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Recent advances in educational neuroscience research underscore the need for a comprehensive analysis of articles in this field; such scrutiny can elucidate the practical implications of neuroscience findings in education and illuminate future research directions. The purpose of this study was to conduct a descriptive content analysis of articles published in the field of educational neuroscience. The data collected through the Educational Neuroscience Articles Classification Form were analyzed via content analysis. The diversity of research in the field of educational neuroscience and the growth in the number of studies in recent years demonstrate that this discipline represents a comprehensive and potentially effective field. In addition, developing concrete suggestions for practice strengthens the integration of educational neuroscience into educational practices. Furthermore, future research needs to focus more on converting theoretical knowledge into practical applications and assessing the impact of these applications. Moreover, increasing interdisciplinary cooperations is crucial for educational neuroscience to realize its full potential. Finally, further studies conducted through mixed methods and qualitative research methods provide a more comprehensive and in-depth understanding of educational neuroscience. On the other hand, the following recommendations have been made based on these insights: applied research studies can be conducted to directly integrate neuroscientific findings into educational practices. In addition, cooperation among educational scientists, neuroscientists, and researchers in the field of psychology can make the integration of neuroscientific findings into educational practices more efficient. Last but not least, research conducted through qualitative and mixed methods provides a more comprehensive and in-depth understanding of educational neuroscience.

This research aims to: 1) Develop an effective Brain-Based Learning (BBL) plan combined with skill practice exercises for Grade 10 students, achieving a performance criterion of 70/70; 2) Compare the learning outcomes in elementary logic before and after implementing the BBL approach combined with skill practice exercises for Grade 10 students; 3) Study the satisfaction level of students towards the BBL approach combined with skill practice exercises for Grade 10 students. The sample group consisted of 39 students from Grade 10 room 4 in the first semester of the 2023 academic year, selected through purposive sampling. Research tools included a learning management plan, an achievement test, skill practice exercises, and a satisfaction questionnaire. Data were analyzed using percentages, mean, standard deviation, and dependent samples t-test. The research found that: 1) The BBL-based learning management plan for elementary logic for Grade 10 students was effective, with performance levels of 95.69/81.28, exceeding the set criterion of 70/70; 2) The academic achievement of students who underwent the BBL-based learning in elementary logic for Grade 10 students significantly improved post-learning, at a 0.05 level of statistical significance; 3) Students were highly satisfied with the BBL-based learning approach combined with skill practice exercises in elementary logic for Grade 10 students, with a mean satisfaction score of 4.86.

Through signs and symbols, language serves as a means of expressing ideas and sentiments. These signs and symbols are used to encode and decode the information. The world has many different languages in use. As their first language, a baby learns their mother tongue. From birth, he or she is exposed to this language. Any additional language that is learned or acquired is referred to as a second language. There are two definitions of SLA, which stands for second language acquisition. It is a term that is generally used to describe learning a second language. To be more explicit, it is the name of the theory that outlines how individuals learn a second language. As we focus on speaking, this largely unconscious process happens. It is comparable to the acquisition of a second language, which explains how formal language teaching helps us acquire languages more deliberately. The ideas that the teacher can create communication contexts that support language learning, that language learning progresses naturally, that affective filters exist that hinder language learning, especially for adults, and that input is of utmost importance are all implications for the language classroom. This study aims to investigate the impact of language training on young children's language acquisition. The technique is qualitative and draws its methods from literature reviews.

This article delves into the ongoing debate surrounding the role of age in second language acquisition, examining developments over the past three decades and highlighting contentious issues. We argue that the commonly held belief in age's pivotal role is frequently contradicted by empirical evidence. Additionally, we examine the agerelated debate with respect to foreign language teaching. A brief review is provided on advances in neuroscientific techniques, which show that the adult brain retains substantial plasticity for language learning, followed by a discussion of these findings in relation to lifelong language learning. Finally, we turn to Complex Dynamic Systems Theory, which offers a dynamic perspective that emphasizes the evolving interplay of age, context, and individual factors, pointing to the need for more qualitative research.

The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.

The authors compare pretend play and executive function both in preschool children with an acquired brain injury and in neurotypical preschool children. They find the ability to produce logical, sequenced pretend play actions and object substitutions in play correlates strongly with executive function ability in both groups, and working memory emerges in their study as the most reliable predictor of pretend play in both groups of children. Their investigation highlights the need to include pretend play in rehabilitating children with brain injuries and the importance of pretend play for developing executive function in all children.

The prediction of physical ability is a key point to understand the physical training effect of college students. This paper uses the error Back Propagation neural network algorithms to investigate the college students' physical test results, and predicts the future trends of the results. The findings indicate that, in future ten years, the physical test grades of both men and women will slip to a certain extent. It implies that the indicators of speed, power, endurance level and physical strength of college students keep going down. This phenomenon should be paid attention to. It is necessary to strength the exercise consciousness, and stimulates the enthusiasm of students' exercise.

Parents play a vital role in supporting children with learning disabilities, but little is known about their understanding of this diagnosis. The experiences of parents with the diagnostic process and the services their children receive post-diagnosis vary widely. Parents who participated in this study reported that they understand learning disabilities broadly but not their underlying neurobiology. Those who noted understanding the neurobiology indicated that it helped them better support their child, and those who did not understand it wanted to learn more. Parents generally noted that their children received less support during COVID-19 and that they had to seek more private services in order to support their child's academic progress, which caused additional strain on families. Finally, parents reported that having a child with a learning disability negatively affected their mental health, especially when parents feel like they have had to advocate strongly for their child to receive services.

Concussions are an important issue facing the short- and long-term health of athletes. News media play an important role in shaping public perceptions of concussions. However, such coverage often provides inaccurate information, disinformation, and/or trivializes concussions. To address the problem, the Concussion Legacy Foundation (CLF) provides workshops to teach journalists to responsibly report about concussions during live and post-competition coverage. Spearheaded by journalism instructors, the present study tested the effectiveness of the workshops through an experiment with 90 college journalism students. Students who completed the training showed improvement in scores on a "concussion in sport" literacy exam. They also performed better on the examination than students in a control condition. Results suggest the training is effective and could be standardized for those studying to work in the field of sports journalism.

Background: Despite the increased risk for people with an intellectual disability developing dementia, post-diagnostic psychosocial supports such as cognitive stimulation therapy (CST) are not routinely offered and there is limited research examining this intervention with people with intellectual disabilities. The aim of this study was to explore the feasibility of CST for older adults with intellectual disability to support active ageing. Methods: Five client participants attended a 14-session CST group and four staff attended a focus group. Reflexive thematic analysis was used to investigate the client and staff narratives. Results: Three key themes were generated--(1) Brain Health, (2) Connecting with others, and (3) Barriers and Enablers. Conclusion: Findings indicated the suitability of CST as a way of supporting active ageing for older adults with intellectual disability. This study adds to the growing knowledge about service provision for older adults and their changing needs as they age and identifies clinical implications such as staff training to support intervention adherence.

Purpose: Little is known about the relationship between discourse comprehension and production in traumatic brain injury (TBI), especially for spoken language. This study examined to what extent narrative discourse comprehension accounts for narrative discourse production outcomes (story grammar, story completeness). A secondary aim was to provisionally test an assumption of a discourse model, the structure building framework (SBF), that discourse comprehension and production share cognitive processes by investigating the strength of the relationship between them. Method: Twenty-one individuals with TBI completed story comprehension and story retelling tasks. Discourse measures included the Discourse Comprehension Test, a picture story comprehension task, story grammar, and story completeness. Correlational and multiple regression analyses were performed using comprehension measures as predictors for production measures. Results: There were significant moderate-to-large correlations between all comprehension and production measures. Comprehension measures approached but did not reach significance for predicting story grammar performance but strongly predicted story completeness outcomes. Conclusions: The story comprehension measures likely tapped content aspects of discourse more so than organization. Results provided support for a link between content-focused discourse comprehension measures and discourse production outcomes, which may have clinical implications for approaches to discourse intervention. Findings were interpreted as providing preliminary support for the SBF's claim that discourse production deploys the same processes involved in discourse comprehension.

Despite the recognized importance of addressing belief bias in critical thinking, little is known about the neural activity underlying belief-bias reasoning and its connection to critical thinking. The study utilized event-related potentials (ERPs) to examine the neural responses during belief-bias reasoning and explored the extent to which these ERPs explained individual differences in critical thinking. A sample of university students (N = 72) participated in a belief-bias syllogistic reasoning task while their electroencephalographic data were recorded. The task manipulated conflicts between belief and logic within each syllogism. Additionally, participants completed established tests to assess their critical thinking. Our findings revealed that participants with high levels of critical thinking exhibited larger amplitudes of the P600 and late positive component (LPC), indicating enhanced syntactic analysis and relation integration. Moreover, those with high levels of critical thinking displayed smaller N400 amplitudes, suggesting reduced reliance on automatic semantic processing. Notably, participants, especially those with high levels of critical thinking, demonstrated larger late negative component (LNC) amplitudes in response to incongruent syllogisms than to congruent syllogisms, highlighting their heightened capacity to address conflicts between belief and logic. Furthermore, regression analyses indicated that critical thinking relied on both addressing conflicts between belief and logic, as indexed by the LNC, and generating conclusions, as indexed by the P3 components (including both P600 and LPC). These findings contribute to the theoretical understanding of critical thinking by shedding light on the neural processes associated with unbiased reasoning and metacognition, as well as offer implications for assessing critical thinking.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impaired social interaction, verbal and nonverbal communication, and behaviors or interests. Besides behavioral, psychopharmacological and biomedical interventions there is increasing evidence of non-invasive treatments like neurofeedback (NFB) that can improve brain activity. In this study, we have investigated whether NFB can improve cognitive functions in children with ASD. Thirty-five children with ASD (7-17 years) were selected by purposive sampling. The subjects underwent 30 sessions of NFB training for 20 min over 10 weeks' period. Psychometric tests i.e. Childhood Autism Rating Scale (CARS), IQ scoring and Reward sensitivity tests were administered at baseline. Pre and post NFB intervention assessment of executive functions, working memory and processing speed were done by NIH Toolbox Cognition Batteries. Friedman test revealed that children showed a statistically significant improvement in the NIH Tool Box cognitive assessments, including the Flankers Inhibitory Control and Attention Test (Pre-test = 3.63, Post-test = 5.22; p = 0.00), the Dimensional Change Card Sorting Test (Pre-test = 2.88, Post-test = 3.26; p = 0.00), the Pattern Comparison Processing Speed Test (Pre-test = 6.00, Post-test = 11:00; p = 0.00) and the List Sorting Working Memory Test (Pre-test = 4.00, Post-test = 6:00; p = 0.00), and displayed a trend of improvement at 2-month follow-up (Flankers Inhibitory Control and Attention Test (Post-test = 5.11 ± 2.79, Follow-Up = 5.31 ± 2.67; p = 0.21), the Dimensional Change Card Sorting Test (Post-test = 3.32 ± 2.37, Follow-Up = 3.67 ± 2.35; p = 0.054), the Pattern Comparison Processing Speed Test (Post-test = 13.69 ± 9.53, Follow-Up = 14.42 ± 10.23 p = 0.079) and the List Sorting Working Memory Test (Post-test = 6.17 ± 4.41, Follow-Up = 5.94 ± 4.03; p = 0.334). Our findings suggest NFB intervention for 10 weeks produce improvement in executive functions (Inhibitory Control and Attention and Cognitive Flexibility), Processing Speed and Working Memory in ASD Children.

Objective: ADHD is a prevalent neurodevelopmental disorder characterized by symptoms of inattention and hyperactivity-impulsivity. Impairments in executive functioning (EF) are central to models of ADHD, while alpha-band spectral power event-related decreases (ERD) have emerged as a putative electroencephalography (EEG) biomarker of EF in ADHD. Little is known about the roles of EF and alpha ERD and their interactions with symptoms of ADHD. Method: We estimated network models of ADHD symptoms and integrated alpha ERD measures into the symptom network. Results: EF emerges as a bridge network node connecting alpha ERD and the hyperactivity/impulsivity and inattention symptoms. We found that EF most closely relates to a subset of symptoms, namely the motoric symptoms, "seat" (difficulty staying seated), and "runs" (running or climbing excessively). Conclusions: EF functions as a bridge node connecting alpha ERD and the ADHD symptom network. Motoric-type symptoms and EF deficits may constitute important nodes in the interplay between behavior/symptoms, cognition, and neurophysiological markers of ADHD.

Objective: Using the FAST (Face, Arms, Speech, Time) Heroes educational programme, this intervention sought to educate residents in a nursing home to recognise and recall the three main stroke symptoms and prepare them to act in an appropriate way, in the event of a stroke emergency. Design: Participatory action research. Setting: A nursing home in Northern Greece. Method: Fifteen residents (n = 15, aged 78-92, mean age = 86.6 ± 4.4) were enrolled and educated through a series of FAST Heroes activities, specially tailored for this new target population. Stroke awareness was measured before, after and 3 weeks post-programme implementation. Fourteen residents completed the programme. Results: Participants demonstrated significant increases in stroke definition, stroke symptom knowledge, appropriate course of action and emergency number knowledge after completing the programme. Notably, 64.3% of participants could accurately identify stroke symptoms, and all participants (100%) correctly knew to call an ambulance in case of witnessing a stroke; 78.6% of the participants correctly identified the European emergency number 112. In the follow-up period, knowledge gain was retained as residents scored significantly higher in three out of four sections of the questionnaire. Conclusion: This study is the first attempt to utilise the FAST Heroes educational intervention in target populations which hitherto have had limited or no access to such educational programmes. This initial intervention showed promising results and could form the basis for extension to a wider population.

Purpose: We examined the neurocognitive bases of lexical morphology in children of varied reading abilities to understand the role of meaning-based skills in learning to read with dyslexia. Method: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined the relation between lexical morphology and phonological processes in typically developing readers (Study 1, N = 66, M[subscript age] = 8.39), followed by a more focal inquiry into lexical morphology processes in dyslexia (Study 2, N = 50, M[subscript age] = 8.62). Results: Typical readers exhibited stronger engagement of language neurocircuitry during the morphology task relative to the phonology task, suggesting that morphological analyses involve synthesizing multiple components of sublexical processing. This effect was stronger for more analytically complex derivational affixes ("like + ly") than more semantically transparent free base morphemes ("snow + man"). In contrast, children with dyslexia exhibited stronger activation during the free base condition relative to derivational affix condition. Taken together, the findings suggest that although children with dyslexia may struggle with derivational morphology, they may also use free base morphemes' semantic information to boost word recognition. Conclusion: This study informs literacy theories by identifying an interaction between reading ability, word structure, and how the developing brain learns to recognize words in speech and print.

With the budding interests of structural and functional network characteristics as potential parameters for abnormal brains, an essential and thus simpler representation and evaluations have become necessary. Eigenvector centrality measure of functional magnetic resonance imaging ("fMRI") offer region wise network representations through "fMRI" diagnostic maps. The article investigates the suitability of network node centrality values to discriminate ASD subject groups compared to typically developing controls following a boxplot formalism and a classification and regression tree model. Region wise differences between normal and ASD subjects primarily belong to the frontoparietal, limbic, ventral attention, default mode and visual networks. The reduced number of regions-of-interests (ROI) clearly suggests the benefit of automated supervised machine learning algorithm over the manual classification method.

During human childhood, brain development and body growth compete for limited metabolic resources, resulting in a trade-off where energy allocated to brain development can decrease as body growth accelerates. This preregistered study explores the relationship between language skills, serving as a proxy for brain development, and body mass index at three distinct developmental stages, representing different phases of body growth. Longitudinal data from 2002 children in the EDEN mother-child cohort were analyzed using structural equation modeling. Our findings reveal a compelling pattern of associations: girls with a delayed adiposity rebound, signaling slower growth rate, demonstrated better language proficiency at ages 5-6. Importantly, this correlation appears to be specific to language skills and does not extend to nonverbal cognitive abilities. Exploratory analyses show that early environmental factors contributing to enhanced cognitive development, such as higher parental socio-economic status and increased cognitive stimulation, are positively associated with both language skills and the timing of adiposity rebound in girls. Overall, our findings lend support to the existence of an energy allocation trade-off mechanism that appears to prioritize language function over body growth investment in girls.

Background: Endovascular clot retrieval (ECR) is known to reduce global disability at 3 months post stroke however limited research exists regarding the trajectory of specific clinical impairments including language, swallowing and cognitive deficits between onset and 3 months. Aims: To assess language, swallowing, and cognitive performance following ECR and explore whether impairment severity is correlated with modified Thrombolysis in Cerebral Infarction score (mTICI), stroke severity or quality of life (QoL). Methods: Assessment was completed within 7 days (T1), 1 month (T2) and 3 months (T3) post-stroke. Performance was measured with the Functional Oral Intake Scale (FOIS), Repeatable Battery for Assessment of Neuropsychological Status (RBANS), Trail Making Test (TMT A and B) and Brixton Spatial Awareness Test. The Western Aphasia Battery (WAB) was used for left hemisphere stroke. QoL was measured with the Stroke and Aphasia Quality of Life Scale. Results: Twenty-five participants (median 72 years; 64% male) were prospectively recruited following ECR. High reperfusion success (68% mTICI 3) and low stroke severity post ECR (median 24 h NIHSS = 3, IQR 7-18) were noted. At T1, 10 participants presented with aphasia, eight required a modified diet and 20 had impaired cognition. At T3 all had recovered to a normal oral diet, 39% had persistent cognitive impairment and 45% of patients with left hemisphere stroke remained aphasic. Performance on the WAB, FOIS, RBANS and TMT changed significantly over time (all p < 0.05). The severity score at T1 for all measures, excluding TMT B and Brixton, was significantly correlated with 24 h NIHSS. WAB scores at T3 were correlated with QoL (r = 0.618; p = 0.043). Conclusion: This exploratory study found the longitudinal performance of language, swallowing and cognition significantly improved over time and severity in the first-week post-ECR was correlated with 24 h NIHSS rather than the degree of reperfusion.

Background: Healthcare professionals (HCPs) have a responsibility to conduct assessments of decision-making capacity that comply with the Mental Capacity Act 2005 (MCA). Current best-practice guidance, such as the Mental Capacity Code of Practice and National Institute for Health and Care Excellence decision-making and mental capacity guidance, does not stipulate how to accomplish this in practice, for example, what questions should be asked, how options and information should be provided. In addition, HCPs struggle to assess the capacity of individuals with communication difficulties. Aims: This study was a service evaluation that aimed to objectively analyse, using Conversation Analysis (CA), how real-life capacity assessments were conducted in a hospital setting with patients with acquired brain injury (ABI)-related communication difficulties. A second aim was to establish the feasibility of using CA to advance knowledge of the conduct of capacity assessment. Methods & Procedures: Four naturally occurring capacity assessments were video-recorded. Recordings involved speech and language therapists, occupational therapists, neuropsychologists and patients with communication difficulties as a result of ABI. The methods and findings of CA were used to investigate the interactional behaviours of HCPs and patients during assessments of decision-making capacity. The analysis was informed by our knowledge of the MCA best practice guidance. Outcomes & Results: An overall structure of capacity assessment that enacted some of the best-practice MCA guidance was identified in one recording, consisting of six phases: (i) opening, (ii) preparation, (iii) option-listing, (iv) test, (v) decision, and (vi) close. The preparation phase consisted of two sub-components: information gathering and information giving. Variation from this structure was observed across the dataset, notably in the way in which options were (or were not) presented. Conclusions & Implications: CA is a feasible empirical method for exploring the structure and conduct of capacity assessments. CA identifies and provides ways of describing interactional behaviours that align with and diverge from best-practice MCA guidance. Future CA studies including a wider range of health and social care professionals and patients have the potential to inform evidence based training for HCPs who conduct assessments of decision-making capacity.

Linguistic categories can impact visual perception. For instance, learning that two objects have different names can enhance their discriminability. Previous studies have identified a typical pattern of categorical perception, characterized by faster discrimination of stimuli from different categories, a neural mismatch response during early visual processing (100-200 ms), and effects restricted to the right visual field. However, it remains unclear whether language affects perception online or through long-term changes to mental representations in memory. To address this, we tested the impact of newly learned object categories with and without memory consolidation during sleep. We replicated the canonical pattern of categorical perception for categories that underwent consolidation. Without consolidation, linguistic categories still influenced early visual processing but with distinct neural dynamics. Therefore, we found evidence of both transient and long-term effects of language on perception and conclude that memory consolidation plays a crucial role in shaping how linguistic categories modulate perception.

Event segmentation tests have shown substantial overlaps in how adults recognize starts and endpoints as events unfold. However, far less is known about what role different language systems play in the process. Variations in grammatical aspect have been shown to influence event processing. We tested how closely first language (L1) speakers of Mandarin and English versus Mandarin learners of English as a second language (L2) align event boundaries with event-internal changes. We used two event boundary marking tasks (online/offline) and a sorting task. Participants saw 60 animations; their task was to indicate starts and endpoints. For punctual events (e.g., "breaking a wall"), Mandarin L1 speakers and Mandarin learners of English L2 were significantly further from event transitions than English L1 speakers. This pattern was replicated in the untimed experiment but not in sorting transitions, jointly suggesting that Mandarin L1 and Mandarin learners of English L2 may be less attentive to segmentation of phases surrounding transitions than English L1 speakers. We argue that this variation reflects L1-specific encoding of ongoingness.

Fixel-based analysis was used to probe age-related changes in white matter micro- and macrostructure of the corpus callosum between participants with (N = 54) and without (N = 50) autism spectrum disorder (ASD). Data were obtained from the Autism Brain Imaging Data Exchange-II (ABIDE-II). Compared to age-matched controls, young adolescents with ASD (11.19 ± 7.54 years) showed reduced macroscopic fiber cross-section (logFC) and combined fiber-density and cross-section (FDC). Reduced fiber-density (FD) and FDC was noted in a marginally older (13.87 ± 3.15 years) ASD cohort. Among the oldest ASD cohort (17.07 ± 3.56 years), a non-significant trend indicative of reduced FD was noted. White matter aberration appears greatest and most widespread among younger ASD cohorts. This supports the suggestion that some early neuropathophysiological indicators in ASD may dissipate with age.

Autism is associated with genomic instability, which is regulated by telomere length (TL) and index of global methylation (LINE-1). This study will determine relative TL (RTL) and LINE-1 methylation percentage for 69 patients and 33 control subjects to evaluate their potential role as biomarkers for autism. The results displayed a significant decrease of both RTL and LINE-1 methylation in autistic cases relative to controls (P < 0.001). Analysis of receiver operating characteristics curve revealed that both of RTL and LINE-1 methylation percentage have the ability to serve as autism biomarkers (area under the curve = 0.817 and 0.889, respectively). The statistical analysis revealed positive correlation between the two biomarkers (correlation coefficient = 0.439 and P < 0.001).

Atypical connectivity patterns have been observed for individuals with autism spectrum disorders (ASD), particularly across the triple-network model. The current study investigated brain-behavior relationships in the context of social skills and executive function profiles for ASD youth. We calculated connectivity measures from diffusion tensor imaging using Bayesian estimation and probabilistic tractography. We replicated prior structural equation modeling of behavioral measures with total default mode network (DMN) connectivity to include comparisons with central executive network (CEN) connectivity and CEN-DMN connectivity. Increased within-CEN connectivity was related to metacognitive strengths. Our findings indicate behavior regulation difficulties in youth with ASD may be attributable to impaired connectivity between the CEN and DMN and social skill difficulties may be exacerbated by impaired within-DMN connectivity.

Resting-state alpha brain rhythms provide a foundation for basic as well as higher-order brain processes. Research suggests atypical maturation of the peak frequency of resting-state alpha activity (= PAF) in autism spectrum disorder (ASD). The present study examined resting-state alpha activity in young school-aged children, obtaining magnetoencephalographic (MEG) eyes-closed resting-state data from 47 typically developing (TD) males and 45 ASD males 6.0 to 9.3 years old. Results confirmed a higher PAF in ASD versus TD, and demonstrated that alpha power differences between groups were linked to the shift of PAF in ASD. Additionally, a higher PAF was associated with better cognitive performance in TD but not ASD. Finding thus suggested functional consequences of group differences in resting-state alpha activity.

To further enhance the understanding of video education, researchers have started leveraging neuroscientific approaches to investigate the underlying cognitive processes and their correlation with learning outcomes. This concise review begins by examining recent behavioral studies that focus on teachers, students, and video media within the video education context. The findings from these studies provide valuable insights into the overall paradigm and design. Moreover, this review explores the potential of single-brain research and the emerging multi-brain scanning approach to shed light on the neural mechanisms involved in video learning. Current research has mostly used electroencephalography (EEG) to detect different brainwave frequency changes when single learners watch videos, as well as functional magnetic resonance or EEG to discover the extent to which the coupling of brain activity between instructional subjects in video-based instruction predicts learning outcomes. These novel approaches hold great promise in determining the cognitive processes implicated in video education and may eventually lead to more personalized and effective learning methods. By synthesizing the current state of research, this review aims to contribute to the ongoing discussions in the field and inspire further investigations into the neuroscientific aspects of video education.

Purpose: We explore a new approach to the study of cognitive effort involved in listening to speech by measuring the brain activity in a listener in relation to the brain activity in a speaker. We hypothesize that the strength of this brain-to-brain synchrony (coupling) reflects the magnitude of cognitive effort involved in verbal communication and includes both listening effort and speaking effort. We investigate whether interbrain synchrony is greater in native-to-native versus native-to-nonnative communication using functional near-infrared spectroscopy (fNIRS). Method: Two speakers participated, a native speaker of American English and a native speaker of Korean who spoke English as a second language. Each speaker was fitted with the fNIRS cap and told short stories. The native English speaker provided the English narratives, and the Korean speaker provided both the nonnative (accented) English and Korean narratives. In separate sessions, fNIRS data were obtained from seven English monolingual participants ages 20-24 years who listened to each speaker's stories. After listening to each story in native and nonnative English, they retold the content, and their transcripts and audio recordings were analyzed for comprehension and discourse fluency, measured in the number of hesitations and articulation rate. No story retellings were obtained for narratives in Korean (an incomprehensible language for English listeners). Utilizing fNIRS technique termed sequential scanning, we quantified the brain-to-brain synchronization in each speaker-listener dyad. Results: For native-to-native dyads, multiple brain regions associated with various linguistic and executive functions were activated. There was a weaker coupling for native-to-nonnative dyads, and only the brain regions associated with higher order cognitive processes and functions were synchronized. All listeners understood the content of all stories, but they hesitated significantly more when retelling stories told in accented English. The nonnative speaker hesitated significantly more often than the native speaker and had a significantly slower articulation rate. There was no brain-to-brain coupling during listening to Korean, indicating a break in communication when listeners failed to comprehend the speaker. Conclusions: We found that effortful speech processing decreased interbrain synchrony and delayed comprehension processes. The obtained brain-based and behavioral patterns are consistent with our proposal that cognitive effort in verbal communication pertains to both the listener and the speaker and that brain-to-brain synchrony can be an indicator of differences in their cumulative communicative effort.

Adverse experiences throughout development confer risk for a multitude of negative long-term outcomes, but the processes via which these experiences are neurobiologically embedded are still unclear. Adolescence provides an opportunity to understand how these experiences impact the brain's rapidly changing structure. Two models are central to current adversity conceptualizations: a cumulative risk model, where all types of experiences are combined to represent accumulating stress, and a dimensional model, where certain features of experience (e.g., threat or deprivation) exert unique neurophysiological influence. In this registered report, we extended upon previous research by using a form of representational similarity analysis to examine whether the dimensional and cumulative risk models of adversity predict cortical thinning in frontoparietal and frontotemporal networks and volumetric changes in subcortical regions throughout adolescence. Drawing from a longitudinal sample of 179 adolescent girls (ages 10-13 years at the first wave) from Lane County, Oregon, United States, and up to four waves of follow-up data, we found that operationalizing adversity by similarity in threat and deprivation provided better prediction of brain development than similarity in overall adversity. However, these dimensions do not exhibit unique associations with developmental changes in the hypothesized brain changes. These results underscore the significance of carefully defining adversity and considering its impact on the entire brain.

What can be done to promote the academic success of learners? More than a question, it is a major challenge of our time. In this perspective, metacognition seems to be a way to empower learners to take ownership of their academic success. Considering the recommendations established in the literature, we co-constructed with teachers a metacognitive educational program, called Cogni'Scol, based on brain functioning in learning. Its benefits were determined through a longitudinal study focusing on the academic success of French students. We followed sixth grade students over a two-year period who either benefited or not from a weekly session of the Cogni'Scol program. Results showed a significant effect on students' knowledge and representations of brain functioning but not on the students' academic performances mediated by improvements in their metacognition. We conclude with pragmatic reflections for researchers and educational professionals interested in the implementation of educational programs based on brain functioning in learning.

As the field of Mind, Brain, and Education (MBE) continues to grow, MBE researchers have begun expanding the scope of their investigations and approaches. One such development is the establishment of collaborative partnership with young learners, both to inform research practices and to develop student-researchers. We explore how middle school students (ages 12 to 14 years) engage in MBE research through an assistantship program, initiated through a unique research-practice partnership that embeds MBE researchers and an electrophysiology laboratory into a school. In this program, student-researchers learn about experimental methods, assist with university research protocols, and drive independent projects. Here, we detail this program and report on its impact from both the teacher and student-researcher perspectives. Overall, we find that daily involvement in scientific research aids the holistic development of student-researchers by fostering academic and nonacademic skills that may transcend formal learning environments.

One of the basic tenets of predictive theories of language processing is that of misprediction cost. Post-N400 positive event-related potential (ERP) components are suitable for studying misprediction cost but are not adequately described, especially in older adults, who show attenuated N400 ERP effects. We report a secondary analysis of a previously collected EEG data set. Using a picture-word matching paradigm, in which the target word could sometimes be predicted by context and sometimes not, the relationship between aging and late ERP effects was examined. Positivity effects for prediction violations were larger and more extended in older compared with younger adults, independent of context. Younger adults showed frontal negativity effects, indicating frame-shifting processes. Our data suggest that aging does not entail specific declines in prediction. Rather, they indicate that older adults may experience more processing difficulties than younger adults when their expectations are disconfirmed and that multiple mechanisms may be employed during language processing.

Background: Although existing studies have shown that both repetitive transcranial magnetic stimulation (rTMS) and music therapy have advantages in the treatment of non-fluent aphasia, the efficacy of the combination of these two methods remains to be investigated. Aims: To investigate the clinical efficacy of low-frequency rTMS combined with music therapy on language function and depression in patients with non-fluent aphasia after stroke. Methods & Procedures: A single-blind parallel randomised controlled trial was conducted. Sixty patients (mean duration = 93.78 days) with non-fluent aphasia after stroke were randomly divided into a traditional therapy group (n = 20), a music therapy group (n = 20) and a combined therapy group (n = 20, 1 Hz). The language function and depression were evaluated before and 3 weeks after treatment with the Chinese version of the Western Aphasia Battery scale, Boston Diagnostic Aphasia Examination scale and Stroke Aphasic Depression Questionnaire Hospital Version scale. Outcomes & Results: The combined therapy group was significantly better in all outcomes than the traditional therapy group and was significantly better in depression than the music therapy group. The music therapy group was significantly better in repetition and depression than the traditional therapy group. Language improvement was positively correlated with depression improvement. For adverse events, only two patients in the combined therapy group showed slight dizziness during rTMS treatment and their symptoms improved after rest. Conclusions & Implications: Our preliminary randomised controlled study indicates that low-frequency rTMS combined with music therapy is feasible and safe in improving language function and depression in non-fluent aphasia patients after stroke.

Regular physical activity provides physical, mental and cognitive benefits for children. However, globally, only 20% of children meet the recommended levels of physical activity and, on average, students sit for three-quarters of the school day. Active breaks are a well-tested component of many school-based physical activity interventions, but there are many barriers to the sustainable implementation of active breaks by teachers in schools. To overcome these barriers, the narrow, traditional idea of the 'brain break' needs to be reconceptualized, where active breaks are viewed as being separate from learning and teaching, and where physical activity is perceived as an interruption to learning. This article presents the TransformUs Active Break (TAB) model, which positions active breaks as part of an overall approach to proactive classroom management and as a key contributor to effective teaching. The TAB model comprises five types of active breaks, each serving a specific educative function-structure, transition, manage, energize and learn. The model demonstrates how active breaks can be integrated meaningfully into lessons to enhance teaching and learning as an effective approach for sustained school-based physical activity.

Purpose: This study examined speech changes induced by deep-brain stimulation (DBS) in speakers with Parkinson's disease (PD) using a set of auditory-perceptual and acoustic measures. Method: Speech recordings from nine speakers with PD and DBS were compared between DBS-On and DBS-Off conditions using auditory-perceptual and acoustic analyses. Auditory-perceptual ratings included voice quality, articulation precision, prosody, speech intelligibility, and listening effort obtained from 44 listeners. Acoustic measures were made for voicing proportion, second formant frequency slope, vowel dispersion, articulation rate, and range of fundamental frequency and intensity. Results: No significant changes were found between DBS-On and DBS-Off for the five perceptual ratings. Four of six acoustic measures revealed significant differences between the two conditions. While articulation rate and acoustic vowel dispersion increased, voicing proportion and intensity range decreased from the DBS-Off to DBS-On condition. However, a visual examination of the data indicated that the statistical significance was mostly driven by a small number of participants, while the majority did not show a consistent pattern of such changes. Conclusions: Our data, in general, indicate no-to-minimal changes in speech production ensued from DBS stimulation. The findings are discussed with a focus on large interspeaker variability in PD in terms of their speech characteristics and the potential effects of DBS on speech.

Student performance is affected by their knowledge which changes dynamically over time. Therefore, employing recurrent neural networks (RNN), which are known to be very good in dynamic time series prediction, can be a suitable approach for student performance prediction. We propose such a neural network architecture containing two modules: (i) a dynamic sub-network including a recurrent Bi-GRU layer used for knowledge state estimation, (ii) a non-dynamic, feed-forward sub-network for predicting answer correctness based on the current question and current student knowledge state. The model modifies our previously proposed architecture and is different from all other existing models because it estimates the student's knowledge state considering only their previous responses. Thus the dynamic sub-network generates more stable knowledge state vector representations since they are independent of the current question. We studied both single-skill and multi-skill question scenarios and employed embeddings to represent questions and responses. In the multi-skill case the initialization of the question embedding matrix with pretrained word-embeddings is found to improve model performance. The experimental results showed that our current KT-Bi-GRU model and the previous one have similar performance while both surpassed the performance of previous state-of-the-art knowledge tracing models for five out of seven datasets where in some cases, the difference is quite noticeable.

The purpose of this research was to evaluate the effectiveness of the brain-based learning style cycle. In the research, a pre-test and post-test quasi-experimental design without a control group was used. The research study group consisted of sophomore (2nd year) students studying at Duzce University Faculty of Education, Psychological Counseling and Guidance Department in the fall semester of the 2020-2021 academic year. There were a total of 111 students, 84 females and 27 males. The course was structured according to the Brain-Based Learning Style Cycle. Research data were collected using the "Attitude Scale Towards Cooperative Learning", the "Teacher Self-Efficacy Scale", the "Metacognition Thinking Skill Scale" and the "Student Letters". At the end of the research, it was concluded that the students had positive attitudes towards the model. It was determined that the model created a significant difference in students' attitudes towards cooperative learning, teacher self-efficacy beliefs, and metacognitive thinking skills.

The aim of the study is to determine the movement skills, geometry and spatial perceptions of five-year-old children. The study group consisted of 222 children, 110 girls and 112 boys, who received preschool education in the spring semester of the 2021-2022 academic year in Istanbul, Türkiye. The correlational survey model, one of the quantitative research methods, was used in the study. The CHAMPS Motor Skills Protocol and the Test for Geometry and Spatial Perceptions were used as data collection instruments. In the data analysis, KolmogorovSmirnov, t-test, Mann Whitney U test and Spearman Brown test was used. It was seen that the average scores of manipulative skills of the children in the scope of fine motor development were higher than the average scores of locomotor skills in the scope of gross motor development. It was determined that the children got the highest score in the field of "recognition of shapes" for their geometry and spatial perceptions. In addition, it was revealed that girls scored higher than boys in recognizing shape, symmetry, mental appearance of shapes and discovering the properties of shapes, and the areas in which children were most successful in recognizing/distinguishing geometric shapes, without gender differences, while the dimension in which they got the lowest score was symmetry. A low negative correlation was determined between movement skills and geometry and spatial perception. It may be conducting longitudinal studies in which the effect of the relationship between movement skills, geometry and spatial perception on individuals' academic achievement or career choices.

The purposes of the study were 1) to investigate the effectiveness of integrated brain-based learning and skills training on grade 11 students' learning achievement in linear and quadratic functions 2) to compare the achievement of grade 11 students before and after using integrated brain-based learning and skills training, and 3) to study students' satisfaction with the integrated brain-based learning and skills training. The participants were 40 grade 11 students in a Thai public school selected by the cluster sampling method. Research instruments were 1) a learning management plan 2) skills training 3) a learning Achievement Test, and 4) a Satisfaction Questionnaire. Statistics used in data analysis were percentage, average, standard deviation, and paired samples t-test. The results of the study indicate that 1) the effectiveness of the integrated brain-based learning and skills training on grade 11 students' learning achievement in linear and quadratic functions, 2) the achievement on grade 11 students after learning with the learning management was significantly higher than before using the treatmen, and 3) students was satisfied with the learning processes during the implementation of the learning management plan. The result of the study contributes to the area of mathematics education as it presents an alternative instructional method that combines the benefits of teaching principles to teach a complicated concept in mathematics. Moreover, it illustrates how the two principles are integrated to form a learning management plan that could drive learners' learning process.

In this study, we used multivariate decoding methods to study processing differences between canonical (montring and count) and noncanonical finger numeral configurations (FNCs). While previous research investigated these processing differences using behavioral and event-related potentials (ERP) methods, conventional univariate ERP analyses focus on specific time intervals and electrode sites and fail to capture broader scalp distribution and EEG frequency patterns. To address this issue a supervised learning classifier--support vector machines (SVM)--was used to decode ERP scalp distributions and alpha-band power for montring, counting, and noncanonical FNCs (for integers 1 to 4). The SVM was used to test whether the numerical information presented in FNCs can be decoded from the EEG data. Differences in the magnitude and timing of accuracy rates were used to compare the three types of FNCs. Overall, the algorithm was able to predict numerical information presented in FNCs beyond the random chance level accuracy, with higher rates for ERP scalp distributions than alpha-power. Montring had lower peak accuracy compared to counting and noncanonical configurations, likely due to automaticity in processing montring configurations leading to less distinct scalp distributions for the four numerical magnitudes (1 to 4). Paralleling the response time data, the peak decoding accuracy time for montring was earlier for montring (472 ms), compared to counting (577 ms) and noncanonical FNCs (604 ms). The results provide support for montring configurations being processed automatically, somewhat similar to number symbols, and provide additional insights for processing differences across different forms of FNCs. This study also highlights the strengths of decoding methods in EEG/ERP research on numerical cognition.

Inequality in education is a challenge that have persisted and still likely to persist for a long time in the field of education because students come into the classroom with different characteristics thus posing a great concern to the realization of classroom objectives. The use of adequate teaching strategy might break this limitation thereby making every student to engage in meaning learning. The two objectives of this study include (1) to investigate the effect of brain-based teaching (BBT) method on students' retention on the topic, heat energy (2) to investigate if self-efficacy influence physics students' retention on the topic, heat energy, when taught using brain-based teaching method. We adopt the design, pre-test post-test control group quasi experimental design for the investigation. The participants were 99 (experimental group, n= 46; control group, n=53) students and were selected from two schools in Ondo using random sampling technique. A researcher designed data collection tool titled heat energy test (HET) was used to collect data in this study. HET's validity was achieved by giving the draft to three science education experts and two secondary school physics teachers for validation. Both descriptive and inferential statistics (Mean, t-test. ANCOVA) were used for analysis. Brain-based teaching method significantly improved the retention of students in physics (heat energy) and also, self-efficacy did not influence physics students' retention in physics (heat energy). In conclusion, brain-based teaching method enhanced the retention of physics (heat energy) thus breaking the limitation posed by differences in the characteristics of the students.

In this paper, an analysis is carried out to review the comparison of the mean EEG power between groups of ASD students in terms of duration <3 years, 3 to 9 years and =9 years, so that a significant difference can be seen. In this study, 33 ASD students were observed using EEG, which had a sampling frequency of 500 Hz with eight electrodes at points F3, F4, C3, C4, P3, P4, O1, O2. The results show that the longer the child gets EIBI, the absolute power of the delta and slow theta waves will decrease. Relative power results also show that the longer the duration of the student obtaining EIBI, the higher the percentage of the emergence of alpha waves. So, the comparison of power EEGs based on group division for the duration of the intervention program, shows that EIBI has the potential to improve student quality.

The current study aimed to explore the effect of Brain-Based Learning on students' intrinsic motivation (IM) to learn and perform in mathematics. Owing to the educational implications of Neuroscience, the researchers planned the mixed-methods experimental study with a convergent parallel research design. The participants were eighth-graders enrolled in a boy's public secondary school in the district Kasur of Pakistan in the academic year 2021-2022. Students were taught mathematics using the traditional lecture method in the baseline phase (A) and withdrawal phase (A). In contrast, in the treatment phase (B), they were taught mathematics with activities based on the BBL approaches and principles. The mathematics motivation scale and observation (field notes) were used to collect quantitative and qualitative data simultaneously. Data were analysed using one-way repeated measure ANOVA and thematic analysis. The researchers revealed that BBL significantly affects students' IM to learn and perform in mathematics. After qualitative analysis, it was found that visual story-telling, role-playing, i-Think maps, back-to-board, and Kick Me Poison Box are the most effective BBL-based activities which keep them engaged, provide emotional support and contribute to students' IM to learn and perform in mathematics. The teachers were suggested to develop BBL-based activities to teach mathematics and to influence students' psychology in the schools.

Developmental dyscalculia (DD) affects 2-6% of the population. Yet, a readily accessible list of potential interventions for DD is not available or can be easily found by educators. With a large percentage of the population afflicted with DD, educators should be made aware of what supportive approaches are available. The purpose of this study was to construct a literature review to locate and identify strategies tailored for this particular learning disability that can be used in the classroom. Results indicated that a total of seven evidence-based interventions are available for DD. Of the seven available options, all reported evidence of effectiveness in terms of helping to improve mathematical learning abilities for individuals. The need for future research into interventions for DD will assist students in improving their understanding of how they can handle mathematical tasks.