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The FAIR-2 ('Frankfurter Aufmerksamkeitsinventar') is a pen-and-paper test of visual attention in which participants have to search for targets among distractors. For similar pen-and-paper tests of attention (e.g., d2), the repetition of the test causes large improvements in performance that threaten both its (retest) reliability and validity. We investigated the size and possible sources of practice effects in the FAIR-2 in three experiments. In Experiments 1 and 2, participants were tested twice using the original FAIR-2. We compared how performance changed after 2 weeks (Experiment 1) or 3 months (Experiment 2), when the test was repeated (complete repetition), or when targets and distractors changed their roles (test reversal). For Experiment 3, we used self-constructed versions of the FAIR that allowed for a third neutral condition (complete alternation) without any stimulus overlap between the two tests. The complete repetition condition produced strong performance gains (25-35%) that persisted for 3 months. For the complete-alternation condition, we observed small to moderate improvements, suggesting that stimulus-independent learning had occurred in session 1. Finally, performance did not differ between test reversal and complete alternation, therefore, suggesting that improvements in target processing had caused the large improvements in the complete-repetition condition., (© 2021. The Author(s).)

The widespread use of mobile devices and laptops has replaced traditional paper-based learning and the question of how the brain efficiency of digital tablet-based learning differs from that of paper-based learning remains unclear. The purpose of this study was to investigate the difference in brain efficiency for learning between paper-based and digital tablet-based learning by measuring activity in the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Thirty-two subjects were randomly assigned to the paper-based learning or the digital tablet-based learning group. Subjects in each group performed a memory task that required memorizing a three-minute novel (encoding phase) on a paper or digital tablet, followed by a test in which they answered four multiple-choice questions based on the novel's content. To compare both groups, behavioral performance on the test (retrieval phase) and activity in the PFC were measured. As a result, no significant difference in behavioral performance between both groups was observed (p > 0.05). However, the paper-based learning group showed significantly lower activity in the PFC in the encoding phase than the digital tablet-based learning group (p < 0.05) but not in the retrieval phase. The current study demonstrated that brain efficiency in encoding is higher in subjects with paper-based learning than those with digital tablet-based learning. This finding has important implications for education, particularly in terms of the pros and cons of electronic document-based learning. [ABSTRACT FROM AUTHOR]

As part of a large exercise physiology laboratory (lab) reform project, we used blended learning to support graduate teaching assistants and lab technicians in developing their pedagogical knowledge and create an entry point to reflective conversations about teaching and learning. Because self-paced asynchronous online modules can enable reflective and self-determined learning, this asynchronous professional development course is punctuated with reflective questions for the instructional team preparing to teach reformed exercise physiology labs. Asynchronous course content was shared via short videos, podcasts, and readings. We debriefed this self-paced, SoTL-informed course together, in-person. This social debriefing kicked off our weekly synchronous reflective conversations about teaching and learning in a community of practice. Developing a shared language for talking about teaching, enabling student learning, practicing effective teaching, and beginning to contemplate teaching philosophies were described by graduate teaching assistants as notable aspects of this blended learning journey. Lab technicians described discovering SoTL and discussing learning challenges as helpful to their teaching. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

As information and communication (ICT) has grown rapidly, there are many forms of technology provided to support and facilitate the teaching and learning process. Game-based learning these days has been growing interest. It is not only purposed for the teaching-learning media but also for the assessing phase. Quizizz is one of game-based learning platforms offering multiple tools to assess the students’ learning progress. It provides Paper-mode quizzes using printable or a quick-response code. In this research, the researcher deals with utilizing Paper-mode Quizizz for formative assessment in English teaching and learning. This research is a case study with qualitative data conducted at SMP SSA Negeri Kloposawit 1 Candipuro involving 41 students from 8A and 8C as the research participants. Further, to obtain the students’ perceptions, the researcher collects the data through interviews. The result indicates that most students show positive perceptiveness in utilizing Paper-mode Quizizz for formative assessment in teaching and learning English. It is stated that Paper-mode Quizizz is easy to use, enjoyable, fun, challenging, and very interesting. The students only show and rotate the answer, and the teacher will scan the code cards to display the real-time results. In addition, this makes students more motivated to have a test using Paper-mode Quizizz. To sum up, Paper-mode Quizizz is an effective-alternative platform to use for formative assessment in English teaching and learning.

Background: Taking notes during learning has benefits both during class (through writing things down to encode information) and after class (by using written notes as external storage for revision). Comparisons of note‐taking methods (i.e., using paper or a computer) have mainly shown that paper leads to better learning. However, previous studies have mostly been conducted in laboratory contexts. Aims: The current study investigates university students' perceptions of the efficacity of their own preferred note‐taking method, along with the strategies they employ. Sample: Data were collected from 108 university students. Methods: Students answered a questionnaire about their note‐taking strategies during initial note‐taking (in class) and revision (after class). Results: The results show that students who take notes on paper do not consider their method to be more effective, but they report engaging in more reformulation and less multitasking. Students who take notes on a computer are more likely to reformat their notes, and thus to reformulate at a later stage. For all students, review sheets are mostly done on paper. Conclusions: These results suggest that although students are not necessarily aware of the benefits of reformulation associated with handwriting on paper during initial note‐taking, when revising, they tend to choose handwriting and benefit from reformulation when aiming for deeper processing. Therefore, revision activities remain mainly paper‐based. [ABSTRACT FROM AUTHOR]

The article explores the intersection of drama and academic learning, showcasing a playful narrative where a detective tackles the disappearance of a research paper on drama in literacy education. It mentions that this engaging storyline delves into the potential benefits of incorporating drama activities into education, highlighting the positive impact on literacy outcomes.

This study compared syntactic complexity between undergraduate students' research papers and published research papers. A 2 (Groups: experts, students) × 4 (Sections: introduction, methods, results, discussions) mixed factorial analysis of variance (ANOVA) was conducted on each of the following variables: T-unit length, clause density, the frequencies of adverbial clauses, relative clauses, and nominal clauses. The analyses showed there were longer T-units and fewer adverbial clauses in the published papers than in the student papers. Section effects were robust. Qualitative analyses were further conducted to reveal how the student research paper is different from the published papers syntactically. Implications for education were discussed. [ABSTRACT FROM AUTHOR]

Background: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper. Methods: The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback. Results: The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations. Conclusion: The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery. [ABSTRACT FROM AUTHOR]

To investigate if a written guide or augmented reality (AR) guide improves free recall of diversified chiropractic adjusting technique and to capture participants' impressions of the study in a poststudy questionnaire. Thirty-eight chiropractic students were evaluated for diversified listing (a nomenclature denoting vertebral malposition and correction) recall, pre-AR and post-AR, or written guide review. The vertebral segments used were C7 and T6. Two randomized groups reviewed an original course written guide (n = 18) or a new AR guide (n = 20). A Wilcoxon-Mann-Whitney (C7) and t test (T6) compared group differences in reevaluation scores. A poststudy questionnaire was given to capture participants' impressions of the study. Both groups showed no significant differences in free recall scores after reviewing the guides for C7 or T6. The poststudy questionnaire suggested a number of strategies could be used to improve current teaching material such as more detail in the written guides and organizing content into smaller blocks. Use of an AR or written guide does not seem to change participants' free recall ability when used to review diversified technique listings. The poststudy questionnaire was useful to identify strategies to improve currently used teaching material. [ABSTRACT FROM AUTHOR]

Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.

A systematic literature review (SLR) of seven papers written between 2015 and 2021 explored the educational experiences of learners with dyslexia in mainstream schools in England from an ecosystemic perspective and how to improve the situation. The analysis employed keywords for database searches and followed the PRISMA flow protocol. It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole-school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience., (© 2024 The Author(s). Dyslexia published by John Wiley & Sons Ltd.)

Gestures-hand movements that accompany speech and express ideas-can help children learn how to solve problems, flexibly generalize learning to novel problem-solving contexts, and retain what they have learned. But does it matter who is doing the gesturing? We know that producing gesture leads to better comprehension of a message than watching someone else produce gesture. But we do not know how producing versus observing gesture impacts deeper learning outcomes such as generalization and retention across time. Moreover, not all children benefit equally from gesture instruction, suggesting that there are individual differences that may play a role in who learns from gesture. Here, we consider two factors that might impact whether gesture leads to learning, generalization, and retention after mathematical instruction: (1) whether children see gesture or do gesture and (2) whether a child spontaneously gestures before instruction when explaining their problem-solving reasoning. For children who spontaneously gestured before instruction, both doing and seeing gesture led to better generalization and retention of the knowledge gained than a comparison manipulative action. For children who did not spontaneously gesture before instruction, doing gesture was less effective than the comparison action for learning, generalization, and retention. Importantly, this learning deficit was specific to gesture, as these children did benefit from doing the comparison manipulative action. Our findings are the first evidence that a child's use of a particular representational format for communication (gesture) directly predicts that child's propensity to learn from using the same representational format., (© 2024 Cognitive Science Society LLC.)

The widespread use of mobile devices and laptops has replaced traditional paper-based learning and the question of how the brain efficiency of digital tablet-based learning differs from that of paper-based learning remains unclear. The purpose of this study was to investigate the difference in brain efficiency for learning between paper-based and digital tablet-based learning by measuring activity in the prefrontal cortex (PFC) using functional near-infrared spectroscopy. Thirty-two subjects were randomly assigned to the paper-based learning or the digital tablet-based learning group. Subjects in each group performed a memory task that required memorizing a three-minute novel (encoding phase) on a paper or digital tablet, followed by a test in which they answered four multiple-choice questions based on the novel’s content. To compare both groups, behavioral performance on the test (retrieval phase) and activity in the PFC were measured. As a result, no significant difference in behavioral performance between both groups was observed (p > 0.05). However, the paper-based learning group showed significantly lower activity in the PFC in the encoding phase than the digital tablet-based learning group (p < 0.05) but not in the retrieval phase. The current study demonstrated that brain efficiency in encoding is higher in subjects with paper-based learning than those with digital tablet-based learning. This finding has important implications for education, particularly in terms of the pros and cons of electronic document-based learning.

A variety of real-world situations take the form of repeated principal-agent problems with binary evaluation. I evaluate the principal's optimal evaluation effort and quality threshold for acceptance in the setting of dynamic agency with binary evaluation, focusing specifically on the evaluation by a top academic journal of papers submitted by economists. In the baseline model, the journal should statistically discriminate in favour of high-status economists, by setting an acceptance threshold that declines with their prior estimate of the economist's quality, while evaluation effort should likely increase with perceived author quality, as this provides incentives for authors to exert more effort, which is particularly valuable from the highest-quality authors. However, if a first good publication is more valuable than subsequent publications by the same economist, acceptance thresholds will tend to increase after publication success, relative to the threshold that would have followed a rejection. • Considers repeated principal-agent problem with binary evaluation. • Specifically, evaluation by a top academic journal of papers submitted by economists. • Journal should statistically discriminate in favour of high-status economists. • Acceptance threshold declines with prior estimate of economist's quality. • But threshold could increase after publication if first publication is most valuable. [ABSTRACT FROM AUTHOR]

Interpreting a seemingly simple function word like "or," "behind," or "more" can require logical, numerical, and relational reasoning. How are such words learned by children? Prior acquisition theories have often relied on positing a foundation of innate knowledge. Yet recent neural-network-based visual question answering models apparently can learn to use function words as part of answering questions about complex visual scenes. In this paper, we study what these models learn about function words, in the hope of better understanding how the meanings of these words can be learned by both models and children. We show that recurrent models trained on visually grounded language learn gradient semantics for function words requiring spatial and numerical reasoning. Furthermore, we find that these models can learn the meanings of logical connectives and and or without any prior knowledge of logical reasoning as well as early evidence that they are sensitive to alternative expressions when interpreting language. Finally, we show that word learning difficulty is dependent on the frequency of models' input. Our findings offer proof-of-concept evidence that it is possible to learn the nuanced interpretations of function words in a visually grounded context by using non-symbolic general statistical learning algorithms, without any prior knowledge of linguistic meaning., (© 2024 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

Background: Self-related information is difficult to ignore and forget, which brings valuable implications for educational practice. Self-referential encoding techniques involve integrating self-referencing cues during the processing of learning material. However, the evidence base and effective implementation boundaries for these techniques in teaching and learning remain uncertain due to research variability., Aims: The present meta-analysis aims to quantitatively synthesize the results from studies applying self-referential encoding techniques in education., Methods: The analysis was based on data from 20 independent samples, including 1082 students from 13 primary studies identified through a systematic literature search., Results: Results from random effect models show that incorporating self-referential encoding techniques improved learning (g = .40, 95% CI [.18, .62]). Subgroup analysis showed that the valence of learning material serves as a significant boundary condition for this strategy. The students' cohorts, types of learning materials, and research context did not moderate the effect sizes., Conclusions: Our results suggest that incorporating self-referential encoding techniques on negative materials shows an aversive effect. Overall, there is a universal benefit to using self-referential encoding techniques as an appropriate design guideline in educational contexts. Implications for teaching practice and future directions are discussed. Further studies are needed to investigate the effectiveness in more diverse educational and teaching situations., (© 2023 British Psychological Society.)

Background: Phenomenography emerged from pedagogy to examine the qualitatively different ways that individuals experience and perceive the same phenomenon. Despite its uniqueness, the uptake of phenomenography in nursing research is still limited. Potentially, this may be related to confusion regarding what the design is about, its philosophical underpinnings and how distinct it is from other qualitative designs., Objectives: To offer a better understanding of phenomenography by comparing it with other established qualitative research designs, examining its theoretical foundations, highlighting some studies that have employed the approach in nursing and offering methodological guidance to improve its uptake in nursing., Design: Discussion paper., Findings: Compared to the traditional qualitative designs employed in nursing, phenomenography has been utilized in fewer studies. The ontological, epistemological and methodological basis of phenomenography highlights it as a distinct design. The strength of phenomenography lies in its emphasis on understanding the collective variations between participants and presenting these holistically as an 'outcome space'., Discussion: Phenomenography is a distinct qualitative research approach that presents a unique opportunity for nursing to further its use. Issues regarding bracketing, the inclusion of phenomenography studies in qualitative meta-synthesis and employing a hermeneutic approach to phenomenography are avenues for further work in nursing., Patient and Public Contribution: No patient or public contribution., (© 2023 John Wiley & Sons Ltd.)

This is the first article in a new series designed to provide readers with insight into educating nurses about evidence-based decision-making. It builds on AJN's award-winning previous series-Evidence-Based Practice, Step by Step and EBP 2.0: Implementing and Sustaining Change (to access both series, go to http://links.lww.com/AJN/A133). This follow-up series will address how to teach and facilitate learning about the evidence-based practice (EBP) and quality improvement (QI) processes and how they impact health care quality. This series is relevant for all nurses interested in EBP and QI, especially DNP faculty and students. The brief case scenario included in each article describes one DNP student's journey., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

This paper presents two studies in which a peer-assisted learning condition was compared to an individual learning condition. The first study used the paired-associates learning task and the second study used an incrementally more complex task-the remote associate test. Participants in the peer-assisted learning condition worked in groups of four. They had to solve a given problem individually and give a first answer before being able to request to see their peers' solutions; then, a second answer was issued. After six sessions of peer-assisted practice, a final individual test was administered. Peer interaction was found to benefit learning in both studies but the benefit transferred to the final test only in the second study. Fine-grained behavioral analyses and computational modeling suggested that the benefits of peer interaction were (partially) offset by its costs, particularly increased cognitive load and error exposure. Overall, the superiority of peer-assisted learning over individual learning was more pronounced in the more complex task and for the more difficult problems in that task., (© 2023 The Authors. Topics in Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society.)

In "Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700–1830," Matthew Daniel Eddy explores student notebooks from Enlightenment Scotland, arguing that they functioned as "paper machines" that facilitated cognitive processing and knowledge management. Eddy's study is based on extensive archival material collected from various sources in Scotland. He situates the notekeepers and their practices within the broader social, intellectual, and cultural processes of the eighteenth century, contributing to our understanding of the popular Enlightenment. Eddy's analysis offers valuable insight into how student notebooks aided a dynamic learning process, reframing them as interactive technologies that facilitated learning, agency, and reasoning. [Extracted from the article]

This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent-child engagement at age two predicted children's mathematical skills at age four and six (small-to-medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes., (© 2023 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.)

Engineering ethics is a required aspect of accredited ABET programs, but there is widespread variation in how ethics is taught, to what ends, and how those ends are assessed. This variation makes it challenging to identify practices for teaching ethics to engineers aligned with extant practices in the field. In this study, we revise a recent coding framework by reviewing exemplary engineering ethics programs recognized by the National Academy of Engineering in 2016, or what we refer to as "exemplars." We pursue two primary objectives: (1) To apply and revise a prior coding framework to codify ethics learning objectives, instructional strategies, and assessment strategies in engineering education; and (2) To use the revised coding framework to identify trends in learning objectives, instructional strategies, and assessment strategies of NAE exemplars. We employ systemic review procedures to update the coding framework using 24 of 25 exemplars as a data source. The updated framework includes four primary categories associated with learning objectives, instructional strategies, assessment data collection strategies, and assessment design characteristics. Results indicate that ethical sensitivity or awareness was present in every exemplar as a learning objective, often alongside ethical reasoning-based learning objectives and the formation of professional skills. Exemplars employed numerous instructional strategies in tandem, as we coded eight out of 18 instructional strategies among at least half of the exemplars. Assignments/homework and summative reflections were the most oft-used sources of assessment data. Due to our challenges in coding assessment approaches, we offer practical suggestions for assessing engineering ethics instruction which are based on many of our coding discussions. We hope that this coding framework, the results classifying exemplary features of the NAE programs, and our practical suggestions can guide future instructors as they design, classify, assess, and report their approaches to engineering ethics education., (© 2023. This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply.)

This study shed light on the effects of four modes of vocabulary instruction, i.e., extended audio glossing, lexical inferencing, lexical translation, and frequency manipulation of input on the learning of lexical collocations by Iranian intermediate EFL learners. In so doing, 80 L1 Persian EFL students were divided into four 20-participant comparison groups: Lexical Inferencing (LI), Extended Audio Glossing (EAG), Frequency Manipulation of Input (FM), and the Lexical Translation group (LT). LI, EAG, FM, and LT were treated through lexical inferencing, extended audio glossing, skewed frequency of input, and lexical translation techniques, respectively. The participants were pretested and posttested through a piloted multiple-choice lexical collocation test and instructed for ten instructional sessions. The results of the data, analyzed through repeated measures ANCOVA, showed that all the techniques examined in this study were effective on learners' achievement in lexical collocations. Comparatively, FM treated through frequency manipulation of input, significantly outperformed the other groups in lexical collocation improvement. The ANCOVA results and paired comparisons also indicated that EAG had the least achievement in lexical collocation compared to the other three groups. These results can hopefully inform language teachers, learners, and syllabus designers., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Background: Computer programming, the process of designing, writing, and testing executable computer code, is an essential skill in numerous fields. A description of the neural structures engaged and modified during programming skill acquisition could help improve training programs and provide clues to the neural substrates underlying the acquisition of related skills., Methods: Fourteen female university students without prior computer programing experience were examined by functional magnetic resonance imaging (fMRI) during the early and late stages of a 5-month 'Computer Processing' course. Brain regions involved in task performance and learning were identified by comparing responses to programming and control tasks during the early and late stages., Results: The accuracy of performing a programming task was significantly improved during the late stage. Various regions of the frontal, temporal, parietal, and occipital cortex as well as several subcortical structures (caudate nuclei and cerebellum) were activated during programming tasks. Brain activity in the right inferior frontal gyrus was greater during the late stage and significantly correlated with improved task performance. Although the left inferior frontal gyrus was also highly active during the programming task, there were no learning-induced changes in activity or a significant correlation between activity and improved task performances., Conclusion: Computer programming learning among novices induces functional neuroplasticity within the right inferior frontal gyrus but not the left inferior gyrus (Broca's area)., (© 2023. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Capacities for abstract thinking and problem-solving are central to human cognition. Processes of abstraction allow the transfer of experiences and knowledge between contexts helping us make informed decisions in new or changing contexts. While we are often inclined to relate such reasoning capacities to individual minds and brains, they may in fact be contingent on human-specific modes of collaboration, dialogue, and shared attention. In an experimental study, we test the hypothesis that social interaction enhances cognitive processes of rule-induction, which in turn improves problem-solving performance. Through three sessions of increasing complexity, individuals and groups were presented with a problem-solving task requiring them to categorize a set of visual stimuli. To assess the character of participants' problem representations, after each training session, they were presented with a transfer task involving stimuli that differed in appearance, but shared relations among features with the training set. Besides, we compared participants' categorization behaviors to simulated agents relying on exemplar learning. We found that groups performed superior to individuals and agents in the training sessions and were more likely to correctly generalize their observations in the transfer phase, especially in the high complexity session, suggesting that groups more effectively induced underlying categorization rules from the stimuli than individuals and agents. Crucially, variation in performance among groups was predicted by semantic diversity in members' dialogical contributions, suggesting a link between social interaction, cognitive diversity, and abstraction., (© 2023 The Authors. Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

The article presents the discussion on National and state level curriculum documents showing attention talking for learning as well as a demonstration of learning. Topics include British education system giving rise to major reports addressing across time and the need for greater attention to oral language; and texts being used for drawing students' attention to the writer's craft and making explicit students using models for the own writing.

People learn language variation through exposure to linguistic interactions. The way we take part in these interactions is shaped by our lexical representations, the mechanisms of language processing, and the social context. Existing work has looked at how we learn and store variation in the ambient language. How this is mediated by the social context is less understood. We report on the results of an innovative experimental battery designed to test how learning variation is affected by a variable's social indexicality. Hungarian native speakers played a co-operative game involving verb nonwords. These were built on existing inflectional variation in Hungarian. Participant behavior shifted in response to an automated co-player's preferences, and this reflected a change in the overall lexical patterns of the players, affected by the particular verbs introduced by the co-player. Patterns persisted in subsequent testing. Learning was similar for variables with or without social meaning. Results show that participants can learn and retain a range of variable morphological patterns in a simulated interaction. Participants seem to have equal capacity to pick up variables with and without social meaning. This suggests that the social meaning of a pattern does not clearly constrain learning morphological variation and becomes relevant downstream in learning., (© 2024 The Author(s). Cognitive Science published by Wiley Periodicals LLC on behalf of Cognitive Science Society (CSS).)

In the past, research on the cognitive neural mechanism of second language (L2) learners' processing time information has focused on Indo-European languages. It has also focused on the temporal category expressed by morphological changes. However, there has been a lack of research on L2 learners' various time coding means, especially for Mandarin, which lacks morphological changes. Using event-related potentials (ERPs), we investigated the cognitive neural mechanism of L2 learners with native Indonesian background in processing two time coding means (time adverbs and aspect markers) in Chinese. Indonesian has time adverb encoding time information similar to that of Chinese, but there are no aspect markers similar to Chinese in Indonesian. We measured ERPs time locked to the time adverb " (cengjing)" and the aspect marker "verb + (verb + guo)" in two different conditions, i.e., a control condition (the correct sentence) and a temporal information violation. The experimental results showed that the native speaker group induced the biphasic N400-P600 effect under the condition of time adverb violation, and induced P600 under the condition of the aspect marker "verb + (verb + guo)" violation. Indonesian L2 learners of Chinese only elicited P600 for the violation of time adverbs, and there was no statistically significant N400 similar to that of Chinese native speakers. In the case of aspect marker violation, we observed no significant ERPs component for the Indonesian L2 learners of Chinese. Both groups of subjects induced elicited a widely distributed and sustained negativity on the post-critical words after "verb + (verb + guo)" and "(cengjing)". This showed that the neural mechanism of Indonesian L2 learners of Chinese processing Chinese time coding differs from that of Chinese native speakers., (© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

A popular preprint server, bioRxiv, is important as a tool for increased visibility for life science research. If used properly, however, bioRxiv can also be an important tool for training, as it may expose trainees (degree-seeking students undertaking research or internships directly related to their field of study) to the peer review process. Here, we offer a comprehensive guide to using bioRxiv as a training tool, as well as offer suggestions for improvements in bioRxiv, including confusion that may be caused by bioRxiv articles appearing on PubMed., (© 2024 The Authors. Journal of Cellular Physiology published by Wiley Periodicals LLC.)

This paper examines the significance of parental involvement in early childhood education, with a specific focus on the cultural practices and values of Korean American parents and children in schools in the United States (US). It discusses the critical issue of the learning gap among different ethnic and racial groups and how, through the recognition and integration of various cultural beliefs and values, educators can help parents to close this gap. The paper focuses specifically on Korean American children and their parental involvement in the US through the lens of the "figured worlds" approach, in order to better understand differences in educational practices and to support the success of all diverse groups of children in the learning process in American schools.

Over the last few years, technology has offered new ways of teaching and learning. Accordingly, educational systems are adopting what technology has purveyed to education. The abrupt upsurge of the COVID-19 pandemic also expedited this employment and impelled educational systems to shift to online teaching and learning. Consequently, the offline and paper-based mode of testing has been being replaced with the online and remote mode. Whether the testing mode itself, in its nature, affects the use of reading comprehension strategies and whether learners follow the same patterns of strategies during offline and online reading comprehension tests have not been paid enough attention by scholars, and the findings of few studies in this regard in the literature are also disparate. Thus, the present paper investigated and compared the use of strategies and their patterns of use in offline and online reading comprehension testing. The quantitative analysis of the data revealed that learners apply reading comprehension strategies more in the offline testing mode although they employ the same patterns of strategies in offline and online reading comprehension testing. The qualitative phase of the study uncovered the reasons. That is learners' perception, shaped by their experience and familiarization with the mode of testing; individual differences; washback and reverse washback effects; and affective and emotional factors, yields this difference. Implications and suggestions for future research are also discussed.

This paper discusses a sustained effort to introduce and make richer educational development opportunities for colleagues in Slovakia: a community that has common experiences, needs, expectations, access to opportunity and social interactions that follow mutual interest. In this paper, I reflect on the challenges and lessons learnt over two decades while I worked with teachers, educational developers and students taking a community-based, transformation-oriented, and needs-based approach. Over time, this resulted in expanding the community and offering it a broader range of services. The article concludes with four recommendations for those taking community-based approach, including cultivating trust and nurturing hope within the community.

As educational systems design and build new spaces aimed for learning in the digital age, small group configurations around large screens have become a highly popular spatial feature in classrooms and libraries. In this paper, we introduce the idea of intermediate indexing as occurring in the space between the knot of intertwined resources at the fine-grained level of interactions and the public knowledge building effort at the community level. Arguing that these intermediate processes occur in these configurations, we explored a classroom community that studied within a learning space designed to support knowledge building between individuals, small groups, and the community. In this paper, we report on our interaction analysis of a small group of students around a large screen as they negotiate a set of ideas that they want to make public to their community. The results of this study elucidate how collective monitoring of artifacts and documents, inclusive participation structures, and fluid turn-taking transitions in these configurations ultimately contribute to the knowledge building effort.

An alternative to insert history of science (HS) in teacher formation programs is the use of concept maps (CM), which may be very useful to represent the historical elaboration dimension of science concepts, laws, and principles. This paper presents the results of a study that identifies the conceptions of pre-service physics teachers about the relationships between CM hierarchical organization and knowledge elaboration in HS. In the first stage of the research, the content analysis methodology was used to analyze and categorize the students' answers to questions concerning the relationships between CM hierarchical organization and HS. In the second stage, the answers of a different group of pre-service teachers were analyzed concerning the level of agreement with the categories previously elaborated. The students associated CM hierarchical organization with knowledge improvement, elucidation of the importance level of the concepts, and the relationships between more general and more specific contents. We point out that the use of CM in HS subjects may contribute to the pre-service teachers associating HS concepts not in a chronological way, but in hierarchical order, from the most general to the most specific ones.

There has been a call to amplify the scholarship of teaching and learning (SoTL) and expand its reach by engaging with audiences outside the academy. In this paper, we share our journey in crossing disciplinary boundaries and creating a SoTL-informed infographic for public consumption. As the field of SoTL continues to evolve, infographics hold tremendous potential to communicate SoTL to various stakeholders, including educators, students, administrators, policymakers, and the public. We outline best practices in infographic development and the potential of infographics as a tool for taking SoTL public, emphasizing their visual appeal and effectiveness in conveying complex information. We conclude by discussing the implications of using infographics to advance SoTL communication. The efforts of our group serve as a valuable example of how infographics can be used to bring SoTL knowledge out of academia and into the public domain.

Objective: Innovative teaching strategies such as case-based learning and hands-on training are more and more integrated into undergraduate veterinary teaching. Nevertheless, it can be assumed that lectures still play an important role in many vet schools. Nowadays, however, lectures are questioned to be motivating and engaging enough for a long-lasting learning retention. In this context, we compared acceptance and learning outcome of the teaching methods reading, writing, and listening to a presentation., Material and Methods: In structured settings based on a cross-over design, 151 students in their fifth year attending a 2-weeks clinical rotation at the Clinic for Animal Reproduction were asked to read papers, listen to a presentation by a lecturer, and to write a summary in group work. Each task dealt with 1 of 3 topics from the field of animal reproduction. A week later, the students were asked to complete a multiple-choice test and an evaluation form. The test contained questions about each of the covered topics as well as a fourth topic, which was not taught in context of this project to assess the students' prior knowledge., Results: The results revealed that writing a summary in group work led to the best learning outcome, but it cannot be ruled out that learning success may have depended to a large extent on group work. Furthermore, the results did not differ significantly from the second-best teaching method listening to a presentation. The teaching method students preferred most was the lecture, followed by reading papers and writing a summary., Conclusions: We conclude that presentations by lecturers are still an important teaching method but can be complemented by writing tasks, which may be used in specific settings as a possible way to improve learning outcome in veterinary education., Conclusion for Practice: Our project supports the assumption that more active, student-centered learning approaches such as writing summaries can lead to more engagement and a better learning retention. In addition, training writing skills is important because clinical reports and other written communication are relevant parts of daily veterinary routine., Competing Interests: The authors declare that they have no competing interests.The authors gratefully thank the participants of the study. In addition, we thank the staff of the Clinic for Animal Reproduction as well as the students attending the clinical rotation in 2014 who discussed this project with us and helped to develop the teaching material and the evaluation forms., (Thieme. All rights reserved.)

Around the middle of the last century, the prevailing psychological paradigm of behaviourism was challenged by what is now known as the cognitive revolution. Behaviourists viewed learning as changes in patterns of behaviour through reinforcement. By contrast, advocates of the cognitive approach argued that such behavioural changes were outward manifestations of computational operations on mental representations. Here we consider the current state of the cognitive revolution, focusing on the two most contentious issues in the debate: language and learning. The cognitive approach has proved to be extremely fruitful in both fields. Although contemporary learning theory has almost completely embraced the cognitive approach, the study of language has witnessed a clear empiricist trend to revert back to a kind of neo-behaviourism. Many contemporary authors contend that language is a means of communication that is learned solely through the observation of external events, and culturally transmitted to successive generations. Here, we argue that learning and language can only be properly understood from a cognitive perspective, where the mind is conceived of as a biologically underpinned computational system. As is the case in learning theory, there is abundant evidence showing that language is subserved by an autonomous cognitive system in the mind. We conclude that the cognitive revolution has fundamentally changed our understanding of the mind., (© 2023 The Authors. Biological Reviews published by John Wiley & Sons Ltd on behalf of Cambridge Philosophical Society.)

Purpose: The Listen to Learn for Life (L3) Assessment Framework is a framework that outlines how to systematically assess the links between the classroom environment, listening, learning and well-being. The purpose of this paper is to review the published literature to understand what is known about the characterisation of activity component of the L3 Assessment Framework and determine what is not known and needs to be investigated in future research. Design/methodology/approach: Literature reviews (Web searches for systematic, scoping or general reviews; scoping reviews following the preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews protocol; and extended Web searches) were conducted to characterise lecture, group work and independent work activities in terms of the perceptual setting, source degradation and transmission degradation. Findings: Most research that has been conducted is for classrooms in general and does not specify results specifically for lecture, group work and independent work, which is important for understanding how the learning environment changes with the different activities. What is known about the lecture, group work and independent work activities are discussed; however, it is noted that this often comes from only a few studies. Future research areas to contribute to this literature as well as fill current research gaps are proposed. Originality/value: To the best of the authors' knowledge, this paper is the first review paper to synthesize previous research characterising the classroom environment for different activities using the L3 Assessment Framework. It provides an analysis of the limitations of existing literature and proposes future research to help fill in these gaps. [ABSTRACT FROM AUTHOR]