series of digits, words, tones). It is hard to generalize results to naturalistic noise stimuli that are not explicitly segmented (e.g., full utterances or c","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42961423","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}
{"title":"Relational Reasoning: A Foundation for Higher Cognition Based on Abstraction","authors":"Priya B. Kalra, L. Richland","doi":"10.1111/mbe.12323","DOIUrl":"https://doi.org/10.1111/mbe.12323","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41317596","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}
Alina Drozdowska, G. Jendrusch, P. Platen, T. Lücke, M. Kersting, Kathrin Sinningen
{"title":"Cross‐Sectional Association Between Level of School Sports and Different Cognitive Parameters in Schoolchildren, Considering Multiple Covariates","authors":"Alina Drozdowska, G. Jendrusch, P. Platen, T. Lücke, M. Kersting, Kathrin Sinningen","doi":"10.1111/mbe.12321","DOIUrl":"https://doi.org/10.1111/mbe.12321","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43494463","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}
— Humans accumulate knowledge throughout their entire lives. In what ways does this accumulation of knowledge influence learning of new information? Are there age-related differences in the way prior knowledge is leveraged for remembering new information? We review studies that have investigated these questions, focusing on those that have used the memory congruency effect, which provides a quantitative measure of memory advantage because of prior knowledge. Regarding the first question, evidence suggests that the accumulation of knowledge is a key factor promot-ing the development of memory across childhood and coun-teracting some of the decline in older age. Regarding the second question, evidence suggests that, if available knowledge is controlled for, age-related differences in the memory congruency effect largely disappear. These results point to an age-invariance in the way prior knowledge is leveraged for learning new information. Research on neural mechanisms and implications for application are discussed.
{"title":"Are there Age‐Related Differences in the Effects of Prior Knowledge on Learning? Insights Gained from the Memory Congruency Effect","authors":"Garvin Brod, Y. Shing","doi":"10.1111/mbe.12320","DOIUrl":"https://doi.org/10.1111/mbe.12320","url":null,"abstract":"— Humans accumulate knowledge throughout their entire lives. In what ways does this accumulation of knowledge influence learning of new information? Are there age-related differences in the way prior knowledge is leveraged for remembering new information? We review studies that have investigated these questions, focusing on those that have used the memory congruency effect, which provides a quantitative measure of memory advantage because of prior knowledge. Regarding the first question, evidence suggests that the accumulation of knowledge is a key factor promot-ing the development of memory across childhood and coun-teracting some of the decline in older age. Regarding the second question, evidence suggests that, if available knowledge is controlled for, age-related differences in the memory congruency effect largely disappear. These results point to an age-invariance in the way prior knowledge is leveraged for learning new information. Research on neural mechanisms and implications for application are discussed.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42690184","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}
Karrie E. Godwin, Audrey J. Leroux, P. Scupelli, A. Fisher
{"title":"Classroom Design and Children's Attention Allocation: Beyond the Laboratory and into the Classroom","authors":"Karrie E. Godwin, Audrey J. Leroux, P. Scupelli, A. Fisher","doi":"10.1111/mbe.12319","DOIUrl":"https://doi.org/10.1111/mbe.12319","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44170593","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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