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Daniel Ansari Roland H. Grabner Karl Koschutnig Gernot Reishofer Franz Ebner 《Learning and individual differences》2011,21(6):636-643
Data from both neuropsychological and neuroimaging studies have implicated the left inferior parietal cortex in calculation. Comparatively less attention has been paid to the neural responses associated with the commission of calculation errors and how the processing of arithmetic errors is modulated by individual differences in mathematical competence. Do more competent individuals exhibit a different brain response to errors than less mathematically able individuals? These outstanding questions were addressed in the present functional Magnetic Resonance Imaging (fMRI) study through an investigation of which brain regions respond more to erroneously versus correctly solved arithmetic problems while a group of 24 adult participants with varying levels of mathematical competence solved problems of all four arithmetic operations. Despite high levels of accuracy, a robust main effect of accuracy (incorrect vs. correct) was observed in both medial and lateral regions of the prefrontal cortex. These regions have frequently been associated with both the detection of errors and the deployment of cognitive control following an error. Furthermore, mathematical competence was found to modulate the activation of an area in the right dorsolateral prefrontal cortex. Specifically, individuals with relatively higher mathematical competence (n = 12) were found to activate this region more for incorrectly solved trials than their less mathematically competent peers (n = 12). Taken together, these findings suggest that the commission of arithmetic errors modulates responses of prefrontal regions and, moreover, that activation of the right lateral prefrontal cortex during arithmetic errors is affected by individual differences in mathematical competence. In view of the evidence associating the lateral prefrontal cortex with the implementation of cognitive control, we suggest that individuals with relatively high mathematical competence may exhibit greater awareness of calculation mistakes and implement greater control following the commission of errors. 相似文献
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The outcome of a training study attempting to increase German speaking poor readers’ reading fluency is reported. The aim
of the training was to help children establish orthographic representations for a limited set of training words as well as
for high-frequency onset clusters. A sample of 20 dysfluent readers (8 to 11 years) received a computerized training of repeated
reading of a limited set of 32 training words over a period of up to 25 days. Each day, training words were presented up to
six times with a special emphasis on the onset segment. Post-tests were carried out one and five weeks after the last training
day. A considerable decrease in reading times could be achieved for the trained words that remained stable for both post-tests.
However, even for the limited set of training words, a remarkable amount of repetitions did not lead to age adequate word
recognition speed. Generalization to untrained words starting with a trained onset cluster (transfer words) was statistically
reliable but small.
The current study was funded by the Jubilee Fund of the Austrian National Bank (grant no. 8501). Karin Landerl is currently
supported by an APART-grant of the Austrian Academy of Science. 相似文献
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MacNabb C Schmitt L Michlin M Harris I Thomas L Chittendon D Ebner TJ Dubinsky JM 《CBE life sciences education》2006,5(2):144-157
The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities. 相似文献
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Recent statistics on the use of mobile technology proclaim that the world is becoming mobile. People use their phones to socialize, to conduct business, to search for information, and more. For the first time in history, people around the world have the potential to learn from any location at their own convenience. But first, education systems must change, to facilitate mobile access to education. As this article describes, the most important change will be training teachers, both in pre-service programmes and through professional development, to use the technology to design and deliver education and to create bridges to informal learning. The article also describes some projects around the world that are helping to prepare teachers for the mobile world, and some pilot projects using the technology. Most such research, however, is limited to short-term studies focusing on learners’ satisfaction with mobile learning. Future studies must consider its long-term benefits and its impacts on performance and retention. As mobile technologies emerge, teachers have to keep up with the changes so that they can take advantage of the power of the technology to design and deliver education. 相似文献
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当前,探讨新闻业的未来是美国新闻界各种研讨会的主要话题,引起许多新闻企业高管、记者和学者的思考.有些悲观的人甚至怀疑新闻业到底有没有未来.鉴于此,在今年9月底举行的美国在线新闻协会年会不再有专门讨论“新闻的未来”的小组会议.本次年会的焦点是新闻机构和记者在当前应该拥抱的数字技术. 相似文献
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