Editorial

5 pages, 206 KiB

Open AccessEditorial

Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School”

by Gerry Leisman

Brain Sci. 2023, 13(1), 40; https://doi.org/10.3390/brainsci13010040 - 24 Dec 2022

Cited by 2 | Viewed by 2411

There have been numerous detractors and supporters relating to attempts to merge the neurosciences and the knowledge base of related contributing disciplines with the field of education. Some have argued that this is a “bridge too far”. The predominant view is that the [...] Read more.

There have been numerous detractors and supporters relating to attempts to merge the neurosciences and the knowledge base of related contributing disciplines with the field of education. Some have argued that this is a “bridge too far”. The predominant view is that the relationship between neuroscience and the classroom has been neither significantly examined, nor applied. What is needed is a specially trained class of professionals whose role it would be to guide the introduction of cognitive neuroscience into educational practice in a sensible and ethical manner. Neuroeducators would play a pivotal role in assessing the quality of evidence purporting to be relevant to education, assessing who is best placed to employ newly developed knowledge, as well as with what safeguards, in addition to investigating how to deal with unexpected consequences of implemented research findings. This special issue of the “The Brain Goes to School” aims to provide support for the development of training programs that truly integrate curriculum design and classroom instruction with the developmental cognitive neurosciences. Full article

(This article belongs to the Special Issue The Brain Goes to School)

Research

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15 pages, 501 KiB

Open AccessArticle

The Relationship between Semantic Joke and Idiom Comprehension in Adolescents with Autism Spectrum Disorder

by Bat-el Yankovitz, Anat Kasirer and Nira Mashal

Brain Sci. 2023, 13(6), 935; https://doi.org/10.3390/brainsci13060935 - 09 Jun 2023

Viewed by 1527

Abstract

Semantic jokes involve resolving an incongruity emerging from wordplay or from a violation of world knowledge. The research has shown individuals with autism spectrum disorder (ASD) demonstrate a lower performance on humor tasks involving social situations; however, less is known about their semantic [...] Read more.

Semantic jokes involve resolving an incongruity emerging from wordplay or from a violation of world knowledge. The research has shown individuals with autism spectrum disorder (ASD) demonstrate a lower performance on humor tasks involving social situations; however, less is known about their semantic joke comprehension. This study examines semantic joke comprehension among adolescents with ASD and its possible relationship to vocabulary size, theory of mind (ToM), and idiom comprehension. Thirty-two adolescents with ASD and 32 typically developed (TD) peers participated. Semantic joke comprehension was assessed via a multiple-choice questionnaire and time-limited computer program. Vocabulary, ToM abilities, and idiom comprehension were also tested. The results reveal that adolescents with ASD are as fast in processing semantic jokes as their age- and vocabulary-matched TD peers, but less accurate. Age and idiom comprehension significantly contributed to semantic joke comprehension among both groups. As semantic joke comprehension is based on incongruity resolution, the greater difficulties in comprehension among the adolescents with ASD may have been due to deficits in simultaneously retaining two alternative interpretations and selecting the relevant one (and not due reduced ToM abilities). Similar to the TD group, semantic joke comprehension among the ASD group appeared to be more developed with age. Full article

(This article belongs to the Special Issue The Brain Goes to School)

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18 pages, 2254 KiB

Open AccessArticle

Well Played! Promoting Phonemic Awareness Training Using EdTech—GraphoGame Brazil—During the COVID-19 Pandemic

by Juliana G. Marques de Souza, Janaina Weissheimer and Augusto Buchweitz

Brain Sci. 2022, 12(11), 1494; https://doi.org/10.3390/brainsci12111494 - 03 Nov 2022

Cited by 1 | Viewed by 1775

Abstract

Early literacy skills such as alphabet knowledge and phonemic awareness are made up the foundation for learning to read. These skills are more effectively taught with explicit instruction starting inpreschool and then continuing during early elementary school years. The COVID19 pandemic school closures [...] Read more.

Early literacy skills such as alphabet knowledge and phonemic awareness are made up the foundation for learning to read. These skills are more effectively taught with explicit instruction starting inpreschool and then continuing during early elementary school years. The COVID19 pandemic school closures severely impacted early literacy development worldwide. Brazil had one of the longest school closure periods, which resulted in several children having no access to any educational activities. Education Technology (EdTech) tools can leverage access to pedagogical materials and remediate the consequences of school closure. We investigated the impact of using an early literacy EdTech, GraphoGame Brazil, to foster learning of early literacy skills during the height of COVID19 school closures, in Brazil. We carried out a quasi-experimental, pretest and posttest study with elementary school students who were taking online classes. Participants were pseudo randomly assigned to (1) an experimental group, who played GraphoGame Brazil, and to (2) an active control group, who played an EdTech that focuses on early numeracy skills. The results show a significant positive training effect on word reading accuracy associated with the use of GraphoGame for the children in the experimental group, relative to the control group. We also found statistically significant negative effect in lowercase naming for the control group. We address the consequences of COVID19 school closures, the promise of EdTech and its limitations, and discuss the issue of fostering successful early literacy instruction in countries that have struggled with teaching children to read even before the pandemic. Full article

(This article belongs to the Special Issue The Brain Goes to School)

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16 pages, 1413 KiB

Open AccessArticle

Measurement of Extraneous and Germane Cognitive Load in the Mathematics Addition Task: An Event-Related Potential Study

by Chao-Chih Wang, Peter Kuan-Hao Cheng and Tzu-Hua Wang

Brain Sci. 2022, 12(8), 1036; https://doi.org/10.3390/brainsci12081036 - 04 Aug 2022

Cited by 1 | Viewed by 1966

Abstract

Cognitive load significantly influences learning effectiveness. All the three types of cognitive load—intrinsic, extraneous, and germane—are important for guiding teachers in preparing effective instructional designs for students. However, the techniques used to assess the relationship between brain activity and cognitive load during learning [...] Read more.

Cognitive load significantly influences learning effectiveness. All the three types of cognitive load—intrinsic, extraneous, and germane—are important for guiding teachers in preparing effective instructional designs for students. However, the techniques used to assess the relationship between brain activity and cognitive load during learning activities require further investigation. This study preliminarily examined cognitive load during mathematics computations based on cognitive-load theory. We used event-related potentials to compare carryover and without carryover additions under three types of stimuli (uncoloured Arabic numerals, colourful Arabic numerals, and Chinese numerals) to measure learners’ cognitive load. According to the concept and rationale of cognitive-load theory, the design defined the extraneous and germane cognitive load to measure the N1 and P2 components and the relevant behavioural data. The highest P2 amplitude was observed in the Chinese numerals condition as extraneous cognitive load, and the N1 component was observed in the colourful Arabic numerals condition as germane cognitive load. Thus, both components may play an important role in extraneous and germane cognitive load. Additionally, these exhibit negative correlations during mathematical computations. This study’s findings and implications offer insights into future ways for assessing cognitive load using brain imaging techniques and potential applications for brain–computer interfaces. Full article

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14 pages, 727 KiB

Open AccessArticle

Effect of a Science of Learning Course on Beliefs in Neuromyths and Neuroscience Literacy

by Roberto A. Ferreira and Cristina Rodríguez

Brain Sci. 2022, 12(7), 811; https://doi.org/10.3390/brainsci12070811 - 21 Jun 2022

Cited by 9 | Viewed by 2637

Abstract

Misconceptions about the brain (neuromyths) among educators have been found across different countries, but little has been done to dispel them. The present study assessed the effect of a one-year Science of Learning (SoL) course on neuroscience literacy and beliefs in neuromyths in [...] Read more.

Misconceptions about the brain (neuromyths) among educators have been found across different countries, but little has been done to dispel them. The present study assessed the effect of a one-year Science of Learning (SoL) course on neuroscience literacy and beliefs in neuromyths in a sample of Chilean pre-service teachers. An experimental group of pre-service teachers, who took the SoL course as part of their university training, and a control group were needed for the study. Participants in both groups completed an online survey three times during the year (beginning, middle and end of year). The results showed that participants in both groups responded correctly to most assertions but held major misconceptions about the brain (Time 1), in line with previous studies. Regarding neuroscience literacy, participants in the experimental and control groups did not differ significantly at Time 1, but the experimental group showed significantly better performance than the control group at Time 2 and Time 3. Unlike neuroscience literacy, the results in neuromyth beliefs did not differ significantly by group at Time 1 and Time 2; however, at Time 3, the experimental group showed a significant decline in neuromyth beliefs. Overall, these results suggest that the SoL course significantly improved overall neuroscience literacy and reduced neuromyth belief among pre-service teachers, but the effect of the intervention was small. Full article

(This article belongs to the Special Issue The Brain Goes to School)

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18 pages, 1222 KiB

Open AccessArticle

Neuroscience Knowledge and Endorsement of Neuromyths among Educators: What Is the Scenario in Brazil?

by Estefania Simoes, Adriana Foz, Fernanda Petinati, Alcione Marques, Joao Sato, Guilherme Lepski and Analía Arévalo

Brain Sci. 2022, 12(6), 734; https://doi.org/10.3390/brainsci12060734 - 02 Jun 2022

Cited by 4 | Viewed by 2719

Abstract

The field of neuroscience has seen significant growth and interest in recent decades. While neuroscience knowledge can benefit laypeople as well as professionals in many different areas, it may be particularly relevant for educators. With the right information, educators can apply neuroscience-based teaching [...] Read more.

The field of neuroscience has seen significant growth and interest in recent decades. While neuroscience knowledge can benefit laypeople as well as professionals in many different areas, it may be particularly relevant for educators. With the right information, educators can apply neuroscience-based teaching strategies as well as protect themselves and their students against pseudoscientific ideas and products based on them. Despite rapidly growing sources of available information and courses, studies show that educators in many countries have poor knowledge of brain science and tend to endorse education-related neuromyths. Poor English skills and fewer resources (personal, institutional and governmental) may be additional limitations in Latin America. In order to better understand the scenario in Latin America’s largest country, we created an anonymous online survey which was answered by 1634 individuals working in education from all five regions of Brazil. Respondents stated whether they agreed with each statement and reported their level of confidence for each answer. Significant differences in performance were observed across regions, between educators living in capital cities versus the outskirts, between those teaching in private versus public schools, and among educators teaching different levels (pre-school up to college/university). We also observed high endorsement of some key neuromyths, even among groups who performed better overall. To the best of our knowledge, this is the first study to conduct a detailed analysis of the profile of a large group of educators in Brazil. We discuss our findings in terms of efforts to better understand regional and global limitations and develop methods of addressing these most efficiently. Full article

(This article belongs to the Special Issue The Brain Goes to School)

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8 pages, 254 KiB

Open AccessArticle

Simulating the Benefits of Nature Exposure on Cognitive Performance in Virtual Reality: A Window into Possibilities for Education and Cognitive Health

by Michel T. Léger and Said Mekari

Brain Sci. 2022, 12(6), 725; https://doi.org/10.3390/brainsci12060725 - 31 May 2022

Cited by 5 | Viewed by 2012

Abstract

Purpose: This one-group pretest–posttest, designed within a subject study, looks to compare the effects of an outdoor nature walk (ONW) to those of a virtual nature walk (VRW) on memory and cognitive function. Implications are discussed for education as well as for the [...] Read more.

Purpose: This one-group pretest–posttest, designed within a subject study, looks to compare the effects of an outdoor nature walk (ONW) to those of a virtual nature walk (VRW) on memory and cognitive function. Implications are discussed for education as well as for the world of virtual reality. Methods: Sixty-four healthy university students were asked to complete an ONW and a VRW, which was created using 3D video of the same nature trail used for the ONW. The VRW condition involved a five-minute walk on a treadmill, while wearing a virtual reality mask (Oculus, San Francisco, USA) that projected a previously recorded three-dimensional capture of the same nature walk they experienced outdoors. Both experimental conditions lasted approximately 5 min and were counterbalanced between participants. A Digit Span Test (Digit) for working memory and a Trail Test (TMT) for executive function were administered to all study participants, immediately before and after each type of walk. Results: For executive function testing (Trail Making Test), our results demonstrate that both the ONW and VRW condition improved the TMT time, when compared to a baseline (ONW 37.06 ± 1.31 s vs. 31.75 ± 1.07 s, p < 0.01 and VRW 36.19 ± 1.18 s vs. 30.69 ± 1.11 s, p < 0.01). There was no significant difference between the ONW and VRW groups. Similarly, for the Digit memory task, both conditions improved compared to the baseline (ONW 54.30 ± 3.01 vs. 68.4 ± 2.66, p < 0.01 and VRW 58.1 ± 3.10 vs. 67.4 ± 2.72, p < 0.01). There was a difference at the baseline between the ONW and VRW conditions (54.3 ± 3.01 vs. 58.1 ± 3.10, p < 0.01), but this baseline difference in memory performance was no longer significant post exercise, between groups at follow-up (68.4 ± 2.66 vs. 67.4 ± 2.72, p < 0.08). Conclusions: Our results suggest that both a virtual reality protocol and a nature walk can have positive outcomes on memory and executive function in younger adults. Full article

(This article belongs to the Special Issue The Brain Goes to School)

18 pages, 344 KiB

Open AccessArticle

Mindfulness Practice with a Brain-Sensing Device Improved Cognitive Functioning of Elementary School Children: An Exploratory Pilot Study

by Boglarka Vekety, Alexander Logemann and Zsofia K. Takacs

Brain Sci. 2022, 12(1), 103; https://doi.org/10.3390/brainsci12010103 - 12 Jan 2022

Cited by 8 | Viewed by 3487

Abstract

This is the first pilot study with children that has assessed the effects of a brain–computer interface-assisted mindfulness program on neural mechanisms and associated cognitive performance. The participants were 31 children aged 9–10 years who were randomly assigned to either an eight-session mindfulness [...] Read more.

This is the first pilot study with children that has assessed the effects of a brain–computer interface-assisted mindfulness program on neural mechanisms and associated cognitive performance. The participants were 31 children aged 9–10 years who were randomly assigned to either an eight-session mindfulness training with EEG-feedback or a passive control group. Mindfulness-related brain activity was measured during the training, while cognitive tests and resting-state brain activity were measured pre- and post-test. The within-group measurement of calm/focused brain states and mind-wandering revealed a significant linear change. Significant positive changes were detected in children’s inhibition, information processing, and resting-state brain activity (alpha, theta) compared to the control group. Elevated baseline alpha activity was associated with less reactivity in reaction time on a cognitive test. Our exploratory findings show some preliminary support for a potential executive function-enhancing effect of mindfulness supplemented with EEG-feedback, which may have some important implications for children’s self-regulated learning and academic achievement. Full article

(This article belongs to the Special Issue The Brain Goes to School)

Review

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17 pages, 1381 KiB

Open AccessReview

A Three-Fold Integrated Perspective on Healthy Development: An Opinion Paper

by Patrizio Paoletti, Michele Pellegrino and Tal Dotan Ben-Soussan

Brain Sci. 2023, 13(6), 857; https://doi.org/10.3390/brainsci13060857 - 25 May 2023

Cited by 1 | Viewed by 1225

Abstract

Mental health and wellbeing are increasingly threatened in the current post-pandemic times, with stress, especially in students, reaching preoccupying levels. In addition, while many educational programs are unidimensional (i.e., lacking integration between physical, emotional and cognitive elements), there are ways to promote physical, [...] Read more.

Mental health and wellbeing are increasingly threatened in the current post-pandemic times, with stress, especially in students, reaching preoccupying levels. In addition, while many educational programs are unidimensional (i.e., lacking integration between physical, emotional and cognitive elements), there are ways to promote physical, social and mental health in children and adolescents. In this opinion paper, we will discuss the importance of an integrative approach for health development and examine relevant factors, such as awareness and emotional intelligence. We will highlight evidence ranging from behavioral to electrophysiological, structural and molecular, and report several recent studies supporting the effectiveness of a holistic approach in supporting wellbeing and creativity in children and adults, and detailing a specific paradigm named the Quadrato Motor Training (QMT). QMT is a specifically structured movement meditation, involving cognitive, motor and affective components. Finally, we will support a holistic view on education, integrating motion, emotion and cognition to develop a person-centered, or in this case student-centered, approach to wellbeing and health. Full article

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12 pages, 482 KiB

Open AccessReview

Growing Brains, Nurturing Minds—Neuroscience as an Educational Tool to Support Students’ Development as Life-Long Learners

by Hagar Goldberg

Brain Sci. 2022, 12(12), 1622; https://doi.org/10.3390/brainsci12121622 - 26 Nov 2022

Cited by 4 | Viewed by 4839

Abstract

Compared to other primates, humans are late bloomers, with exceptionally long childhood and adolescence. The extensive developmental period of humans is thought to facilitate the learning processes required for the growth and maturation of the complex human brain. During the first two and [...] Read more.

Compared to other primates, humans are late bloomers, with exceptionally long childhood and adolescence. The extensive developmental period of humans is thought to facilitate the learning processes required for the growth and maturation of the complex human brain. During the first two and a half decades of life, the human brain is a construction site, and learning processes direct its shaping through experience-dependent neuroplasticity. Formal and informal learning, which generates long-term and accessible knowledge, is mediated by neuroplasticity to create adaptive structural and functional changes in brain networks. Since experience-dependent neuroplasticity is at full force during school years, it holds a tremendous educational opportunity. In order to fulfill this developmental and learning potential, educational practices should be human-brain-friendly and “ride” the neuroplasticity wave. Neuroscience can inform educators about the natural learning mechanisms of the brain to support student learning. This review takes a neuroscientific lens to explore central concepts in education (e.g., mindset, motivation, meaning-making, and attention) and suggests two methods of using neuroscience as an educational tool: teaching students about their brain (content level) and considering the neuro-mechanisms of learning in educational design (design level). Full article

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22 pages, 1850 KiB

Open AccessReview

Neurofeedback for the Education of Children with ADHD and Specific Learning Disorders: A Review

by Abhishek Uday Patil, Deepa Madathil, Yang-Tang Fan, Ovid J. L. Tzeng, Chih-Mao Huang and Hsu-Wen Huang

Brain Sci. 2022, 12(9), 1238; https://doi.org/10.3390/brainsci12091238 - 14 Sep 2022

Cited by 6 | Viewed by 5511

Abstract

Neurofeedback (NF) is a type of biofeedback in which an individual’s brain activity is measured and presented to them to support self-regulation of ongoing brain oscillations and achieve specific behavioral and neurophysiological outcomes. NF training induces changes in neurophysiological circuits that are associated [...] Read more.

Neurofeedback (NF) is a type of biofeedback in which an individual’s brain activity is measured and presented to them to support self-regulation of ongoing brain oscillations and achieve specific behavioral and neurophysiological outcomes. NF training induces changes in neurophysiological circuits that are associated with behavioral changes. Recent evidence suggests that the NF technique can be used to train electrical brain activity and facilitate learning among children with learning disorders. Toward this aim, this review first presents a generalized model for NF systems, and then studies involving NF training for children with disorders such as dyslexia, attention-deficit/hyperactivity disorder (ADHD), and other specific learning disorders such as dyscalculia and dysgraphia are reviewed. The discussion elaborates on the potential for translational applications of NF in educational and learning settings with details. This review also addresses some issues concerning the role of NF in education, and it concludes with some solutions and future directions. In order to provide the best learning environment for children with ADHD and other learning disorders, it is critical to better understand the role of NF in educational settings. The review provides the potential challenges of the current systems to aid in highlighting the issues undermining the efficacy of current systems and identifying solutions to address them. The review focuses on the use of NF technology in education for the development of adaptive teaching methods and the best learning environment for children with learning disabilities. Full article

(This article belongs to the Special Issue The Brain Goes to School)

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Other

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23 pages, 510 KiB

Open AccessEssay

The Synergy Zone: Connecting the Mind, Brain, and Heart for the Ideal Classroom Learning Environment

by Janet N. Zadina

Brain Sci. 2023, 13(9), 1314; https://doi.org/10.3390/brainsci13091314 - 13 Sep 2023

Viewed by 1606

Abstract

This paper proposes a new perspective on implementing neuroeducation in the classroom. The pandemic exacerbated the mental health issues of faculty and students, creating a mental health crisis that impairs learning. It is important to get our students back in “the zone”, both [...] Read more.

This paper proposes a new perspective on implementing neuroeducation in the classroom. The pandemic exacerbated the mental health issues of faculty and students, creating a mental health crisis that impairs learning. It is important to get our students back in “the zone”, both cognitively and emotionally, by creating an ideal learning environment for capturing our students and keeping them—the Synergy Zone. Research that examines the classroom environment often focuses on the foreground—instructors’ organizational and instructional aspects and content. However, the emotional climate of the classroom affects student well-being. This emotional climate would ideally exhibit the brain states of engagement, attention, connection, and enjoyment by addressing the mind, brain, and heart. This ideal learning environment would be achieved by combining proposed practices derived from three areas of research: flow theory, brain synchronization, and positive emotion with heart engagement. Each of these enhances the desired brain states in a way that the whole is greater than the sum of the individual parts. I call this the Synergy Zone. A limitation of this proposed model is that implementation of some aspects may be challenging, and professional development resources might be needed. This essay presenting this perspective provides the relevant scientific research and the educational implications of implementation. Full article

(This article belongs to the Special Issue The Brain Goes to School)

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17 pages, 3845 KiB

Open AccessProject Report

More Evidence That Ensemble Music Training Influences Children’s Neurobehavioral Correlates of Auditory Executive Attention

by Kylie Schibli, Taylor Hirsch, Gabriel Byczynski and Amedeo D’Angiulli

Brain Sci. 2023, 13(5), 783; https://doi.org/10.3390/brainsci13050783 - 11 May 2023

Viewed by 1479

Abstract

We assessed the neurocognitive correlates of auditory executive attention in low socioeconomic status 9–12-year-old children—with and without training in a social music program (OrKidstra). Event-related potentials (ERPs) were recorded during an auditory Go/NoGo task utilizing 1100 Hz and 2000 Hz pure tones. We [...] Read more.

We assessed the neurocognitive correlates of auditory executive attention in low socioeconomic status 9–12-year-old children—with and without training in a social music program (OrKidstra). Event-related potentials (ERPs) were recorded during an auditory Go/NoGo task utilizing 1100 Hz and 2000 Hz pure tones. We examined Go trials, which required attention, tone discrimination and executive response control. We measured Reaction Times (RTs), accuracy and amplitude of relevant ERP signatures: N100-N200 complex, P300, and Late Potentials (LP). Children also completed a screening test for auditory sensory sensitivity and the Peabody Picture Vocabulary Test (PPVT-IV) to assess verbal comprehension. OrKidstra children had faster RTs and larger ERP amplitudes to the Go tone. Specifically, compared to their comparison counterparts, they showed more negative-going polarities bilaterally for N1-N2 and LP signatures across the scalp and larger P300s in parietal and right temporal electrodes; some enhancements were lateralized (i.e., left frontal, and right central and parietal electrodes). Because auditory screening yielded no between-group differences, results suggest that music training did not enhance sensory processing but perceptual and attentional skills, possibly shifting from top-down to more bottom-up processes. Findings have implications for socially based music training interventions in school, specifically for socioeconomically disadvantaged children. Full article

(This article belongs to the Special Issue The Brain Goes to School)

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22 pages, 2672 KiB

Open AccessPerspective

On the Application of Developmental Cognitive Neuroscience in Educational Environments

by Gerry Leisman

Brain Sci. 2022, 12(11), 1501; https://doi.org/10.3390/brainsci12111501 - 04 Nov 2022

Cited by 3 | Viewed by 2285

Abstract

The paper overviews components of neurologic processing efficiencies to develop innovative methodologies and thinking to school-based applications and changes in educational leadership based on sound findings in the cognitive neurosciences applied to schools and learners. Systems science can allow us to better manage [...] Read more.

The paper overviews components of neurologic processing efficiencies to develop innovative methodologies and thinking to school-based applications and changes in educational leadership based on sound findings in the cognitive neurosciences applied to schools and learners. Systems science can allow us to better manage classroom-based learning and instruction on the basis of relatively easily evaluated efficiencies or inefficiencies and optimization instead of simply examining achievement. “Medicalizing” the learning process with concepts such as “learning disability” or employing grading methods such as pass-fail does little to aid in understanding the processes that learners employ to acquire, integrate, remember, and apply information learned. The paper endeavors to overview and provided reference to tools that can be employed that allow a better focus on nervous system-based strategic approaches to classroom learning. Full article

(This article belongs to the Special Issue The Brain Goes to School)

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