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Impact of a neuroscience intervention (NeuroStratE) on the school performance of high school students: academic achievement, self-knowledge and autonomy through a metacognitive approach
This study showed no significant difference in school results between the two groups of students. However, the study shows the relevance of the program and students acquired knowledge about the brain's functioning. Moreover, this intervention highlights the evidence of the emergence in students of greater autonomy and better self-knowledge, both contributing to a feeling of self-efficacy, which is at the core of educational success. (Source: Trends in Neuroscience and Education)
Source: Trends in Neuroscience and Education - January 9, 2020 Category: Neuroscience Source Type: research

Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education
ConclusionsNeurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines. (Source: Trends in Neuroscience and Education)
Source: Trends in Neuroscience and Education - November 16, 2019 Category: Neuroscience Source Type: research

Individual Differences in the Neurobiology of Fluid Intelligence Predict Responsiveness to Training: Evidence from a Comprehensive Cognitive, Mindfulness Meditation, and Aerobic Exercise Intervention
ConclusionRegions that support cognitive control, working memory, and relational processes differentiated individuals who had higher Gf ability at pre-intervention and demonstrated a cumulative better response to the intervention. (Source: Trends in Neuroscience and Education)
Source: Trends in Neuroscience and Education - November 6, 2019 Category: Neuroscience Source Type: research

Distributed practice in mathematics: Recommendable especially for students on a medium performance level?
In this study, the effect of distributed practice on the mathematical performance of 7th graders was investigated (N = 81). After a stochastics lesson, one group of students worked three sets of exercises massed on one day, while the other group of students worked the same exercises distributed over three days. Bayesian analyses of the performance two weeks after the last practice revealed no evidence for an effect of practice condition. However, in a test after six weeks, strong evidence for a positive effect of distributed practice was revealed. Exploratory analyses indicated that especially students in the medium pe...
Source: Trends in Neuroscience and Education - October 25, 2019 Category: Neuroscience Source Type: research

The Development of Adaptive Risk Taking and the Role of Executive Functions in a Large Sample of School-Age Boys and Girls
ConclusionsBART-C is a potential “hot-cognition” measure of self-regulation and adaptive risk-taking for children. (Source: Trends in Neuroscience and Education)
Source: Trends in Neuroscience and Education - October 15, 2019 Category: Neuroscience Source Type: research

Response suppression, strategy application, and working memory in the prediction of academic performance and classroom misbehavior: A neuropsychological approach
ConclusionVerbal response suppression and spontaneous strategy use, both closely linked to disorganized behavior in neuropsychological patients, predict academic achievement but seem unrelated to classroom misbehavior, which is associated with weakness in working memory. (Source: Trends in Neuroscience and Education)
Source: Trends in Neuroscience and Education - October 12, 2019 Category: Neuroscience Source Type: research

Intensive early screen exposure as a causal factor for symptoms of Autistic Spectrum Disorder: The case for «Virtual Autism»
Publication date: Available online 10 October 2019Source: Trends in Neuroscience and EducationAuthor(s): Bruno HarléAbstractIntensive Early Screen Exposure (IESE) has been associated with detrimental outcomes on different variables including attention, language, emotion regulation and socialisation, some of which are central to the diagnosis of neurodevelopmental disorders, such as ADHD and learning disorders. Following Bradford-Hill's recommendations, we argue that there is growing clinical and empirical evidence supporting a causal relationship between intensive early screen exposure (more than 4 hours a day) and subseq...
Source: Trends in Neuroscience and Education - October 12, 2019 Category: Neuroscience Source Type: research

Parental Influences on Neural Mechanisms Underlying Emotion Regulation
Publication date: Available online 20 July 2019Source: Trends in Neuroscience and EducationAuthor(s): Kara L. Kerr, Erin L. Ratliff, Kelly T. Cosgrove, Jerzy Bodurka, Amanda Sheffield Morris, W. Kyle SimmonsAbstractEmotional intelligence allows for the recognition and regulation of emotions in the self and others, making it critical for healthy social and emotional development. Research has shown that the parent-child relationship and family environment are influential in the development of emotion regulation, one key component of emotional intelligence. However, the neurobiological processes underlying this relationship h...
Source: Trends in Neuroscience and Education - July 21, 2019 Category: Neuroscience Source Type: research

Screen-exposure and altered brain activation related to attention in preschool children: an EEG study
This study examined the relationship between 6-weeks screen exposure and attention abilities in typically developing preschoolers using EEG during rest. Theta and beta bands were compared, and visual attention and parental reports for attention abilities were controlled. Results suggested that the active control group showed improved visual-attention abilities following the exposure to stories, whereas the screen group did not show improved visual attention. EEG results suggested a higher connectivity in theta vs. beta bands in the screen group, but not in the control group. Results support the negative relationship betwee...
Source: Trends in Neuroscience and Education - July 7, 2019 Category: Neuroscience Source Type: research

What helps children learn difficult tasks: A teacher's presence may be worth more than a screen
Publication date: Available online 6 July 2019Source: Trends in Neuroscience and EducationAuthor(s): Kasia Kostyrka-AllchorneAbstractWhat helps children learn: is it a presence of a live teacher or an interaction with the learning materials? Addressing this question, we manipulated a teacher's presence (on-screen vs. present) and activity (observing vs. doing) while teaching children about the properties of geometric shapes. Five-year-olds (n=215) completed two shape-sorting tasks in which they distinguished between typical, atypical and non-valid shapes. In between these tasks, they took part in one of four training sessi...
Source: Trends in Neuroscience and Education - July 7, 2019 Category: Neuroscience Source Type: research

Using collaborative action research to resolve practical and philosophical challenges in educational neuroscience
Publication date: Available online 6 July 2019Source: Trends in Neuroscience and EducationAuthor(s): Joshua J. Amiel, Yuen Sze Michelle TanAbstractResearchers routinely cite neuromyths and neurorealism as barriers preventing teachers from effectively applying brain research to practice. A primary goal within educational neuroscience (EN), is to provide teachers with professional development that allows them to overcome these barriers and gain agency in developing the field. Yet, the EN literature does not provide a tangible framework for developing teachers' philosophical perspectives regarding neuroscience in education. H...
Source: Trends in Neuroscience and Education - July 7, 2019 Category: Neuroscience Source Type: research

Are specific learning disorders truly specific, and are they disorders?
Publication date: Available online 6 July 2019Source: Trends in Neuroscience and EducationAuthor(s): Lien Peters, Daniel AnsariAbstractSpecific learning disorders, such as dyslexia and dyscalculia, are frequently studied to inform our understanding of cognitive development, genetic mechanisms and brain function. In this Opinion Paper, we discuss limitations of this research approach, including the use of arbitrary criteria to select groups of children, heterogeneity within groups and overlap between domains of learning. By drawing on evidence from cognitive science, neuroscience and genetics, we propose an alternative, dim...
Source: Trends in Neuroscience and Education - July 7, 2019 Category: Neuroscience Source Type: research

Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-level Structure of Educational Neuroscience with Concrete Examples
We present a multi-level framework for educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in mathematical learning and moral education. (Source: Trends in Neuroscience and Education)
Source: Trends in Neuroscience and Education - July 6, 2019 Category: Neuroscience Source Type: research

Linking Brain Network Reconfiguration and Intelligence: Are we there yet?
Publication date: Available online 6 April 2019Source: Trends in Neuroscience and EducationAuthor(s): Manesh Girn, Caitlin Mills, Kalina ChristoffAbstractRecent applications of dynamic network analyses to functional neuroimaging data have revealed relationships between a number of cognitive conditions and dynamic reconfiguration of brain networks. Here we review such applications of network neuroscience to intelligence, after providing a brief overview of network neuroscience. We then review recent empirical support for the theses made by a novel theory of intelligence (Barbey, 2017) and suggest that while studies suggest ...
Source: Trends in Neuroscience and Education - April 7, 2019 Category: Neuroscience Source Type: research

Principal Component Regression of Academic Performance, Substance Use and Sleep Quality in Relation to Risk of Anxiety and Depression in Young Adults
Publication date: Available online 28 March 2019Source: Trends in Neuroscience and EducationAuthor(s): Lina Begdache, Hamed Kianmehr, Nasim Sabounchi, Anna Marszalek, Ngawang DolmaAbstractAdverse lifestyle factors increase risk of anxiety and depression in young adults. Consequently, neurochemical and neuroanatomical alterations ensue, and may initiate a vicious cycle of mental distress, poor lifestyle choices and academic performance. A total of 558 students from different US colleges completed an anonymous survey on academic performance, daytime sleepiness, substance use and mental distress. Low mental distress in colleg...
Source: Trends in Neuroscience and Education - March 29, 2019 Category: Neuroscience Source Type: research