Luis Heredia, David Ventura, M. Torrente, Paloma Vicens
Previous research has reported that schoolteachers are an at‐risk population for stress and anxiety‐related psychological disorders. High stress levels have been linked to the suboptimal use of executive functions, abilities which are a major component of effective job performance in educational contexts. In the present study, 99 teachers from five primary schools in Spain were randomly assigned to a mindfulness training group or wait‐list control group. All groups were assessed for dispositional mindfulness, anxiety levels, self‐reported well‐being, and neuropsychological performance (including attention, mental flexibility and inhibitory control, visuoconstructive abilities and visual memory, verbal fluency and processing speed) prior to and following the training program. The results showed significant differences between the groups in terms of dispositional mindfulness, workplace well‐being, visuoconstructive abilities, and one of the processing speed indexes. A within‐group analysis indicated a general trend toward improvement in the training group, mainly in dispositional mindfulness and verbal fluency. The assessment of neuropsychological performance in this study also contributes to expanding the existing body of knowledge on the effects of mindfulness‐based programs using behavioral measures in a research field that heavily relies on self‐reported measures.
{"title":"An 8‐week secular mindfulness‐based training program for schoolteachers increases dispositional mindfulness, self‐reported workplace well‐being, visuoconstructive abilities, and processing speed","authors":"Luis Heredia, David Ventura, M. Torrente, Paloma Vicens","doi":"10.1111/mbe.12419","DOIUrl":"https://doi.org/10.1111/mbe.12419","url":null,"abstract":"Previous research has reported that schoolteachers are an at‐risk population for stress and anxiety‐related psychological disorders. High stress levels have been linked to the suboptimal use of executive functions, abilities which are a major component of effective job performance in educational contexts. In the present study, 99 teachers from five primary schools in Spain were randomly assigned to a mindfulness training group or wait‐list control group. All groups were assessed for dispositional mindfulness, anxiety levels, self‐reported well‐being, and neuropsychological performance (including attention, mental flexibility and inhibitory control, visuoconstructive abilities and visual memory, verbal fluency and processing speed) prior to and following the training program. The results showed significant differences between the groups in terms of dispositional mindfulness, workplace well‐being, visuoconstructive abilities, and one of the processing speed indexes. A within‐group analysis indicated a general trend toward improvement in the training group, mainly in dispositional mindfulness and verbal fluency. The assessment of neuropsychological performance in this study also contributes to expanding the existing body of knowledge on the effects of mindfulness‐based programs using behavioral measures in a research field that heavily relies on self‐reported measures.","PeriodicalId":517807,"journal":{"name":"Mind, Brain, and Education","volume":"1 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite considerable progress made in educational neuroscience, neuromyths persist in the teaching profession, hampering translational endeavors. The initial wave of interventions designed to dispel educational neuromyths was predominantly directed at preservice teachers. More recent work in the field, reviewed here, has shifted its focus primarily to in‐service teacher professional development interventions. We discuss various interventional approaches, including refutation texts embedded into a brief training in foundational neuroscience, personalized refutation texts, insightful reflections upon science of learning key concepts (e.g., brain plasticity), and immersive experiences within research groups, highlighting their strengths and limitations. The evolving nature of scientific knowledge, the imperative to respect educators' personal and professional sensitivities, as well as challenges posed by conceptual change, are also addressed. This narrative review underscores the need to bring neuromyth investigations into the classroom environment.
{"title":"Dispelling Educational Neuromyths: A Review of In‐Service Teacher Professional Development Interventions","authors":"Luc Rousseau","doi":"10.1111/mbe.12414","DOIUrl":"https://doi.org/10.1111/mbe.12414","url":null,"abstract":"Despite considerable progress made in educational neuroscience, neuromyths persist in the teaching profession, hampering translational endeavors. The initial wave of interventions designed to dispel educational neuromyths was predominantly directed at preservice teachers. More recent work in the field, reviewed here, has shifted its focus primarily to in‐service teacher professional development interventions. We discuss various interventional approaches, including refutation texts embedded into a brief training in foundational neuroscience, personalized refutation texts, insightful reflections upon science of learning key concepts (e.g., brain plasticity), and immersive experiences within research groups, highlighting their strengths and limitations. The evolving nature of scientific knowledge, the imperative to respect educators' personal and professional sensitivities, as well as challenges posed by conceptual change, are also addressed. This narrative review underscores the need to bring neuromyth investigations into the classroom environment.","PeriodicalId":517807,"journal":{"name":"Mind, Brain, and Education","volume":"71 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Nickerson, Xin Sun, Valeria Caruso, Kehui Zhang, Chi‐Lin Yu, R. Eggleston, Natasha Chaku, Xiaosu Hu, T. Satterfield, I. Kovelman
Phonological awareness is the stepping‐stone to learning to read as it helps children map language sounds onto letters. Theories of bilingualism posit that phonological awareness is a language‐common literacy skill. However, bilingual learners are also thought to build language‐specific representations. To illuminate common and specific dual‐language processes, we asked bilingual Spanish–English heritage language speakers (N = 60, Mage = 8.2) to complete a phonological sound‐matching task in Spanish and English during functional Near Infrared Neuroimaging (fNIRS). The left perisylvian activation was common across bilinguals' two languages, including similar active regions and functional connections. The findings further revealed language‐specific modulation of the system with more robust engagement of the temporal networks for Spanish and frontal networks for English. We interpret the results in the context of analytically demanding reading experiences in English and more informal home‐based Spanish language experiences typical of heritage language speakers.
{"title":"What's in the Sound? Common and Language‐Specific Patterns in Brain Activation and Functional Connectivity for Phonological Awareness in Spanish–English Bilinguals","authors":"N. Nickerson, Xin Sun, Valeria Caruso, Kehui Zhang, Chi‐Lin Yu, R. Eggleston, Natasha Chaku, Xiaosu Hu, T. Satterfield, I. Kovelman","doi":"10.1111/mbe.12410","DOIUrl":"https://doi.org/10.1111/mbe.12410","url":null,"abstract":"Phonological awareness is the stepping‐stone to learning to read as it helps children map language sounds onto letters. Theories of bilingualism posit that phonological awareness is a language‐common literacy skill. However, bilingual learners are also thought to build language‐specific representations. To illuminate common and specific dual‐language processes, we asked bilingual Spanish–English heritage language speakers (N = 60, Mage = 8.2) to complete a phonological sound‐matching task in Spanish and English during functional Near Infrared Neuroimaging (fNIRS). The left perisylvian activation was common across bilinguals' two languages, including similar active regions and functional connections. The findings further revealed language‐specific modulation of the system with more robust engagement of the temporal networks for Spanish and frontal networks for English. We interpret the results in the context of analytically demanding reading experiences in English and more informal home‐based Spanish language experiences typical of heritage language speakers.","PeriodicalId":517807,"journal":{"name":"Mind, Brain, and Education","volume":"34 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. Ozernov‐Palchik, Courtney Pollack, Elizabeth Bonawitz, Joanna A. Christodoulou, Nadine Gaab, John D. E. Gabrieli, Patricia Monticello Kievlan, Christina Kirby, Grace Lin, G. Luk, Charles A. Nelson
{"title":"Reflections on the past two decades of Mind, Brain, and Education","authors":"O. Ozernov‐Palchik, Courtney Pollack, Elizabeth Bonawitz, Joanna A. Christodoulou, Nadine Gaab, John D. E. Gabrieli, Patricia Monticello Kievlan, Christina Kirby, Grace Lin, G. Luk, Charles A. Nelson","doi":"10.1111/mbe.12407","DOIUrl":"https://doi.org/10.1111/mbe.12407","url":null,"abstract":"","PeriodicalId":517807,"journal":{"name":"Mind, Brain, and Education","volume":"13 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140285859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Costanza Ruffini, Camilla Chini, Giulia Lombardi, Silvia Della Rocca, Annarita Monaco, Sara Campana, Chiara Pecini
Interventions targeting cognitive control processes, such as Executive Functions (EF) have recently been experimented to enhance early math skills. This pilot study explored the feasibility and effectiveness of an intervention integrating EF activities into the mathematical domain among second‐grade students. One hundred and four typically‐developing‐children were assigned to either a group that underwent the intervention (Trained Group; n = 58) or a group that continued with daily didactic activities (Control Group; n = 46). The training lasted for 8 weeks and included both home‐based digital and school‐based paper activities. According to teachers' feedback, the intervention was highly appreciated by children and compatible with classical school curricula. The Trained Group improved in behavioral self‐regulation, math abilities and problem‐solving in comparison to the Control Group. Notably, within the Trained Group, benefits of the training were higher in children with high working memory. This training offers a model to support math learning in primary school, considering inter‐individual differences in EF.
最近，针对认知控制过程（如执行功能）的干预措施被用于提高早期数学技能。这项试点研究探讨了将执行功能活动纳入二年级学生数学领域的干预措施的可行性和有效性。144 名发育正常的儿童被分配到接受干预的小组（训练组；n = 58）或继续进行日常说教活动的小组（对照组；n = 46）。培训为期 8 周，包括家庭数字活动和学校纸质活动。根据教师的反馈，这项干预措施受到了孩子们的高度赞赏，并与学校的传统课程相吻合。与对照组相比，受训组在行为自我调节、数学能力和解决问题方面都有所提高。值得注意的是，在训练组中，工作记忆强的儿童从训练中获益更大。考虑到个体间在 EF 方面的差异，这项训练为支持小学数学学习提供了一种模式。
{"title":"Training Executive Functions Within the Mathematical Domain: A Pilot Study with an Integrated Digital‐Paper Procedure in Primary Second‐Grade","authors":"Costanza Ruffini, Camilla Chini, Giulia Lombardi, Silvia Della Rocca, Annarita Monaco, Sara Campana, Chiara Pecini","doi":"10.1111/mbe.12404","DOIUrl":"https://doi.org/10.1111/mbe.12404","url":null,"abstract":"Interventions targeting cognitive control processes, such as Executive Functions (EF) have recently been experimented to enhance early math skills. This pilot study explored the feasibility and effectiveness of an intervention integrating EF activities into the mathematical domain among second‐grade students. One hundred and four typically‐developing‐children were assigned to either a group that underwent the intervention (Trained Group; n = 58) or a group that continued with daily didactic activities (Control Group; n = 46). The training lasted for 8 weeks and included both home‐based digital and school‐based paper activities. According to teachers' feedback, the intervention was highly appreciated by children and compatible with classical school curricula. The Trained Group improved in behavioral self‐regulation, math abilities and problem‐solving in comparison to the Control Group. Notably, within the Trained Group, benefits of the training were higher in children with high working memory. This training offers a model to support math learning in primary school, considering inter‐individual differences in EF.","PeriodicalId":517807,"journal":{"name":"Mind, Brain, and Education","volume":"130 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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