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Direct linkNurit Viesel-Nordmeyer; Jérôme Prado – npj Science of Learning, 2023
There are large individual differences in arithmetic skills. Although a number of brain-wide association studies have attempted to identify the neural correlates of these individual differences, studies have focused on relatively small sample sizes and have yielded inconsistent results. In the current voxel-based morphometry study, we merged six…
Descriptors: Children, Adolescents, Arithmetic, Skills
Yang Fu; Xiaohui Yan; Jiaqi Mao; Haibin Su; Fan Cao – npj Science of Learning, 2024
Reading difficulty (RD) is associated with phonological deficits; however, it remains unknown whether the phonological deficits are different in children and adults with RD as reflected in foreign speech perception and production. In the current study, using functional Near-infrared spectroscopy (fNIRS), we found less difference between Chinese…
Descriptors: Reading Difficulties, Adults, Children, Brain Hemisphere Functions
Julia M. Rodriguez Buritica; Ben Eppinger; Hauke R. Heekeren; Eveline A. Crone; Anna C. K. van Duijvenvoorde – npj Science of Learning, 2024
Observational learning is essential for the acquisition of new behavior in educational practices and daily life and serves as an important mechanism for human cognitive and social-emotional development. However, we know little about its underlying neurocomputational mechanisms from a developmental perspective. In this study we used model-based…
Descriptors: Observational Learning, Individual Differences, Children, Young Adults
Gaia Olivo; Jonas Persson; Martina Hedenius – npj Science of Learning, 2024
Developmental dyslexia (DD) is defined as difficulties in learning to read even with normal intelligence and adequate educational guidance. Deficits in implicit sequence learning (ISL) abilities have been reported in children with DD. We investigated brain plasticity in a group of 17 children with DD, compared with 18 typically developing (TD)…
Descriptors: Dyslexia, Brain, Children, Training
Paola Zanchi; Emeline Mullier; Eleonora Fornari; Priscille Guerrier de Dumast; Yasser Alemán-Gómez; Jean-Baptiste Ledoux; Roger Beaty; Patric Hagmann; Solange Denervaud – npj Science of Learning, 2024
Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet whether differences in pedagogical experience modulate underlying brain network development is still unknown. In this study, we compared the brain network dynamics of students with different…
Descriptors: Experience, Brain, Children, Adolescents
Lang Chen; Hyesang Chang; Jeremy Rudoler; Eydis Arnardottir; Yuan Zhang; Carlo de los Angeles; Vinod Menon – npj Science of Learning, 2022
Growth mindset, the belief that one's abilities can improve through cognitive effort, is an important psychological construct with broad implications for enabling children to reach their highest potential. However, surprisingly little is known about malleability of growth mindset in response to cognitive interventions in children and its…
Descriptors: Beliefs, Self Efficacy, Cognitive Development, Child Behavior
Linda Romanovska; Roef Janssen; Milene Bonte – npj Science of Learning, 2022
While children are able to name letters fairly quickly, the automatisation of letter-speech sound mappings continues over the first years of reading development. In the current longitudinal fMRI study, we explored developmental changes in cortical responses to letters and speech sounds across 3 yearly measurements in a sample of 18 8-11 year old…
Descriptors: Longitudinal Studies, Phoneme Grapheme Correspondence, Reading Skills, Diagnostic Tests
Stephan E. Vogel; Bert De Smedt – npj Science of Learning, 2021
The development of numerical and arithmetic abilities constitutes a crucial cornerstone in our modern and educated societies. Difficulties to acquire these central skills can lead to severe consequences for an individual's well-being and nation's economy. In the present review, we describe our current broad understanding of the functional and…
Descriptors: Cognitive Ability, Mathematics Skills, Numeracy, Arithmetic
Christian Battista; Tanya M. Evans; Tricia J. Ngoon; Tianwen Chen; Lang Chen; John Kochalka; Vinod Menon – npj Science of Learning, 2018
Cognitive development is thought to depend on the refinement and specialization of functional circuits over time, yet little is known about how this process unfolds over the course of childhood. Here we investigated growth trajectories of functional brain circuits and tested an interactive specialization model of neurocognitive development which…
Descriptors: Brain Hemisphere Functions, Cognitive Development, Children, Longitudinal Studies
Solange Denervaud; Eleonora Fornari; Xiao-Fei Yang; Patric Hagmann; Mary Helen Immordino-Yang; David Sander – npj Science of Learning, 2020
The development of error monitoring is central to learning and academic achievement. However, few studies exist on the neural correlates of children's error monitoring, and no studies have examined its susceptibility to educational influences. Pedagogical methods differ on how they teach children to learn from errors. Here, 32 students (aged 8-12…
Descriptors: Foreign Countries, Error Patterns, Montessori Method, Brain
Miao Li; Jeffrey G. Malins; Mellissa M. C. DeMille; Maureen W. Lovett; Dongnhu T. Truong; Katherine Epstein; Cheryl Lacadie; Chintan Mehta; Joan Bosson-Heenan; Jeffrey R. Gruen; Jan C. Frijters; Richard Boada; Richard Boada; Stephanie Gottwald; Dina Hill; Lisa A. Jacobson; E. Mark Mahone; Erik G. Willcutt; Maryanne Wolf – npj Science of Learning, 2018
Children with poor reading comprehension despite typical word reading skills were examined using neuropsychological, genetic, and neuroimaging data collected from the Genes, Reading and Dyslexia Study of 1432 Hispanic American and African American children. This unexpected poor comprehension was associated with profound deficits in vocabulary,…
Descriptors: Reading Comprehension, Reading Difficulties, Reading Skills, Neuropsychology
