-
Adult Learners Self-Derive New Knowledge through Integration of Novel Information and Prior Knowledge and Are more Successful with Reactivation Mind, Brain, and Education (IF 2.013) Pub Date : 2024-03-12 Jayantika Chakraborty, Alena G. Esposito
Self-derivation through integration is the process of integrating novel facts and producing new knowledge never directly taught. Knowledge integration has been studied with the presentation of two novel facts. However, in educational settings, individuals are required to integrate new information with prior knowledge learned days, months, or years earlier. Prior knowledge robustly predicts learning
-
-
Experimental Evaluation of the Impact of Lived Experience and Personal Story on Neuroscience Knowledge Translation Effectiveness: Sharing the Neuroscience of ADHD with Pre-Service Teachers Mind, Brain, and Education (IF 2.013) Pub Date : 2024-02-17 Conor Barker, Kathryn Isenor Yorke, Emily Mak, Ethan C. Draper, Erin L. Mazerolle
Previous work suggested that sharing personal stories is effective for knowledge translation (KT) of the neuroscience of attention deficit hyperactivity disorder (ADHD) for a teacher audience. In the current study, we experimentally evaluated the impact of personal story and lived experience on a similar KT activity. We measured knowledge and attitudes about ADHD before and after our KT activity and
-
How Should We Slice Up the Executive Function Pie? Striving Toward an Ontology of Cognitive Control Processes Mind, Brain, and Education (IF 2.013) Pub Date : 2024-02-07 Silvia A. Bunge
There is a vast literature on executive functioning, or the control of one's thoughts and actions in pursuit of a goal. This broad construct is conceptualized as comprising multiple executive functions (EFs) that support academic achievement and other important life outcomes. However, there is a lack of consensus regarding what, exactly, these core EFs are. This commentary briefly reviews a few dominant
-
An Inquiry-based Approach to Understanding Well-being and Smartphone Usage: Constructing Research with Adolescent Students Mind, Brain, and Education (IF 2.013) Pub Date : 2024-01-30 Deborah Cockerham, Tandra Tyler-Wood, Lin Lin
Inquiry can be an effective educational strategy for building critical thinking and student agency, but it is also a catalyst for scientific research. This study built upon a foundation of inquiry as 25 adolescents participated in a nine-week guided inquiry curriculum focused on smartphones and digital responsibility. As participants developed personally meaningful inquiries and designed investigations
-
Impact of Problem-Based Learning Coaching and Neuroeducation in the Development of 21st Century Lifelong Learners Mind, Brain, and Education (IF 2.013) Pub Date : 2024-02-01 Joëlle V. F. Coumans, Stuart Wark
Over the past century, health knowledge has advanced dramatically, so it is expected that future health professionals will need to learn effectively in the workplace and adapt to novel situations that cannot yet be predicted. Simultaneously, the demographics of university students have changed significantly in regard to age, gender, and socioeconomic background. Health educators must adapt their teaching
-
The Prevalence and Usage of “Neuromyths” Among German in-Service- and Pre-Service Teachers – Compared to Neuroscience Specialists and the General Public Mind, Brain, and Education (IF 2.013) Pub Date : 2024-01-28 Ann-Kathrin Hennes, Alfred Schabmann, Barbara Maria Schmidt
In the educational context, there are numerous “neuromyths” about how findings from neuroscience can be used to improve teaching and learning. International research has shown that the majority of teachers tend to believe in these and use them in the classroom. Since the belief in neuromyths might not enhance or even have adverse effects on students' learning, teachers need to be able to identify neuromyths
-
“They Told me I Should Feel Sad”: Narrative and Personal Story Telling as a Sensemaking and Ownership Tool for Young People Who Have Experienced Bereavement Mind, Brain, and Education (IF 2.013) Pub Date : 2024-01-21 Sukhbinder Hamilton
This research focused on listening to the voices of children who have experienced the death of someone important to them. Through a personalized narrative methodology working with practitioners, and with regard for cultural and religious beliefs, children were given safe space to tell their own truths to sense-make rather than prescribing how they should be feeling or what they should be experiencing
-
Impact of the Metacognitive Educational Program Cogni'Scol on the Academic Success of Middle School Students Mind, Brain, and Education (IF 2.013) Pub Date : 2024-01-16 Pauline Allix, Amélie Lubin, Céline Lanoë, Arnaud Mortier, Sandrine Rossi
What can be done to promote the academic success of learners? More than a question, it is a major challenge of our time. In this perspective, metacognition seems to be a way to empower learners to take ownership of their academic success. Considering the recommendations established in the literature, we co-constructed with teachers a metacognitive educational program, called Cogni'Scol, based on brain
-
The Implementation of Mindfulness in Early Childhood: Diversity in the Uses and Functions of Mindfulness and What This may Mean for Children's Well-being Mind, Brain, and Education (IF 2.013) Pub Date : 2024-01-03 Celeste Duff
The growth of mindfulness is a global trend; however, the implementation of mindfulness practices in early childhood is a nascent phenomenon. There is a scarcity of research conducted for the purpose of understanding the implementation of mindfulness in early childhood. This study is, therefore, concerned with the functionality of mindfulness in early childhood within clinical and educational contexts
-
Exploring How Teachers' Scientific Questions Differ by Child Gender in a Preschool Classroom Mind, Brain, and Education (IF 2.013) Pub Date : 2024-01-04 Sona C. Kumar, Amanda S. Haber, Kathleen H. Corriveau
The current study explores differences in messages that preschool teachers send girls and boys about science, technology, engineering, and math (STEM). Video footage of a preschool classroom (16 hr; N = 6 teachers; 20 children) was transcribed. Teachers' questions were coded for question-type and whether the question was directed to a boy or a girl. Teachers directed significantly more scientific questions
-
Common Content, Philosophy, and Programming Support Thriving Collaborations Between Cognitive Science Labs and Museums Mind, Brain, and Education (IF 2.013) Pub Date : 2023-12-14 Moira R. Dillon, Cindy R. Lawrence
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
-
Exploring the Interplay of Age and Pedagogy in the Maturation of Error-Monitoring Mind, Brain, and Education (IF 2.013) Pub Date : 2023-12-01 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
-
Evaluation of a School-Based Attention Training Program for Improving Sustained Attention Mind, Brain, and Education (IF 2.013) Pub Date : 2023-11-20 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
-
Executive Functions and Reading: Implications for Neuroscience, Assessment, and Intervention—Introduction to the Special Issue Mind, Brain, and Education (IF 2.013) Pub Date : 2023-11-13 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
-
Comorbidity Between Reading Disability and Attention-Deficit/Hyperactivity Disorder in a Community Sample: Implications for Academic, Social, and Neuropsychological Functioning Mind, Brain, and Education (IF 2.013) Pub Date : 2023-10-31 Erik G. Willcutt, Stephen A. Petrill
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,
-
Pupil Dilation as an Index of Examinee's Cognitive Load in Answering a Mathematics Question: A Comparison Study of Different Approaches Mind, Brain, and Education (IF 2.013) Pub Date : 2023-10-26 Tzu-Hua Wang, Chien-Hui Kao
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 Science of Microteaching and Learning: An Exploratory Study Mind, Brain, and Education (IF 2.013) Pub Date : 2023-10-25 Paul Howard-Jones, Annabel Scott, Carolina Gordillo
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
-
Executive Function, Academic Skills, and Learning Disabilities: Integrative Commentary Mind, Brain, and Education (IF 2.013) Pub Date : 2023-10-18 Nicole Landi
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
-
Connecting Reading Research on with Educational Practice and Policy Mind, Brain, and Education (IF 2.013) Pub Date : 2023-10-18 Lauren H. Supplee
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
-
Retraction Mind, Brain, and Education (IF 2.013) Pub Date : 2023-10-16
Nurbaeva, D. M., Abylkassymova, A. E., Nurmukhamedova, Z. M., Erzhenbek, B. (2023) “ The Role of Educational Programs in the Development of Secondary Education (on the Example of Training Mathematics Teacher)” Mind, Brain, and Education (https://onlinelibrary.wiley.com/doi/10.1111/mbe.12349).
-
Retraction Mind, Brain, and Education (IF 2.013) Pub Date : 2023-10-15
Sadvakassova, N., Karmanova, Z., Bobrova, V. (2022) “ Pedagogical Conditions for Managing Stressful States of Preschool Children with Special Educational Needs” Mind, Brain, and Education (https://onlinelibrary.wiley.com/doi/10.1111/mbe.12345).
-
Arithmetic in the Bilingual Brain: Language of Learning and Language Experience Effects on Simple Arithmetic in Children and Adults Mind, Brain, and Education (IF 2.013) Pub Date : 2023-10-13 Vanessa R. Cerda, Nicole Y. Wicha
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
-
Individual Differences in Inhibitory Control Relate to Neural Efficiency During Reading Mind, Brain, and Education (IF 2.013) Pub Date : 2023-10-10 Brianna L. Yamasaki, Chantel S. Prat
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
-
Understanding the Interplay Between Executive Functions and Reading Development: A Challenge for Researchers and Practitioners Alike Mind, Brain, and Education (IF 2.013) Pub Date : 2023-10-02 Jason D. Yeatman
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
-
Home Enrichment Is Associated with Visual Working Memory Function in Preschoolers Mind, Brain, and Education (IF 2.013) Pub Date : 2023-09-20 Christina Davidson, Line Caes, Yee Lee Shing, Courtney McKay, Eva Rafetseder, Sobanawartiny Wijeakumar
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
-
The Behavioral and Neurobiological Relationships between Executive Function and Reading: A Review of Current and Preliminary Findings Mind, Brain, and Education (IF 2.013) Pub Date : 2023-09-20 Andrea N. Burgess, Laurie E. Cutting
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
-
“Visual Type? Not My Type”: A Systematic Study on the Learning Styles Neuromyth Employing Frequentist and Bayesian Statistics Mind, Brain, and Education (IF 2.013) Pub Date : 2023-08-29 Anna K. Touloumakos, Evangelia Vlachou, Marietta 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
-
The Effect of Standing Versus Sitting on Creativity in Adolescents—A Crossover Randomized Trial: The PHIT2LEARN Study Mind, Brain, and Education (IF 2.013) Pub Date : 2023-08-29 Petra J. Luteijn, Inge S. M. van der Wurff, Piet van Tuijl, Amika S. Singh, Hans H. C. M. Savelberg, Renate H. M. 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
-
Lost in Translation: A Preliminary Examination of Phonological Processing, Language, and Reading in Childhood Epilepsy Mind, Brain, and Education (IF 2.013) Pub Date : 2023-08-29 Katharine Bailey, Nancie Im-Bolter
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
-
Parasympathetic Nervous System Activity During Measures of Volitional Self-regulation Predicts School Readiness Mind, Brain, and Education (IF 2.013) Pub Date : 2023-07-31 Steven J. Holochwost, Jennifer L. Coffman, Nicholas J. Wagner, Lindsay A. Gomes, Cathi B. Propper
Self-regulation is an essential component of school readiness. Although in educational contexts self-regulation is typically defined in terms of volitional processes, it also encompasses the activity of neurophysiological systems, including the parasympathetic nervous system (PNS). In a prospective longitudinal study, 102 preschoolers (Mage = 4.82 years; 52% female) completed two measures of volitional
-
Teachers' Mind, Brain, and Education Literacy: A Survey of Scientists' Views Mind, Brain, and Education (IF 2.013) Pub Date : 2023-07-23 Tracey Tokuhama-Espinosa, Ali Nouri
While there is a growing interest among teachers to embed Mind, Brain, and Education (MBE) knowledge in their practice, most are still not clear about the key concepts in the field that have the potential to improve their pedagogical knowledge. The present study was conducted to identify the domains of current MBE knowledge that are important for teachers to know. Using a deductive qualitative survey
-
The Domain-Specificity of Domain-Generality: Attention, Executive Function, and Academic Skills Mind, Brain, and Education (IF 2.013) Pub Date : 2023-07-13 Eric D. Wilkey
Attention and executive functions (EFs) play a critical role in academic skill development, including literacy and numeracy. Deficits in attention and EFs often accompany learning disorders, such as dyslexia and dyscalculia. Despite their well-established link, we lack a nuanced understanding of the specific neurobiological mechanisms that integrate the higher order cognitive processes of EFs (e.g
-
The Role of Executive Function in Reading Development and Reading Intervention Mind, Brain, and Education (IF 2.013) Pub Date : 2023-07-11 Peng Peng
The current review of the role of executive function (EF) in reading provides a brief summary of analyses with a large-scale longitudinal dataset and a meta-analysis, along with proposing a framework for designing EF training studies. The 1st study, based on latent growth models with structured residuals, demonstrated a longitudinal reciprocal relation between reading and EF in Grades 2–5, but only
-
The Effects of Concreteness on Mathematical Manipulative Choice Mind, Brain, and Education (IF 2.013) Pub Date : 2023-07-09 Megan Foulkes, Francesco Sella, Theresa Elise Wege, Camilla Gilmore
There is mixed evidence as to whether concrete manipulatives (e.g., toy animals) are better than abstract manipulatives (e.g., counters) for teaching mathematical concepts to children. Concreteness is defined as the amount of extraneous information a manipulative provides, and in this study we aimed to unpick which dimensions of concreteness influence manipulative choice. Researchers, teachers, and
-
The Brain's Control Networks in Reading: Insights From Cross-Task Studies of Youth Mind, Brain, and Education (IF 2.013) Pub Date : 2023-06-27 Jessica A. Church
Humans engage multiple brain systems to read successfully, including using regions important for vision, language, and control. Control refers to the set of executive processes in the brain that guide moment-to-moment behavior in service of our goals. There is a growing appreciation for the role of the brain's control system in reading comprehension, in reading skill change over time, and in those
-
Music Education and Neurophysiological Regulation in Early Childhood: Should Teachers Guide or Get Out of the Way? Mind, Brain, and Education (IF 2.013) Pub Date : 2023-06-27 Eleanor D. Brown, Steven J. Holochwost, Dennie Palmer Wolf, Alyssa A. Allen, Mallory L. Garnett, Blanca Velazquez-Martin, Suzanne Varnell, Jessa L. Malatesta
Access to high-quality early music education programs may mitigate the effects of poverty on the hypothalamic–pituitary–adrenal (HPA) axis, but fundamental questions remain about the role of early educators in conveying these benefits. In the current study, we measured the basal or resting cortisol levels of 76 children (Mage = 4.17 years; 42% female) over the course of the school day while they attended
-
Executive Functions: What are they Good for? A Perspective from Intervention Research Mind, Brain, and Education (IF 2.013) Pub Date : 2023-06-19 Marcia A. Barnes
Because deficits in executive functions (EFs) characterize most neurodevelopmental disorders, it is appropriate to question the value of EFs for understanding learning disabilities. Two types of studies—those testing whether EFs moderate treatment effects and those testing the direction of effects between EFs and academic skills—are presented to support the idea that EFs are useful for the study of
-
Learners Emphasize Their Intrinsic Load if Asked About It First: Communicative Aspects of Cognitive Load Measurement Mind, Brain, and Education (IF 2.013) Pub Date : 2023-06-13 Alexander Skulmowski
Cognitive load measurement is an important aspect of educational research. Current cognitive load surveys differentiate between intrinsic cognitive load (resulting from the complexity of learning materials) and their extraneous cognitive load (which is increased by a demanding design). In two studies, order effects of cognitive load subscales are demonstrated. Asking learners regarding their intrinsic
-
Informing the Development of School-Based Strategies to Promote Children's Executive Function Skills: Considerations, Challenges, and Future Directions Mind, Brain, and Education (IF 2.013) Pub Date : 2023-05-31 Jennie K. Grammer, Sammy F. Ahmed
In recent years awareness of the importance of executive function (EF) skills for students' academic growth has increased. Research suggests that experience in school promotes EF development; however, recommendations regarding evidence-based practices that educators can use to support EF in their classrooms are limited. Here we outline two main reasons that this may be the case. First, there are significant
-
Brain Engagement During a Cognitive Flexibility Task Relates to Academic Performance in English Learners Mind, Brain, and Education (IF 2.013) Pub Date : 2023-05-29 Tehila Nugiel, Mackenzie E. Mitchell, Damion V. Demeter, AnnaCarolina Garza, Paul T. Cirino, Arturo E. Hernandez, Jenifer Juranek, Jessica A. Church
English Learners (ELs), students from non-English-speaking backgrounds, are a fast-growing, understudied, group of students in the U.S. with unique learning challenges. Cognitive flexibility—the ability to switch between task demands with ease—may be an important factor in learning for ELs as they have to manage learning in their non-dominant language and access knowledge in multiple languages. We
-
Adaptability and Grit: Foundations for Their Joint Contribution to Students' Academic and Nonacademic Outcomes Mind, Brain, and Education (IF 2.013) Pub Date : 2023-05-25 Tommaso Feraco, Nicole Casali, Chiara Meneghetti
Adaptability (adjustment to new and uncertain situations) and grit (perseverance and passion for long-term goals) both sustain students, but their joint contribution has never been explored, and recent studies propose they could compose a single factor. In this study we aim to test whether (i) they actually belong to a single overarching factor as recently posited by the Triarchic Model of Grit and
-
Developmental Dyslexia and the Stress of Reading: A Social Stress Study of Neuroendocrine Response in Children Mind, Brain, and Education (IF 2.013) Pub Date : 2023-05-17 Augusto Buchweitz, Lucas Araújo de Azeredo, Nathalia Bianchini Esper, Nicole Prigol Dalfovo, Fernanda Picoli, Fernanda Silva da Cunha, Thiago Wendt Viola, Rodrigo Grassi-Oliveira
Dyslexia is a neurodevelopmental disorder characterized by persistently slow and effortful reading. It is associated with core cognitive deficits in decoding words, but it also presents significant challenges associated with, for example, anxiety and stress related to academic performance. We asked, thus, whether, reading out loud would be associated with elevated stress for readers with dyslexia,
-
The Influence of Executive Processing on Reading Comprehension During Adolescence Mind, Brain, and Education (IF 2.013) Pub Date : 2023-05-10 Marie T. Banich, Kai Wang, Hyojeong Kim, Daniel R. Leopold, Andrew E. Reineberg, Lee A. Thompson, Erik G. Willcutt, Laurie E. Cutting, Stephen A. Petrill
This paper reviews three studies investigating the relationship between brain regions involved in executive control and those involved in reading comprehension in typically-developing teens. In the first study, three regions of posterior left lateral prefrontal cortex (i.e., precentral gyrus, inferior frontal junction, inferior frontal gyrus) were consistently activated across three task domains: reading
-
Framing Executive Function as a Construct and its Relation to Academic Achievement Mind, Brain, and Education (IF 2.013) Pub Date : 2023-05-03 Paul T. Cirino
The goal of this work is to provide a framework for understanding the relationship between executive function (EF) to reading and other academic achievements to promote future work in this area. After briefly reviewing extant theoretical and empirical support about what is known in this area, we then more deeply evaluate the construct of EF itself. This is necessary because EF means any number of things
-
The Role of Executive Functions in Fluent Reading: Lessons from Reading Acquisition and Remediation Mind, Brain, and Education (IF 2.013) Pub Date : 2023-04-26 Tzipi Horowitz-Kraus
This review paper aims to define the involvement of Executive Functions (EF) in reading fluency in typically developing children and those with reading difficulties (RD)/dyslexia using neuroimaging and cognitive measurements. The data presented in this review demonstrate how training reading fluency with EF principles improved reading fluency and associated neural circuits. The possible mechanism for
-
Two Mechanisms for Understanding Mathematical Concepts in Terms of Fictive Motions Mind, Brain, and Education (IF 2.013) Pub Date : 2023-04-11 Omid Khatin-Zadeh, Babak Yazdani-Fazlabadi
This article discusses two mechanisms through which understanding static mathematical concepts (basic and more advanced mathematical concepts) in terms of fictive motions or motion events enhance our understanding of these concepts. It is suggested that at least two mechanisms are involved in this enhancing process. The first mechanism enables us to employ both the motor system and the visual system
-
The Role of Environmental Chemicals in the Etiology of Learning Difficulties: A Novel Theoretical Framework Mind, Brain, and Education (IF 2.013) Pub Date : 2023-04-11 Amy E. Margolis, Paige Greenwood, Alex Dranovsky, Virginia Rauh
Children from economically disadvantaged communities have a disproportionate risk of exposure to chemicals, social stress, and learning difficulties. Although animal models and epidemiologic studies link exposures and neurodevelopment, little focus has been paid to academic outcomes in environmental health studies. Similarly, in the educational literature, environmental chemical exposures are overlooked
-
Self-Regulation and Reading Comprehension: Integrating and Aligning to Improve Reading Outcomes Mind, Brain, and Education (IF 2.013) Pub Date : 2023-04-07 Philip Capin, Elizabeth A. Stevens, Sharon Vaughn
Two potential pathways for improving reading outcomes for students with reading disabilities are presented: (a) systematically integrating self-regulation instructional practices within reading interventions and (b) aligning small-group reading intervention with core reading instruction to reduce the pressure on the executive system. Two separate studies conducted with fourth grade students with significant
-
A Novel Approach to Investigate the Impact of Mindset and Physiology on the Choice to Invest Effort During an Arithmetic Task Mind, Brain, and Education (IF 2.013) Pub Date : 2023-04-05 Smiddy Nieuwenhuis, Tieme W. P. Janssen, Denise J. van der Mee, Farah A. Rahman, Martijn Meeter, Nienke M. van Atteveldt
Growth mindset, the belief that personal attributes such as intelligence are malleable, has previously been related to more effort investment. Here, we investigated how undergraduates' mindset (N = 114) relates to the choice to invest effort during an arithmetic task, indexed by whether they make low vs. high effort-related choices. Social cognitive theory suggests that past performance experiences
-
“Acquired” Equals Addition? Associating Verbs with Arithmetic Operations Impacts Word Problem Performance Mind, Brain, and Education (IF 2.013) Pub Date : 2023-03-29 Joshua Benjamin Jaffe, Troy Gharibani, Donald Joseph Bolger
Successful word problem performance often requires understanding the linguistic relations between characters and objects. However, the keyword method promotes associating specific words with mathematical operations while neglecting the situational context. Research has thoroughly investigated the detrimental effects of individuals associating relational terminology (e.g., “more”) with mathematical
-
Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom Mind, Brain, and Education (IF 2.013) Pub Date : 2023-03-28 Katie A. Gilligan-Lee, Alice Bradbury, Charlotte Bradley, Emily K. Farran, Jo Van Herwegen, Dominic Wyse, Laura A. Outhwaite
Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we
-
Neurodevelopmental Effects of a Mindfulness and Kindness Curriculum on Executive Functions in Preschool Children—A Randomized, Active-Controlled Study Mind, Brain, and Education (IF 2.013) Pub Date : 2023-03-15 Ilana Shlomov, Nava Levit-Binnun, Tzipi Horowitz-Kraus
This study aimed to explore the effect of a mindfulness-based curriculum designed especially for preschoolers on facets of executive functions. Fifty-one preschoolers were randomly assigned to either a mindfulness and kindness curriculum (MC) or an active control dialogic reading program (DR). A battery of behavioral and neurophysiological tests was used to tap into facets of executive control (inhibition
-
Socioeconomic Status and Reading Development: Moving from “Deficit” to “Adaptation” in Neurobiological Models of Experience-Dependent Learning Mind, Brain, and Education (IF 2.013) Pub Date : 2023-03-15 Ellie K. Taylor, Gavkhar Abdurokhmonova, Rachel R. Romeo
Childhood socioeconomic status (SES) is one of the strongest predictors of student reading outcomes, and these disparities have persisted for decades. Relatedly, two underlying skills that are required for successful reading—oral language and executive function (EF)—are also the two neurocognitive domains most affected by SES. In this review, we summarize current knowledge on how SES influences the
-
Leveraging Play for Learning and Development: Incorporating Cultural-Evolutionary Insights into Early Educational Practices Mind, Brain, and Education (IF 2.013) Pub Date : 2023-03-08 Robin Samuelsson
There is a renewed scientific interest in the role of childhood in human evolution, pointing to the explorative phase of a human's life history that shapes how children learn and develop. This study presents a synthesis from evolutionary sciences that considers biases in childhood learning through activities in play, exploration, and social interactions. The study argues that childhood education based
-
Lessons Learned from a Predominantly Latinx Autistic Population: Preliminary Effects of the PEERS Intervention on Neural and Perceived Educational Performance Mind, Brain, and Education (IF 2.013) Pub Date : 2023-03-08 Elizabeth Baker, Tricia Choy, Elina Veytsman, Ann Marie Martin, Jan Blacher, Katherine Kuhl Meltzoff Stavropoulos
Thirteen autistic teens, who were predominantly Latinx, completed the Program for the Education and Enrichment of Relational Skills (PEERS), a 16-week social skills intervention. Time-frequency decomposition was calculated using advanced electroencephalographic techniques to measure oscillatory brain activity during reward anticipation and processing before and after PEERS. Fourteen neurotypical teens
-
Retracted: The Role of Educational Programs in the Development of Secondary Education (on the Example of Training Mathematics Teacher) Mind, Brain, and Education (IF 2.013) Pub Date : 2023-03-07 Dilara M. Nurbaeva, Alma E. Abylkassymova, Zhanara M. Nurmukhamedova, Bulbul Erzhenbek
Nurbaeva, D. M., Abylkassymova, A. E., Nurmukhamedova, Z. M., Erzhenbek, B. (2023) “ The Role of Educational Programs in the Development of Secondary Education (on the Example of Training Mathematics Teacher)” Mind, Brain, and Education (https://onlinelibrary.wiley.com/doi/10.1111/mbe.12349).
-
Stress, Anxiety, and School Burnout Post COVID-19: A Study of French Adolescents Mind, Brain, and Education (IF 2.013) Pub Date : 2022-12-15 Aurélie Simoës-Perlant, Marion Barreau, Caroline Vezilier
This study examined the symptoms of exhaustion, school stress and anxious school refusal from a comparative developmental perspective in French adolescents enrolled in public and private general, technological and vocational schools. It is particularly important to consider academic stress levels, anxiety and school burnout in middle and high school students as they are linked to many mental health
-
Simplest Shapes First! But Let's Use Cognitive Science to Reconceive and Specify What “Simple” Means Mind, Brain, and Education (IF 2.013) Pub Date : 2022-12-15 Julie Nurnberger-Haag, Clarissa A. Thompson
Children's informal and formal learning experiences with geometric shapes currently result in misconceptions that persist into adulthood. Here, we combine research from mathematics education as well as cognitive science pertaining to concepts, categories, and learning strategies to propose a more optimal progression that is better specified and justified than the current standards. To do so, we reframed
-
Sitting Meditation and Mindfulness Effects on Overall Anxiety and Test Anxiety Among College Students Mind, Brain, and Education (IF 2.013) Pub Date : 2022-12-13 John E. Lothes, Sara Matney, Zayne Naseer, Riley Pfyffer
Research shows that mindfulness interventions for test anxiety in a college student population are beneficial (Lothes, Matney, & Naseer, 2022). This study assessed the effects of online mindfulness practices over a 5-week period on anxiety and test anxiety in college students. Participants included 20 students that were randomly assigned to either a sitting meditation or a wait list control (WLC).