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St Hilaire KJ, Chan JCK, Ahn D. Guessing as a learning intervention: A meta-analytic review of the prequestion effect. Psychon Bull Rev 2024; 31:411-441. [PMID: 37640836 DOI: 10.3758/s13423-023-02353-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/24/2023] [Indexed: 08/31/2023]
Abstract
Giving students test questions before they have learned the correct answers (i.e., prequestions) enhances learning. However, existing research has provided conflicting evidence on whether the benefits of prequestions are specific to the initially tested material or if they generalize to new, nontested material. In this review, we summarize the literature on the prequestion effect, describe the attention-based account underlying this effect, report a meta-analysis of the magnitude of the specific and general effects, and explore theoretically and empirically relevant moderator variables that influence the size and direction of the prequestion effect. This preregistered meta-analysis demonstrated a moderate specific effect (g = 0.54, k = 97) but a virtually nonexistent general effect (g = 0.04, k = 91). Overall, the attention-based account received support from some theoretically relevant moderator analyses. Future researchers are encouraged to conduct theoretically motivated studies to help clarify the mechanisms that underlie the attention-enhancing effects of prequestions and to explore the benefits of prequestions in educational domains to establish the extent to which these effects translate into the classroom.
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Affiliation(s)
| | | | - Dahwi Ahn
- Iowa State University, Ames, IA, USA
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2
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Sandini G, Sciutti A, Morasso P. Artificial cognition vs. artificial intelligence for next-generation autonomous robotic agents. Front Comput Neurosci 2024; 18:1349408. [PMID: 38585280 PMCID: PMC10995397 DOI: 10.3389/fncom.2024.1349408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 02/20/2024] [Indexed: 04/09/2024] Open
Abstract
The trend in industrial/service robotics is to develop robots that can cooperate with people, interacting with them in an autonomous, safe and purposive way. These are the fundamental elements characterizing the fourth and the fifth industrial revolutions (4IR, 5IR): the crucial innovation is the adoption of intelligent technologies that can allow the development of cyber-physical systems, similar if not superior to humans. The common wisdom is that intelligence might be provided by AI (Artificial Intelligence), a claim that is supported more by media coverage and commercial interests than by solid scientific evidence. AI is currently conceived in a quite broad sense, encompassing LLMs and a lot of other things, without any unifying principle, but self-motivating for the success in various areas. The current view of AI robotics mostly follows a purely disembodied approach that is consistent with the old-fashioned, Cartesian mind-body dualism, reflected in the software-hardware distinction inherent to the von Neumann computing architecture. The working hypothesis of this position paper is that the road to the next generation of autonomous robotic agents with cognitive capabilities requires a fully brain-inspired, embodied cognitive approach that avoids the trap of mind-body dualism and aims at the full integration of Bodyware and Cogniware. We name this approach Artificial Cognition (ACo) and ground it in Cognitive Neuroscience. It is specifically focused on proactive knowledge acquisition based on bidirectional human-robot interaction: the practical advantage is to enhance generalization and explainability. Moreover, we believe that a brain-inspired network of interactions is necessary for allowing humans to cooperate with artificial cognitive agents, building a growing level of personal trust and reciprocal accountability: this is clearly missing, although actively sought, in current AI. The ACo approach is a work in progress that can take advantage of a number of research threads, some of them antecedent the early attempts to define AI concepts and methods. In the rest of the paper we will consider some of the building blocks that need to be re-visited in a unitary framework: the principles of developmental robotics, the methods of action representation with prospection capabilities, and the crucial role of social interaction.
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Affiliation(s)
| | | | - Pietro Morasso
- Italian Institute of Technology, Cognitive Architecture for Collaborative Technologies (CONTACT) and Robotics, Brain and Cognitive Sciences (RBCS) Research Units, Genoa, Italy
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3
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Miller M, White B, Scrivner C. Surfing uncertainty with screams: predictive processing, error dynamics and horror films. Philos Trans R Soc Lond B Biol Sci 2024; 379:20220425. [PMID: 38104602 PMCID: PMC10725765 DOI: 10.1098/rstb.2022.0425] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Accepted: 10/08/2023] [Indexed: 12/19/2023] Open
Abstract
Despite tremendous efforts in psychology, neuroscience and media and cultural studies, it is still something of a mystery why humans are attracted to fictional content that is horrifying, disgusting or otherwise aversive. While the psychological benefits of horror films, stories, video games, etc. has recently been demonstrated empirically, current theories emphasizing the negative and positive consequences of this engagement often contradict one another. Here, we suggest the predictive processing framework may provide a unifying account of horror content engagement that provides clear and testable hypotheses, and explains why a 'sweet spot' of fear and fun exists in horror entertainment. This article is part of the theme issue 'Art, aesthetics and predictive processing: theoretical and empirical perspectives'.
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Affiliation(s)
- Mark Miller
- Centre for Consciousness and Contemplative Studies, Monash University, Clayton, Victoria 3800, Australia
- Department of Psychology, University of Toronto, Toronto, Ontario, Canada M5R 0A3
| | - Ben White
- School of Media, Arts and Humanities, University of Sussex, Brighton, BN1 9RH, UK
| | - Coltan Scrivner
- Recreational Fear Lab, Aarhus University, 8000 Aarhus, Denmark
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Barbieri P, Sarasso P, Lodico F, Aliverti A, Murayama K, Sacco K, Ronga I. The aesthetic valve: how aesthetic appreciation may switch emotional states from anxiety to curiosity. Philos Trans R Soc Lond B Biol Sci 2024; 379:20220413. [PMID: 38104608 PMCID: PMC10725764 DOI: 10.1098/rstb.2022.0413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Accepted: 11/02/2023] [Indexed: 12/19/2023] Open
Abstract
Pursuing new knowledge in the entropic environment is pivotal for survival. However, dealing with uncertainty is a costly challenge for the agent surrounded by the stochastic sensory world, giving rise to different epistemic emotions, such as curiosity and anxiety. We recently proposed that aesthetic appreciation may have the role of associating pleasant feedback with the update of predictive representations. According to this idea, aesthetic appreciation and its associated rewarding feeling could drive people to seek new knowledge over anxiety. However, the relationship between aesthetic appreciation, curiosity, and anxiety has been still under-examined in the literature. Here, we explore the relationship between these epistemic emotions in a series of three experiments. In study 1, we examined whether music-induced aesthetic appreciation would influence curiosity in a gambling task. In studies 2a and 2b, we explore the relationship between music-induced aesthetic appreciation and anxiety state. Overall, aesthetic appreciation promoted curiosity-driven behaviour while it was negatively associated with anxiety. These results were consistent with the idea that aesthetic appreciation could act as a 'valve', prompting the individual to perceive curiosity (i.e. to consider novelty as a valuable opportunity to acquire new knowledge) rather than anxiety (i.e. to consider novelty as a risk to be avoided). This article is part of the theme issue 'Art, aesthetics and predictive processing: theoretical and empirical perspectives'.
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Affiliation(s)
- Paolo Barbieri
- BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Turin, Piemonte 10124, Italy
| | - Pietro Sarasso
- BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Turin, Piemonte 10124, Italy
| | - Fabio Lodico
- BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Turin, Piemonte 10124, Italy
| | - Alice Aliverti
- BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Turin, Piemonte 10124, Italy
| | - Kou Murayama
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Baden-Württemberg, 72074, Germany
| | - Katiuscia Sacco
- BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Turin, Piemonte 10124, Italy
| | - Irene Ronga
- BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Turin, Piemonte 10124, Italy
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5
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Cheung VKM, Harrison PMC, Koelsch S, Pearce MT, Friederici AD, Meyer L. Cognitive and sensory expectations independently shape musical expectancy and pleasure. Philos Trans R Soc Lond B Biol Sci 2024; 379:20220420. [PMID: 38104601 PMCID: PMC10725761 DOI: 10.1098/rstb.2022.0420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 10/20/2023] [Indexed: 12/19/2023] Open
Abstract
Expectation is crucial for our enjoyment of music, yet the underlying generative mechanisms remain unclear. While sensory models derive predictions based on local acoustic information in the auditory signal, cognitive models assume abstract knowledge of music structure acquired over the long term. To evaluate these two contrasting mechanisms, we compared simulations from four computational models of musical expectancy against subjective expectancy and pleasantness ratings of over 1000 chords sampled from 739 US Billboard pop songs. Bayesian model comparison revealed that listeners' expectancy and pleasantness ratings were predicted by the independent, non-overlapping, contributions of cognitive and sensory expectations. Furthermore, cognitive expectations explained over twice the variance in listeners' perceived surprise compared to sensory expectations, suggesting a larger relative importance of long-term representations of music structure over short-term sensory-acoustic information in musical expectancy. Our results thus emphasize the distinct, albeit complementary, roles of cognitive and sensory expectations in shaping musical pleasure, and suggest that this expectancy-driven mechanism depends on musical information represented at different levels of abstraction along the neural hierarchy. This article is part of the theme issue 'Art, aesthetics and predictive processing: theoretical and empirical perspectives'.
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Affiliation(s)
- Vincent K. M. Cheung
- Sony Computer Science Laboratories, Inc., Shinagawa-ku, Tokyo 141-0022, Japan
- Department of Neuropsychology, Sony Computer Science Laboratories, Inc., Shinagawa-ku, Tokyo 141-0022, Japan
- Institute of Information Science, Academia Sinica, Taipei 115, Taiwan
| | - Peter M. C. Harrison
- Centre for Music and Science, University of Cambridge, Faculty of Music, 11 West Road, Cambridge, CB3 9DP, UK
- Centre for Digital Music, Queen Mary University of London, E1 4NS, UK
| | - Stefan Koelsch
- Department of Biological and Medical Psychology, University of Bergen, Bergen, 5009, Norway
| | - Marcus T. Pearce
- Centre for Digital Music, Queen Mary University of London, E1 4NS, UK
- Department of Clinical Medicine, Aarhus University, Aarhus N, 8200, Denmark
| | - Angela D. Friederici
- Department of Neuropsychology, Sony Computer Science Laboratories, Inc., Shinagawa-ku, Tokyo 141-0022, Japan
| | - Lars Meyer
- Research Group Language Cycles, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig 04103, Germany
- Clinic for Phoniatrics and Pedaudiology, University Hospital Münster, Münster, 48149, Germany
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Schwarz TA, Nikendei C, Cranz A, Friederich HC, Bugaj TJ. An untapped potential: Curiosity in medical school. MEDICAL TEACHER 2023:1-9. [PMID: 38048416 DOI: 10.1080/0142159x.2023.2288546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Accepted: 11/23/2023] [Indexed: 12/06/2023]
Abstract
BACKGROUND There seems to be a common perception among medical educators that curiosity is untapped or even subjugated in medical education. This review aims to summarize research on curiosity across the fields of psychology, neuroscience, and education and report its potential to advance medical education. METHODS For this narrative review multiple online libraries were searched using variations of the terms curiosity and school/education/learning. Additional studies were reviewed using the reference lists of included studies, and all studies were assessed for quality and relevance. RESULTS This review of previous research on curiosity shows that curiosity can significantly impact characteristics relevant to medical education, particularly mental health and learning. In addition, the authors outline how curiosity is linked to other epistemic emotions such as anxiety, novelty, surprise, and uncertainty. Finally, an epistemic-emotion-framework (EEF) is proposed to help educators encourage curiosity in medical students. CONCLUSION By drawing from other research fields, medical educators can learn valuable lessons about the importance of curiosity and how to influence it. This review provides an overview of current research and a framework for how the potential of curiosity can be harnessed to play an important role in students' medical education.
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Affiliation(s)
- Tim Alexander Schwarz
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg Medical Hospital, Heidelberg, Germany
| | - Christoph Nikendei
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg Medical Hospital, Heidelberg, Germany
| | - Anna Cranz
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg Medical Hospital, Heidelberg, Germany
| | - Hans-Christoph Friederich
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg Medical Hospital, Heidelberg, Germany
| | - Till Johannes Bugaj
- Department of General Internal Medicine and Psychosomatics, University of Heidelberg Medical Hospital, Heidelberg, Germany
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Chen D, Liu X, Liu Y, Wang X, Zheng J, Wu L. Virtual reality used in undergraduate orthodontic education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023. [PMID: 37908172 DOI: 10.1111/eje.12968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 01/19/2023] [Accepted: 10/16/2023] [Indexed: 11/02/2023]
Abstract
INTRODUCTION Undergraduate dental students frequently have reduced clinical experience which presents a challenge for their dental education. Previously, we developed a virtual reality (VR) simulating the whole clinical treatment process of a patient with angle Class II division 1 malocclusion, and the VR also helped to explain some important orthodontic concepts. As a novel teaching tool, this study aims to compare the effects of VR versus traditional case analysis by Power Point (PPT) in inspiring student learning motivation and evaluating learning experience. MATERIALS AND METHODS A randomized, cross-over, stratified sampling method was taken to divide the fourth-year undergraduate dental students equally into two groups. The two groups were crossed over to use VR and PPT. RESULTS For the whole study, results indicated that students in the VR group showed higher learning motivation (including attention, relevance, confidence and satisfaction) than in the PPT group, but the differences between VR and PPT groups were not very big, and the median of the differences located at 0. For learning experience, students thought VR to be more useful, more enjoyable and more engaging, but the median of differences also located at 0. Notably, the majority of students had higher recommendations for VR than PPT, and the median difference located at 1. However, when the two phases were analysed separately, some items showed no significant differences between VR and PPT learning. CONCLUSION VR is a very useful adjunct to education compared to traditional case analysis by PPT, but we cannot exaggerate its benefits. Educators should make good use of VR to solve the difficult problems in education.
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Affiliation(s)
- Dongru Chen
- Department of Orthodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
| | - Xiangqi Liu
- Department of Oral and Maxillofacial Surgery, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
| | - Yuanbo Liu
- Department of Orthodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
| | - Xi Wang
- Department of Orthodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
| | - Jinxuan Zheng
- Department of Orthodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
| | - Liping Wu
- Department of Orthodontics, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University. Guangdong Provincial Key Laboratory of Stomatology, Guangzhou, Guangdong, China
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Gold BP, Pearce MT, McIntosh AR, Chang C, Dagher A, Zatorre RJ. Auditory and reward structures reflect the pleasure of musical expectancies during naturalistic listening. Front Neurosci 2023; 17:1209398. [PMID: 37928727 PMCID: PMC10625409 DOI: 10.3389/fnins.2023.1209398] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Accepted: 10/05/2023] [Indexed: 11/07/2023] Open
Abstract
Enjoying music consistently engages key structures of the neural auditory and reward systems such as the right superior temporal gyrus (R STG) and ventral striatum (VS). Expectations seem to play a central role in this effect, as preferences reliably vary according to listeners' uncertainty about the musical future and surprise about the musical past. Accordingly, VS activity reflects the pleasure of musical surprise, and exhibits stronger correlations with R STG activity as pleasure grows. Yet the reward value of musical surprise - and thus the reason for these surprises engaging the reward system - remains an open question. Recent models of predictive neural processing and learning suggest that forming, testing, and updating hypotheses about one's environment may be intrinsically rewarding, and that the constantly evolving structure of musical patterns could provide ample opportunity for this procedure. Consistent with these accounts, our group previously found that listeners tend to prefer melodic excerpts taken from real music when it either validates their uncertain melodic predictions (i.e., is high in uncertainty and low in surprise) or when it challenges their highly confident ones (i.e., is low in uncertainty and high in surprise). An independent research group (Cheung et al., 2019) replicated these results with musical chord sequences, and identified their fMRI correlates in the STG, amygdala, and hippocampus but not the VS, raising new questions about the neural mechanisms of musical pleasure that the present study seeks to address. Here, we assessed concurrent liking ratings and hemodynamic fMRI signals as 24 participants listened to 50 naturalistic, real-world musical excerpts that varied across wide spectra of computationally modeled uncertainty and surprise. As in previous studies, liking ratings exhibited an interaction between uncertainty and surprise, with the strongest preferences for high uncertainty/low surprise and low uncertainty/high surprise. FMRI results also replicated previous findings, with music liking effects in the R STG and VS. Furthermore, we identify interactions between uncertainty and surprise on the one hand, and liking and surprise on the other, in VS activity. Altogether, these results provide important support for the hypothesized role of the VS in deriving pleasure from learning about musical structure.
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Affiliation(s)
- Benjamin P. Gold
- Department of Electrical and Computer Engineering, Vanderbilt University, Nashville, TN, United States
- Vanderbilt University Institute of Imaging Science, Vanderbilt University Medical Center, Nashville, TN, United States
- Montreal Neurological Institute, McGill University, Montreal, QC, Canada
- International Laboratory for Brain, Music and Sound Research (BRAMS), Montreal, QC, Canada
- Centre for Research on Brain, Language and Music (CRBLM), Montreal, QC, Canada
- Centre for Interdisciplinary Research in Music, Media, and Technology (CIRMMT), Montreal, QC, Canada
| | - Marcus T. Pearce
- Cognitive Science Research Group, School of Electronic Engineering & Computer Science, Queen Mary University of London, London, United Kingdom
- Department of Clinical Medicine, Aarhus University, Aarhus, Denmark
| | - Anthony R. McIntosh
- Baycrest Centre, Rotman Research Institute, Toronto, ON, Canada
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Catie Chang
- Department of Electrical and Computer Engineering, Vanderbilt University, Nashville, TN, United States
- Vanderbilt University Institute of Imaging Science, Vanderbilt University Medical Center, Nashville, TN, United States
- Department of Biomedical Engineering, Vanderbilt University, Nashville, TN, United States
- Department of Computer Science, Vanderbilt University, Nashville, TN, United States
| | - Alain Dagher
- Montreal Neurological Institute, McGill University, Montreal, QC, Canada
| | - Robert J. Zatorre
- Montreal Neurological Institute, McGill University, Montreal, QC, Canada
- International Laboratory for Brain, Music and Sound Research (BRAMS), Montreal, QC, Canada
- Centre for Research on Brain, Language and Music (CRBLM), Montreal, QC, Canada
- Centre for Interdisciplinary Research in Music, Media, and Technology (CIRMMT), Montreal, QC, Canada
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Xue J, Jiang T, Chen C, Murty VP, Li Y, Ding Z, Zhang M. The interactive effect of external rewards and self-determined choice on memory. PSYCHOLOGICAL RESEARCH 2023; 87:2101-2110. [PMID: 36869894 PMCID: PMC9984743 DOI: 10.1007/s00426-023-01807-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Accepted: 02/10/2023] [Indexed: 03/05/2023]
Abstract
Both external motivational incentives (e.g., monetary reward) and internal motivational incentives (e.g., self-determined choice) have been found to promote memory, but much less is known about how these two types of incentives interact with each other to affect memory. The current study (N = 108) examined how performance-dependent monetary rewards affected the role of self-determined choice in memory performance, also known as the choice effect. Using a modified and better controlled version of the choice paradigm and manipulating levels of reward, we demonstrated an interactive effect between monetary reward and self-determined choice on 1-day delayed memory performance. Specifically, the choice effect on memory decreased when we introduced the performance-dependent external rewards. These results are discussed in terms of understanding how external and internal motivators interact to impact learning and memory.
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Affiliation(s)
- Jingming Xue
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, 100101, People's Republic of China
- Faculty of Psychology, Beijing Normal University, Beijing, 100875, People's Republic of China
| | - Ting Jiang
- Faculty of Psychology, Beijing Normal University, Beijing, 100875, People's Republic of China
| | - Chuansheng Chen
- Department of Psychological Science, University of California, Irvine, CA, 92697, USA
| | - Vishnu P Murty
- Department of Psychology, Temple University, Philadelphia, PA, 19122, USA
| | - Yuxin Li
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, 100101, People's Republic of China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, 100049, People's Republic of China
| | - Zhuolei Ding
- Faculty of Psychology, Beijing Normal University, Beijing, 100875, People's Republic of China
| | - Mingxia Zhang
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, 100101, People's Republic of China.
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, 100049, People's Republic of China.
- Institute of Psychology, Chinese Academy of Sciences, 16 Lincui Rd., Beijing, 100101, People's Republic of China.
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10
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Dubourg E, Thouzeau V, de Dampierre C, Mogoutov A, Baumard N. Exploratory preferences explain the human fascination for imaginary worlds in fictional stories. Sci Rep 2023; 13:8657. [PMID: 37246187 DOI: 10.1038/s41598-023-35151-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Accepted: 05/13/2023] [Indexed: 05/30/2023] Open
Abstract
Imaginary worlds are present and often central in many of the most culturally successful modern narrative fictions, be it in novels (e.g., Harry Potter), movies (e.g., Star Wars), video games (e.g., The Legend of Zelda), graphic novels (e.g., One Piece) and TV series (e.g., Game of Thrones). We propose that imaginary worlds are popular because they activate exploratory preferences that evolved to help us navigate the real world and find new fitness-relevant information. Therefore, we hypothesize that the attraction to imaginary worlds is intrinsically linked to the desire to explore novel environments and that both are influenced by the same underlying factors. Notably, the inter-individual and cross-cultural variability of the preference for imaginary worlds should follow the inter-individual and cross-cultural variability of exploratory preferences (with the personality trait Openness-to-experience, age, sex, and ecological conditions). We test these predictions with both experimental and computational methods. For experimental tests, we run a pre-registered online experiment about movie preferences (N = 230). For computational tests, we leverage two large cultural datasets, namely the Internet Movie Database (N = 9424 movies) and the Movie Personality Dataset (N = 3.5 million participants), and use machine-learning algorithms (i.e., random forest and topic modeling). In all, consistent with how the human preference for spatial exploration adaptively varies, we provide empirical evidence that imaginary worlds appeal more to more explorative people, people higher in Openness-to-experience, younger individuals, males, and individuals living in more affluent environments. We discuss the implications of these findings for our understanding of the cultural evolution of narrative fiction and, more broadly, the evolution of human exploratory preferences.
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Affiliation(s)
- Edgar Dubourg
- Institut Jean Nicod, Département d'études cognitives, Ecole normale supérieure, Université PSL, EHESS, CNRS, Paris, France.
| | - Valentin Thouzeau
- Institut Jean Nicod, Département d'études cognitives, Ecole normale supérieure, Université PSL, EHESS, CNRS, Paris, France
| | - Charles de Dampierre
- Institut Jean Nicod, Département d'études cognitives, Ecole normale supérieure, Université PSL, EHESS, CNRS, Paris, France
| | - Andrei Mogoutov
- Institut Jean Nicod, Département d'études cognitives, Ecole normale supérieure, Université PSL, EHESS, CNRS, Paris, France
| | - Nicolas Baumard
- Institut Jean Nicod, Département d'études cognitives, Ecole normale supérieure, Université PSL, EHESS, CNRS, Paris, France
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Bains A, Spaulding C, Ricketts J, Krishnan S. Using a willingness to wait design to assess how readers value text. NPJ SCIENCE OF LEARNING 2023; 8:17. [PMID: 37236966 DOI: 10.1038/s41539-023-00160-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Accepted: 04/06/2023] [Indexed: 05/28/2023]
Abstract
What affects moment-to-moment motivation to read? Existing reading motivation questionnaires are trait-based and not well suited to capturing the dynamic, situational influences of text or social context. Drawing on the decision science literature, we have created a paradigm to measure situational enjoyment during reading. Using this paradigm, we find reading enjoyment is associated with further decision-making about the text and with reading comprehension.
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Affiliation(s)
- Amrita Bains
- Department of Psychology, Royal Holloway, University of London, Egham Hill, Surrey, TW20 0EX, UK.
| | | | - Jessie Ricketts
- Department of Psychology, Royal Holloway, University of London, Egham Hill, Surrey, TW20 0EX, UK
| | - Saloni Krishnan
- Department of Psychology, Royal Holloway, University of London, Egham Hill, Surrey, TW20 0EX, UK.
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12
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Outters V, Hepach R, Behne T, Mani N. Children's affective involvement in early word learning. Sci Rep 2023; 13:7351. [PMID: 37147313 PMCID: PMC10162962 DOI: 10.1038/s41598-023-34049-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Accepted: 04/23/2023] [Indexed: 05/07/2023] Open
Abstract
The current study set out to examine the underlying physiological mechanisms of and the emotional response associated with word learning success in young 3-year-old predominantly white children. In particular, we examined whether children's physiological arousal following a word learning task predicts their word learning success and whether successful learning in turn predicts children's subsequent positive emotions. We presented children (n = 50) with a cross-situational word learning task and measured their pupillary arousal following completion of the task, as well as changes to their upper body posture following completion of the task, as indices of children's emotions following task completion. Children who showed greater physiological arousal following the novel word recognition task (n = 40) showed improved subsequent word recognition performance. We found that children showed more elevated posture after completing a familiar word learning task compared to completing a novel word learning task (n = 33) but results on children's individual learning success and postural elevation were mixed. We discuss the findings with regards to children's affective involvement in word learning.
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Affiliation(s)
- Vivien Outters
- Department for Psychology of Language, University of Goettingen, Göttingen, Germany
- Leibniz Science Campus "Primate Cognition", Göttingen, Germany
| | - Robert Hepach
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Tanya Behne
- Leibniz Science Campus "Primate Cognition", Göttingen, Germany
- Department of Developmental Psychology, University of Goettingen, Göttingen, Germany
| | - Nivedita Mani
- Department for Psychology of Language, University of Goettingen, Göttingen, Germany.
- Leibniz Science Campus "Primate Cognition", Göttingen, Germany.
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Sayalı C, Heling E, Cools R. Learning progress mediates the link between cognitive effort and task engagement. Cognition 2023; 236:105418. [PMID: 36871398 DOI: 10.1016/j.cognition.2023.105418] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Revised: 02/13/2023] [Accepted: 02/17/2023] [Indexed: 03/07/2023]
Abstract
While a substantial body of work has shown that cognitive effort is aversive and costly, a separate line of research on intrinsic motivation suggests that people spontaneously seek challenging tasks. According to one prominent account of intrinsic motivation, the learning progress motivation hypothesis, the preference for difficult tasks reflects the dynamic range that these tasks yield for changes in task performance (Kaplan & Oudeyer, 2007). Here we test this hypothesis, by asking whether greater engagement with intermediately difficult tasks, indexed by subjective ratings and objective pupil measurements, is a function of trial-wise changes in performance. In a novel paradigm, we determined each individual's capacity for task performance and used difficulty levels that are low, intermediately challenging or high for that individual. We demonstrated that challenging tasks resulted in greater liking and engagement scores compared with easy tasks. Pupil size tracked objective task difficulty, where challenging tasks were associated with greater pupil responses than easy tasks. Most importantly, pupil responses were predicted by trial-to-trial changes in average accuracy as well as learning progress (derivative of average accuracy), while greater pupil responses also predicted greater subjective engagement scores. Together, these results substantiate the learning progress motivation hypothesis stating that the link between task engagement and cognitive effort is mediated the dynamic range for changes in task performance.
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Affiliation(s)
- Ceyda Sayalı
- The Johns Hopkins University School of Medicine, Baltimore, MD, United States of America.
| | - Emma Heling
- Radboud University Medical Center, Nijmegen, the Netherlands; Donders Institute for Brain, Cognition and Behavior, Centre for Cognitive Neuroimaging, Nijmegen, the Netherlands
| | - Roshan Cools
- Radboud University Medical Center, Nijmegen, the Netherlands; Donders Institute for Brain, Cognition and Behavior, Centre for Cognitive Neuroimaging, Nijmegen, the Netherlands
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14
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Tasfi N, Santana E, Liboni L, Capretz M. Dynamic successor features for transfer learning and guided exploration. Knowl Based Syst 2023. [DOI: 10.1016/j.knosys.2023.110401] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
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15
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Watanabe K, Kokubun K, Yamakawa Y. Altered Grey Matter-Brain Healthcare Quotient: Interventions of Olfactory Training and Learning of Neuroplasticity. Life (Basel) 2023; 13:life13030667. [PMID: 36983823 PMCID: PMC10052964 DOI: 10.3390/life13030667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 02/09/2023] [Accepted: 02/24/2023] [Indexed: 03/05/2023] Open
Abstract
Recent studies revealed that grey matter (GM) changes due to various training and learning experiences, using magnetic resonance imaging. In this study, we investigate the effect of psychological characteristics and attitudes toward training and learning on GM changes. Ninety participants were recruited and distributed into three groups: an olfactory training group that underwent 40 olfactory training sessions designed for odour classification tasks, a group classified for learning of neuroplasticity and brain healthcare using a TED Talk video and 28 daily brain healthcare messages, and a control group. Further, we assessed psychological characteristics, such as curiosity and personal growth initiatives. In the olfactory training group, we conducted a questionnaire survey on olfactory training regarding their interests and sense of accomplishment. In the olfactory training group, the GM change was significantly correlated with the sense of achievement and interest in training. The learning of neuroplasticity and brain healthcare group showed a significantly smaller 2-month GM decline than did the control group. The Curiosity and Exploration Inventory-II scores were significantly correlated with GM changes in both intervention groups only. In conclusion, our result suggested that training or learning with a sense of accomplishment, interest, and curiosity would lead to greater GM changes.
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Affiliation(s)
- Keita Watanabe
- Institution of Open Innovation, Kyoto University, Kyoto 606-8501, Japan
- Correspondence:
| | - Keisuke Kokubun
- Smart-Aging Research Center, Tohoku University, Sendai 980-8575, Japan
| | - Yoshinori Yamakawa
- Institution of Open Innovation, Kyoto University, Kyoto 606-8501, Japan
- Institute of Innovative Research, Tokyo Institute of Technology, Tokyo 152-8550, Japan
- Academic and Industrial Innovation, Kobe University, Kobe 657-8501, Japan
- ImPACT Program of Council for Science, Technology, and Innovation (Cabinet Office, Government of Japan), Tokyo 100-8914, Japan
- BRAIN IMPACT General Incorporated Association, Kyoto 606-8501, Japan
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16
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Goupil L, Proust J. Curiosity as a metacognitive feeling. Cognition 2023; 231:105325. [PMID: 36434942 DOI: 10.1016/j.cognition.2022.105325] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 10/28/2022] [Accepted: 11/07/2022] [Indexed: 11/24/2022]
Abstract
Curious information-seeking is known to be a key driver for learning, but characterizing this important psychological phenomenon remains a challenge. In this article, we argue that solving this challenge requires qualifying the relationships between metacognition and curiosity. The idea that curiosity is a metacognitive competence has been resisted: researchers have assumed both that young children and non-human animals can be genuinely curious, and that metacognition requires conceptual and culturally situated resources that are unavailable to young children and non-human animals. Here, we argue that this resistance is unwarranted given accumulating evidence that metacognition can be deployed procedurally, and we defend the view that curiosity is a metacognitive feeling. Our metacognitive view singles out two monitoring steps as a triggering condition for curiosity: evaluating one's own informational needs, and predicting the likelihood that explorations of the proximate environment afford significant information gains. We review empirical evidence and computational models of curiosity, and show that they fit well with this metacognitive account, while on the contrary, they remain difficult to explain by a competing account according to which curiosity is a basic attitude of questioning. Finally, we propose a new way to construe the relationships between curiosity and the human-specific communicative practice of questioning, discuss the issue of how children may learn to express their curiosity through interactions with others, and conclude by briefly exploring the implications of our proposal for educational practices.
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Affiliation(s)
- Louise Goupil
- Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000 Grenoble, France.
| | - Joëlle Proust
- Institut Jean Nicod, Ecole Normale Supérieure, Paris, France
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17
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Iwasaki S, Moriguchi Y, Sekiyama K. Parental responsiveness and children's trait epistemic curiosity. Front Psychol 2023; 13:1075489. [PMID: 36778159 PMCID: PMC9910790 DOI: 10.3389/fpsyg.2022.1075489] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 12/31/2022] [Indexed: 01/27/2023] Open
Abstract
Curiosity, the desire to learn new information, has a powerful effect on children's learning. Parental interactions facilitate curiosity-driven behaviors in young children, such as self-exploration and question-asking, at a certain time. Furthermore, parenting quality predicts better academic outcomes. However, it is still unknown whether persistent parenting quality is related to children's trait epistemic curiosity (EC). The current study examined whether parenting practices, responsiveness, and demandingness are cross-sectionally related to the trait EC of children in different age groups (preschoolers, younger and older school-aged children). We adopted a shortened Japanese version of the parenting style questionnaire and modified the trait EC questionnaire in young children. A sample of 244 caregivers (87.37% mothers) of children (ages 3-12) was recruited through educational institutions in Japan and reported on their parenting practices and trait EC. All data analyses were performed using SPSS version 26. Hierarchical regression analyses were performed to determine the explanatory variables for children's trait EC. Self-reported parental responsiveness significantly explained EC scores. To the best of our knowledge, this is the first study to show a cross-sectional relationship between parental responsiveness and children's trait EC. Future research should clarify whether parental responsiveness in early childhood predicts children's EC later in life.
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Affiliation(s)
- Shoko Iwasaki
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan,*Correspondence: Shoko Iwasaki, ✉
| | | | - Kaoru Sekiyama
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan
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18
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Amoah DK. Advances in the understanding and enhancement of the human cognitive functions of learning and memory. BRAIN SCIENCE ADVANCES 2022. [DOI: 10.26599/bsa.2022.9050023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
Abstract
Learning and memory are among the key cognitive functions that drive the human experience. As such, any defective condition associated with these cognitive domains could affect our navigation through everyday life. For years, researchers have been working toward having a clear understanding of how learning and memory work, as well as ways to improve them. Many advances have been made, as well as some challenges that have also been faced in the process. That notwithstanding, there are prospects with regards to the frontier of the enhancement of learning and memory in humans. This review article selectively highlights four broad areas of focus in research into the understanding and enhancement of learning and memory. Brain stimulation, effects of sleep, effects of stress and emotion, and synaptic plasticity are the main focal areas of this review, in terms of some pivotal research works, findings and theories.
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Affiliation(s)
- Daniel Kofi Amoah
- Noguchi Memorial Institute for Medical Research, University of Ghana, Accra LG 25, Ghana
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19
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Akiti K, Tsutsui-Kimura I, Xie Y, Mathis A, Markowitz JE, Anyoha R, Datta SR, Mathis MW, Uchida N, Watabe-Uchida M. Striatal dopamine explains novelty-induced behavioral dynamics and individual variability in threat prediction. Neuron 2022; 110:3789-3804.e9. [PMID: 36130595 PMCID: PMC9671833 DOI: 10.1016/j.neuron.2022.08.022] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 06/03/2022] [Accepted: 08/18/2022] [Indexed: 12/15/2022]
Abstract
Animals both explore and avoid novel objects in the environment, but the neural mechanisms that underlie these behaviors and their dynamics remain uncharacterized. Here, we used multi-point tracking (DeepLabCut) and behavioral segmentation (MoSeq) to characterize the behavior of mice freely interacting with a novel object. Novelty elicits a characteristic sequence of behavior, starting with investigatory approach and culminating in object engagement or avoidance. Dopamine in the tail of the striatum (TS) suppresses engagement, and dopamine responses were predictive of individual variability in behavior. Behavioral dynamics and individual variability are explained by a reinforcement-learning (RL) model of threat prediction in which behavior arises from a novelty-induced initial threat prediction (akin to "shaping bonus") and a threat prediction that is learned through dopamine-mediated threat prediction errors. These results uncover an algorithmic similarity between reward- and threat-related dopamine sub-systems.
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Affiliation(s)
- Korleki Akiti
- Department of Molecular and Cellular Biology, Center for Brain Science, Harvard University, Cambridge, MA 02138, USA
| | - Iku Tsutsui-Kimura
- Department of Molecular and Cellular Biology, Center for Brain Science, Harvard University, Cambridge, MA 02138, USA
| | - Yudi Xie
- Department of Molecular and Cellular Biology, Center for Brain Science, Harvard University, Cambridge, MA 02138, USA; Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA 02139, USA
| | - Alexander Mathis
- Department of Molecular and Cellular Biology, Center for Brain Science, Harvard University, Cambridge, MA 02138, USA; The Rowland Institute at Harvard, Harvard University, Cambridge, MA 02138, USA; Swiss Federal Institute of Technology Lausanne, Geneve 1202, Switzerland
| | - Jeffrey E Markowitz
- Department of Neurobiology, Harvard Medical School, Boston, MA 02115, USA; Wallace H. Coulter Department of Biomedical Engineering, Emory School of Medicine, Georgia Institute of Technology, Atlanta, GA 30322, USA
| | - Rockwell Anyoha
- Department of Neurobiology, Harvard Medical School, Boston, MA 02115, USA
| | | | - Mackenzie Weygandt Mathis
- The Rowland Institute at Harvard, Harvard University, Cambridge, MA 02138, USA; Swiss Federal Institute of Technology Lausanne, Geneve 1202, Switzerland
| | - Naoshige Uchida
- Department of Molecular and Cellular Biology, Center for Brain Science, Harvard University, Cambridge, MA 02138, USA
| | - Mitsuko Watabe-Uchida
- Department of Molecular and Cellular Biology, Center for Brain Science, Harvard University, Cambridge, MA 02138, USA.
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20
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Porter K, Miles PJ, Donaldson DI. Teachers’ emotions in the time of COVID: Thematic analysis of interview data reveals drivers of professional agency. Front Psychol 2022; 13:987690. [DOI: 10.3389/fpsyg.2022.987690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Accepted: 10/18/2022] [Indexed: 11/05/2022] Open
Abstract
PurposeWe explored two complex phenomena associated with effective education. First, teachers’ professional agency, the volitional actions they take in response to perceived opportunities, was examined to consider individual differences in its enactment. Second, “strong” emotions have been proposed as important in teaching and learning, and we wished to clarify which basic emotions might be involved, besides curiosity, which is a known emotional factor in engagement in teaching. We also explored how agency and basic emotions might be related.ApproachThirteen teachers working in Scottish secondary schools were interviewed at the start of the covid pandemic in 2020 to discuss relevant feelings, thoughts and actions arising from unprecedented changes in their lives and professional practices. Thematic analysis was used to identify aspects of agentic behavior and basic emotions expressed.FindingsTeacher agency was expressed through adaptability, collective agency, constrained agency, and non-action. Four basic emotion percepts were identified, which we label as “CARE”, “CURIOSITY”, “COOPERATION”, and “CHALLENGE”.OriginalityWe extend the definition of agency to include volitional non-action as a response to opportunity. In contrast to prior research emphasizing emotions as an outcome of volitional behavior, we explore emotions preceding agency. We develop four theoretical propositions related to teacher emotions. (1) Four emotion percepts substantially influence teachers’ voluntary motivated behavior. (2) The amount and proportion of emotions experienced varies between individual teachers. (3) The four percepts are experienced concurrently or in rapid succession in engaged teaching contexts. (4) Professional experience and specific situational factors also influence teachers’ behavioral choices. For future consideration, we suggest that awareness of emotion percepts may encourage both teachers’ engagement and their professional agency for the benefit of their pedagogical practice and outcomes for their students.
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21
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Qiao K, Xu R, Liu B, Chen X, Gu P. The differences in learning motivation of college freshmen in Northwest China. Front Psychol 2022; 13:997137. [PMID: 36304887 PMCID: PMC9592929 DOI: 10.3389/fpsyg.2022.997137] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Accepted: 09/14/2022] [Indexed: 11/13/2022] Open
Abstract
The study aimed to investigate the learning motivation of freshmen from a university in Northwest China, which can supply a reference for improving their learning quality and objectives. Data were collected from 800 freshmen of different majors with a learning motivation questionnaire. Differences in learning motivation between different majors, genders, regions, and students are studied. The results show that gender, seeking knowledge orientation, and material pursuit have significant effects on students' learning motivation. The gender had a significant impact on personal achievement and the only child or not had an obvious effect on material pursuit, while other factors had no obvious difference in gender, regional, and only child or not, while other factors on the gender, regional, and whether the one-child had no obvious difference. According to the results of the research, measures to improve learning motivation are proposed. Our research results provide a reference for improving learning attitude and the quality of universities.
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Affiliation(s)
- Ke Qiao
- College of Metallurgical Engineering, Xi’an University of Architecture and Technology, Xi’an, China
| | | | | | - Xiangyang Chen
- College of Metallurgical Engineering, Xi’an University of Architecture and Technology, Xi’an, China
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22
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Capturing, clarifying, and consolidating the curiosity-creativity connection. Sci Rep 2022; 12:15300. [PMID: 36097039 PMCID: PMC9468176 DOI: 10.1038/s41598-022-19694-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2021] [Accepted: 09/02/2022] [Indexed: 11/08/2022] Open
Abstract
The cognitive-motivational concepts of curiosity and creativity are often viewed as intertwined. Yet, despite the intuitively strong linkage between these two concepts, the existing cognitive-behavioral evidence for a curiosity-creativity connection is not strong, and is nearly entirely based on self-report measures. Using a new lab-based Curiosity Q&A task we evaluate to what extent behaviorally manifested curiosity-as revealed in autonomous inquiry and exploration-is associated with creative performance. In a preregistered study (N = 179) we show that, as hypothesized, the novelty of the questions that participants generated during the Curiosity Q&A Task significantly positively correlated with the originality of their responses on a divergent-thinking task (the conceptually-based Alternative Uses Task). Additionally, the extent to which participants sought out information that was implicitly missing in the presented factual stimuli ("gap-related information foraging") positively correlated with performance on two predominantly convergent-thinking tasks (the Remote Associates Task and Analogy Completion). Question asking, topic-related information foraging, and creative performance correlated with trait-based "interest-type" curiosity oriented toward exploration and novelty, but not with "deprivation-type" curiosity focused on dispelling uncertainty or ignorance. Theoretically and practically, these results underscore the importance of continuing to develop interventions that foster both creative thinking and active autonomous inquiry.
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23
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Stupacher J, Matthews TE, Pando-Naude V, Foster Vander Elst O, Vuust P. The sweet spot between predictability and surprise: musical groove in brain, body, and social interactions. Front Psychol 2022; 13:906190. [PMID: 36017431 PMCID: PMC9396343 DOI: 10.3389/fpsyg.2022.906190] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Accepted: 07/19/2022] [Indexed: 11/30/2022] Open
Abstract
Groove—defined as the pleasurable urge to move to a rhythm—depends on a fine-tuned interplay between predictability arising from repetitive rhythmic patterns, and surprise arising from rhythmic deviations, for example in the form of syncopation. The perfect balance between predictability and surprise is commonly found in rhythmic patterns with a moderate level of rhythmic complexity and represents the sweet spot of the groove experience. In contrast, rhythms with low or high complexity are usually associated with a weaker experience of groove because they are too boring to be engaging or too complex to be interpreted, respectively. Consequently, the relationship between rhythmic complexity and groove experience can be described by an inverted U-shaped function. We interpret this inverted U shape in light of the theory of predictive processing and provide perspectives on how rhythmic complexity and groove can help us to understand the underlying neural mechanisms linking temporal predictions, movement, and reward. A better understanding of these mechanisms can guide future approaches to improve treatments for patients with motor impairments, such as Parkinson’s disease, and to investigate prosocial aspects of interpersonal interactions that feature music, such as dancing. Finally, we present some open questions and ideas for future research.
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Affiliation(s)
- Jan Stupacher
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University and The Royal Academy of Music Aarhus/Aalborg, Aarhus, Denmark
- Institute of Psychology, University of Graz, Graz, Austria
- *Correspondence: Jan Stupacher,
| | - Tomas Edward Matthews
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University and The Royal Academy of Music Aarhus/Aalborg, Aarhus, Denmark
| | - Victor Pando-Naude
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University and The Royal Academy of Music Aarhus/Aalborg, Aarhus, Denmark
| | - Olivia Foster Vander Elst
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University and The Royal Academy of Music Aarhus/Aalborg, Aarhus, Denmark
| | - Peter Vuust
- Center for Music in the Brain, Department of Clinical Medicine, Aarhus University and The Royal Academy of Music Aarhus/Aalborg, Aarhus, Denmark
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24
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Chaudhuri JD. An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students. ANATOMICAL SCIENCES EDUCATION 2022; 15:910-927. [PMID: 34143562 DOI: 10.1002/ase.2112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 05/31/2021] [Accepted: 06/06/2021] [Indexed: 06/12/2023]
Abstract
It is universally recognized that cadaveric dissection is an essential part of anatomy training. However, it has been reported to induce mental distress in some students and impair their intrinsic motivation (IM) to study. One of the postulated reasons for this behavior is the lack of adequate information and preparation of students for cadaveric dissection. Therefore, it is hypothesized that providing relevant information prior to cadaveric dissection will ameliorate the mental distress, enhance the IM of students, and improve their academic performance. A cohort of occupational therapy students enrolled in an anatomy course were psychologically prepared for cadaveric dissection. Students were provided with a curated list of YouTube videos and peer-reviewed journal articles related to cadaveric dissection prior to the commencement of the anatomy course. All students were also required to attend an oral presentation immediately before commencing dissection. The control group included students who had not been provided with any resources in preparation for cadaveric dissection. Compared to the control group, students who had been prepared demonstrated better quality of cadaveric dissection, improved academic performance, reported less mental distress and greater IM. Moreover, students reported the oral presentation to be most relevant and journal articles to be least useful in their preparation. Therefore, this is an effective approach in the amelioration of mental distress and improvement of performance in anatomy students. Consequently, this study represents a paradigm shift in the pedagogy of anatomy, and could represent a vital element in the evolution of a revitalized anatomy curriculum.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
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25
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Wass SV, Goupil L. Studying the Developing Brain in Real-World Contexts: Moving From Castles in the Air to Castles on the Ground. Front Integr Neurosci 2022; 16:896919. [PMID: 35910339 PMCID: PMC9326302 DOI: 10.3389/fnint.2022.896919] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Accepted: 06/17/2022] [Indexed: 11/13/2022] Open
Abstract
Most current research in cognitive neuroscience uses standardized non-ecological experiments to study the developing brain. But these approaches do a poor job of mimicking the real-world, and thus can only provide a distorted picture of how cognitive operations and brain development unfold outside of the lab. Here we consider future research avenues which may lead to a better appreciation of how developing brains dynamically interact with a complex real-world environment, and how cognition develops over time. We raise several problems faced by current mainstream methods in the field, before briefly reviewing novel promising approaches that alleviate some of these issues. First, we consider research that examines perception by measuring entrainment between brain activity and temporal patterns in naturalistic stimuli. Second, we consider research that examines our ability to parse our continuous experience into discrete events, and how this ability develops over time. Third, we consider the role of children as active agents in selecting what they sample from the environment from one moment to the next. Fourth, we consider new approaches that measure how mutual influences between children and others are instantiated in suprapersonal brain networks. Finally, we discuss how we may reduce adult biases when designing developmental studies. Together, these approaches have great potential to further our understanding of how the developing brain learns to process information, and to control complex real-world behaviors.
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Affiliation(s)
- Sam V. Wass
- Department of Psychology, University of East London, London, United Kingdom
| | - Louise Goupil
- LPNC, Université Grenoble Alpes/CNRS, Grenoble, France
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26
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Sarasso P, Francesetti G, Roubal J, Gecele M, Ronga I, Neppi-Modona M, Sacco K. Beauty and Uncertainty as Transformative Factors: A Free Energy Principle Account of Aesthetic Diagnosis and Intervention in Gestalt Psychotherapy. Front Hum Neurosci 2022; 16:906188. [PMID: 35911596 PMCID: PMC9325967 DOI: 10.3389/fnhum.2022.906188] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Accepted: 06/09/2022] [Indexed: 11/13/2022] Open
Abstract
Drawing from field theory, Gestalt therapy conceives psychological suffering and psychotherapy as two intentional field phenomena, where unprocessed and chaotic experiences seek the opportunity to emerge and be assimilated through the contact between the patient and the therapist (i.e., the intentionality of contacting). This therapeutic approach is based on the therapist’s aesthetic experience of his/her embodied presence in the flow of the healing process because (1) the perception of beauty can provide the therapist with feedback on the assimilation of unprocessed experiences; (2) the therapist’s attentional focus on intrinsic aesthetic diagnostic criteria can facilitate the modification of rigid psychopathological fields by supporting the openness to novel experiences. The aim of the present manuscript is to review recent evidence from psychophysiology, neuroaesthetic research, and neurocomputational models of cognition, such as the free energy principle (FEP), which support the notion of the therapeutic potential of aesthetic sensibility in Gestalt psychotherapy. Drawing from neuroimaging data, psychophysiology and recent neurocognitive accounts of aesthetic perception, we propose a novel interpretation of the sense of beauty as a self-generated reward motivating us to assimilate an ever-greater spectrum of sensory and affective states in our predictive representation of ourselves and the world and supporting the intentionality of contact. Expecting beauty, in the psychotherapeutic encounter, can help therapists tolerate uncertainty avoiding impulsive behaviours and to stay tuned to the process of change.
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Affiliation(s)
- Pietro Sarasso
- BraIn Plasticity and Behaviour Changes Research Group, Department of Psychology, University of Turin, Turin, Italy
- *Correspondence: Pietro Sarasso,
| | - Gianni Francesetti
- International Institute for Gestalt Therapy and Psychopathology, Turin Center for Gestalt Therapy, Turin, Italy
| | - Jan Roubal
- Psychotherapy Training Gestalt Studia, Training in Psychotherapy Integration, Center for Psychotherapy Research in Brno, Masaryk University, Brno, Czechia
| | - Michela Gecele
- International Institute for Gestalt Therapy and Psychopathology, Turin Center for Gestalt Therapy, Turin, Italy
| | - Irene Ronga
- BraIn Plasticity and Behaviour Changes Research Group, Department of Psychology, University of Turin, Turin, Italy
| | - Marco Neppi-Modona
- BraIn Plasticity and Behaviour Changes Research Group, Department of Psychology, University of Turin, Turin, Italy
| | - Katiuscia Sacco
- BraIn Plasticity and Behaviour Changes Research Group, Department of Psychology, University of Turin, Turin, Italy
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27
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Bains M, Kaliski DZ, Goei KA. Effect of self-regulated learning and technology-enhanced activities on anatomy learning, engagement, and course outcomes in a problem-based learning program. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:219-227. [PMID: 35113679 DOI: 10.1152/advan.00039.2021] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Accepted: 01/27/2022] [Indexed: 06/14/2023]
Abstract
Problem-based learning (PBL) offers advantages for teaching anatomy and physiology for physical therapy students as clinical cases provide a scaffold for a comprehensive review of body systems. Although the utilization of interactive anatomy software greatly contributes to an active learning environment and efficient use of time, simply providing textbook readings, access to anatomy software, and models is not enough to engage students to become active in reaching their learning goals. Time constraints, meaningful technology implementation, resource abundance, and unfamiliarity are challenges that decrease the effectiveness of both facilitating and learning anatomy. The present study investigated the use of three supplemental learning tools to support anatomy instruction in a self-regulated manner. Friedman test results demonstrated significant differences for perceived engagement [χ2(2) = 15.74, P < 0.001, W = 0.23] but not for perceived learning. Survey responses demonstrated that perceived engagement was greatest with the nondigital supplemental learning tool compared with the two technology-enhanced learning tools (iBooks Author + SoftChalk and SoftChalk alone). Multivariate regression analyses demonstrated statistically significant relationships between the nondigital supplemental learning tool and anatomy practical scores (P < 0.001). The technology-enhanced supplemental learning tools did not further increase learning outcomes as measured by practical scores compared with nondigital learning tools. Incorporation of instructor-created instructional materials independent of technology is an efficient method to drive self-regulated learning, enhance engagement, and improve anatomy course outcomes and may overcome barriers associated with a purely self-directed PBL model.
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Affiliation(s)
- Mona Bains
- School of Physical Therapy, The University of the Incarnate Word, San Antonio, Texas
| | - Debora Z Kaliski
- School of Physical Therapy, The University of the Incarnate Word, San Antonio, Texas
| | - Kathleen A Goei
- School of Physical Therapy, The University of the Incarnate Word, San Antonio, Texas
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Hartung FM, Thieme P, Wild-Wall N, Hell B. Being Snoopy and Smart. JOURNAL OF INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1027/1614-0001/a000372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Curiosity is a basic driver for learning and development. It has been conceptualized as a desire for new information and knowledge that motivates people to explore their physical and social environment. This raises the question of whether curiosity facilitates the acquisition of knowledge. The present study ( N = 100) assessed epistemic curiosity and general knowledge as well as fluid intelligence (i.e., reasoning ability, processing speed, memory) in a student sample. The results indicate that epistemic curiosity is moderately related to knowledge ( r = .24) and reasoning ability ( r = .30). None of the fluid intelligence measures did moderate the relationship between curiosity and knowledge (interaction terms β < |.08|). Rather, reasoning ability mediated the relationship between epistemic curiosity and general knowledge (indirect effect: β = .10, p < .05). The findings suggest that epistemic curiosity facilitates the acquisition of knowledge by promoting reasoning. One might speculate that epistemically curious individuals enrich their environment, which in turn enhances their cognitive ability.
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Affiliation(s)
- Freda-Marie Hartung
- Department of Psychology, Rhine-Waal University of Applied Sciences, Kamp-Lintfort, Germany
| | - Pia Thieme
- Department of Psychology, Rhine-Waal University of Applied Sciences, Kamp-Lintfort, Germany
| | - Nele Wild-Wall
- Department of Psychology, Rhine-Waal University of Applied Sciences, Kamp-Lintfort, Germany
| | - Benedikt Hell
- Institute Humans in Complex Systems, University of Applied Sciences and Arts Northwestern Switzerland, Olten, Switzerland
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29
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Rao Bhagavathula V, Bhagavathula V, Moinis RS, Chaudhuri JD. The Integration of Prelaboratory Assignments within Neuroanatomy Augment Academic Performance, Increase Engagement, and Enhance Intrinsic Motivation in Students. ANATOMICAL SCIENCES EDUCATION 2022; 15:576-586. [PMID: 33829667 DOI: 10.1002/ase.2084] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Revised: 02/11/2021] [Accepted: 04/03/2021] [Indexed: 06/12/2023]
Abstract
The study of neuroanatomy imposes a significant cognitive load on students since it includes huge factual information and therefore demands diverse learning strategies. In addition, a significant amount of teaching is carried out through human brain demonstrations, due to limited opportunities for cadaveric dissection. However, reports suggest that students often attend these demonstrations with limited preparation, which detrimentally impacts their learning. In the context of student learning, greater levels of engagement and intrinsic motivation (IM) are associated with better academic performance. However, the maintenance of engagement and the IM of students in neuroanatomy is often challenging for educators. Therefore, this study aimed to explore the role of prelaboratory assignments (PLAs) in the improvement of academic performance, augmentation of engagement, and enhancement of IM in occupational therapy students enrolled in a human neuroanatomy course. One cohort of students in the course was expected to complete PLAs prior to each brain demonstration session. The PLAs contained a list of structures, and students were expected to write a brief anatomical description of each structure. Another cohort of students who were not provided with similar PLAs constituted the control group. Students who completed PLAs had a higher score on the final examinations as compared to students who were not required to complete PLAs. These students also demonstrated greater engagement and IM, and indicated that they perceived PLAs to be valuable in the learning of neuroanatomy. Therefore, PLAs represent a useful teaching tool in the neuroanatomy curriculum.
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Affiliation(s)
| | - Viswakanth Bhagavathula
- Department of Forensic Medicine and Toxicology, Kanachur Institute of Medical Sciences and Hospital, Mangalore, India
| | - Rohan S Moinis
- Department of Forensic Medicine and Toxicology, Kanachur Institute of Medical Sciences and Hospital, Mangalore, India
| | - Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health and Pharmacy, Husson University, Bangor, Maine
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30
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Nakamura S, Reinders H, Darasawang P. A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2022; 51:293-308. [PMID: 35064860 DOI: 10.1007/s10936-022-09839-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2021] [Accepted: 01/05/2022] [Indexed: 06/14/2023]
Abstract
This classroom-based study investigated the antecedents of epistemic curiosity among 25 Thai university students in an English oral communication course. Using a whole-class survey and focus group interview, we recursively asked the students to describe a time in class when they experienced epistemic curiosity and the reasons behind it. A modified version of constant comparative analysis suggested seven thematic factors as the antecedents of epistemic curiosity and positive affect linked to its experience. Utilizing descriptions of the lessons kept in the teacher's record, we provide contextualized accounts of how and why the students experienced epistemic curiosity in class. We conclude by offering pedagogical suggestions for creating learning environments that inspire language learners' epistemic curiosity.
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Affiliation(s)
- Sachiko Nakamura
- Center for English as a Lingua Franca, Tamagawa University, 6 chome 1, 194-0041, Tamagawagakuen, Tokyo, Machida, Japan.
| | - Hayo Reinders
- Department of Languages, King Mongkut's University of Technology Thonburi, 126 Pracha Uthit Rd, Khwaeng Bang Mot, Khet Thung Khru, Krung Thep Maha Nakhon, 10140, Bangkok, Thailand
| | - Pornapit Darasawang
- Department of Languages, King Mongkut's University of Technology Thonburi, 126 Pracha Uthit Rd, Khwaeng Bang Mot, Khet Thung Khru, Krung Thep Maha Nakhon, 10140, Bangkok, Thailand
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31
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Kohler M, Sandiford C, Schilds L, Payne JD. Memory for emotional images across sleep versus wake in school-aged children. J Exp Child Psychol 2021; 214:105308. [PMID: 34715399 DOI: 10.1016/j.jecp.2021.105308] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Revised: 09/28/2021] [Accepted: 09/28/2021] [Indexed: 10/20/2022]
Abstract
Sleep is important for emotional well-being, memory, and development in children. Regarding memory, sleep has been shown to advantage accuracy for declarative tasks but not procedural tasks. There is some evidence to suggest that sleep provides a relatively greater benefit for memory of negative emotional versus neutral images. However, the extent to which sleep benefits emotionally positive memories in children is not clear. This study assessed memory after nocturnal sleep versus daytime wake in a within-person design involving a sample of 40 children aged 7 to 14 years (M = 10.6 ± 1.9 years; 18 boys and 22 girls) for images of negative, neutral, and positive valences. Results show that after accounting for response time, memory accuracy overall was greater after sleep compared with equivalent time of wake and memory accuracy was greatest for positive images compared with both negative and neutral images. However, there was no difference between memory for negative images and that for neutral images in children, and there was no condition by valence interaction. Sleep characteristics as recorded using actigraphy, diary, and parent report were not predictive of memory performance after sleep when correcting for multiple comparisons. Overall, the results suggest that sleep may benefit memory in otherwise healthy children but that despite a bias toward memory for positive items over both negative and neutral items, there is not a relatively greater benefit for emotional versus neutral memory consolidation across sleep periods compared with wake periods.
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Affiliation(s)
- Mark Kohler
- School of Psychology, University of Adelaide, Adelaide, South Australia 5005, Australia.
| | - Carol Sandiford
- School of Psychological Sciences, Monash University, Melbourne, Victoria 3800, Australia
| | - Lauren Schilds
- School of Psychology, University of Adelaide, Adelaide, South Australia 5005, Australia
| | - Jessica D Payne
- Sleep, Stress, and Memory Laboratory, Department of Psychology, University of Notre Dame, Notre Dame, IN 46556, USA
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32
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Ten A, Kaushik P, Oudeyer PY, Gottlieb J. Humans monitor learning progress in curiosity-driven exploration. Nat Commun 2021; 12:5972. [PMID: 34645800 PMCID: PMC8514490 DOI: 10.1038/s41467-021-26196-w] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2020] [Accepted: 09/02/2021] [Indexed: 11/09/2022] Open
Abstract
Curiosity-driven learning is foundational to human cognition. By enabling humans to autonomously decide when and what to learn, curiosity has been argued to be crucial for self-organizing temporally extended learning curricula. However, the mechanisms driving people to set intrinsic goals, when they are free to explore multiple learning activities, are still poorly understood. Computational theories propose different heuristics, including competence measures (e.g., percent correct) and learning progress, that could be used as intrinsic utility functions to efficiently organize exploration. Such intrinsic utilities constitute computationally cheap but smart heuristics to prevent people from laboring in vain on unlearnable activities, while still motivating them to self-challenge on difficult learnable activities. Here, we provide empirical evidence for these ideas by means of a free-choice experimental paradigm and computational modeling. We show that while humans rely on competence information to avoid easy tasks, models that include a learning-progress component provide the best fit to task selection data. These results bridge the research in artificial and biological curiosity, reveal strategies that are used by humans but have not been considered in computational research, and introduce tools for probing how humans become intrinsically motivated to learn and acquire interests and skills on extended time scales.
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Affiliation(s)
- Alexandr Ten
- INRIA Bordeaux Sud-Ouest, 200 Avenue de la Vieille Tour, 33405, Talence, France.
| | - Pramod Kaushik
- INRIA Bordeaux Sud-Ouest, 200 Avenue de la Vieille Tour, 33405, Talence, France
| | - Pierre-Yves Oudeyer
- INRIA Bordeaux Sud-Ouest, 200 Avenue de la Vieille Tour, 33405, Talence, France
| | - Jacqueline Gottlieb
- Department of Neuroscience & The Kavli Institute for Brain Science, Columbia University, 1051 Riverside Drive, Kolb Research Annex, Rm. 569, New York, NY, 10032, USA
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Visual exploration in adults: Habituation, mere exposure, or optimal level of arousal? Learn Behav 2021; 50:233-241. [PMID: 34545534 PMCID: PMC9233633 DOI: 10.3758/s13420-021-00484-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/17/2021] [Indexed: 11/23/2022]
Abstract
Exploration is one of the most powerful behaviours that drive learning from infancy to adulthood. The aim of the current study was to examine the role of novelty and subjective preference in visual exploration. To do this, we combined a visual exploration task with a subjective evaluation task, presenting novel and familiar pictures. The first goal was to ascertain whether, as demonstrated in babies, short habituation favors visual exploration of familiarity, whereas longer habituation leads to an exploration of novelty. The second goal was to evaluate the influence of familiarization on participants’ subjective evaluation of the stimuli. When presented with novel and very familiar stimuli, participants explored the novel stimuli more. In line with the optimal-level of arousal model, participants showed more positive evaluations of the semi-familiar stimuli compared with very familiar or very novel ones.
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34
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Thye M, Tauschel D. Fostering learning capacities for meaningful, healthy and efficient studying in undergraduate medical education: evaluation of a longitudinal learning workshop. BMC Psychol 2021; 9:131. [PMID: 34474686 PMCID: PMC8414862 DOI: 10.1186/s40359-021-00631-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Accepted: 08/16/2021] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Academic studies place high demands on the development of learning capacities. Beyond learning techniques, knowledge about the effect of the learning environment, as well as the ability for self-regulation, self-determination and self-care play a major role in the development of learning skills. A longitudinal learning workshop was developed aiming to support academic learning life. The study at hand describes and evaluates this intervention. METHODS Students participated in a seven-week program fostering reflection and training on physical, physiological, psychological and mental dimensions of learning. Fifty evaluations of medical students reflecting the workshop underwent qualitative analysis of open-ended questions concerning changes students experienced in their learning life. In addition, general satisfaction was measured quantitatively. RESULTS Qualitative results revealed an impact on five core dimensions of students´ learning life: knowledge gained about the process of learning, enhanced awareness of intrapersonal learning processes, getting easier into action, experience of change and raised skills of regulating one´s learning behavior. Students evaluate the workshop as helpful, supportive and as a source of guidance. Quantitative results demonstrated good overall satisfaction with the intervention. CONCLUSIONS Educating knowledge about learning how to learn and providing skill training of how to regulate physiology, psychology and mentality should be taken into account in order to support the multidimensional learning life of students. Using a holistic, anthropologically grounded approach could be considered to enhance healthy, meaningful and efficient ways of learning. This learning workshop seems to be a useful and transferable tool to support students' development of learning capacities.
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Affiliation(s)
- Miriam Thye
- Faculty of Health, Department of Medicine, Integrated Curriculum for Anthroposophic Medicine (ICURAM), Witten/Herdecke University, Witten, Germany
- Faculty of Health, Department of Psychology and Psychotherapy, Witten/Herdecke University, Witten, Germany
| | - Diethard Tauschel
- Faculty of Health, Department of Medicine, Integrated Curriculum for Anthroposophic Medicine (ICURAM), Witten/Herdecke University, Witten, Germany
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35
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Grossberg AN, Bettcher BM, Gorgens KA, Ledreux A. Curiosity-Based Interventions Increase Everyday Functioning Score But Not Serum BDNF Levels in a Cohort of Healthy Older Adults. FRONTIERS IN AGING 2021; 2:700838. [PMID: 35822037 PMCID: PMC9261453 DOI: 10.3389/fragi.2021.700838] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Accepted: 07/28/2021] [Indexed: 06/15/2023]
Abstract
An enriched environment is effective in stimulating learning and memory in animal models as well as in humans. Environmental enrichment increases brain-derived neurotrophic factor (BDNF) in aged rats and reduces levels of Alzheimer-related proteins in the blood, including amyloid-β (Aβ) peptides and misfolded toxic forms of tau. To address whether stimulation of curiosity, which is a form of enrichment, may provide a buffer against Alzheimer's disease (AD), we measured levels of biomarkers associated with AD at baseline and after a 6-week intervention in older adults (>65 years of age) randomized to one of three different intervention conditions. Specifically, in this pilot study, we tested the effectiveness of a traditional, structured learning environment compared to a self-motivated learning environment designed to stimulate curiosity. There were no significant differences from baseline to post-intervention in any of the groups for Aβ42/Aβ40 ratio or t-tau (total-tau) plasma levels. Serum BDNF levels decreased significantly in the control group. Interestingly, individuals who had the lowest serum BDNF levels at baseline experienced significantly higher increases in BDNF over the course of the 6-week intervention compared to individuals with higher serum BDNF levels at baseline. As expected, older individuals had lower MoCA scores. Years of education correlated negatively with Aβ levels, suggesting a protective effect of education on levels of this toxic protein. ECog scores were negatively correlated with BDNF levels, suggesting that better performance on the ECog questionnaire was associated with higher BDNF levels. Collectively, these findings did not suggest that a 6-week cognitive training intervention focused on curiosity resulted in significant alterations in blood biomarkers but showed interesting correlations between cognitive scores and BDNF levels, further supporting the role of this trophic factor in brain health in older adults.
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Affiliation(s)
- Allison N. Grossberg
- Knoebel Institute for Healthy Aging, University of Denver, Denver, CO, United States
| | - Brianne M. Bettcher
- Department of Neurology, University of Colorado Anschutz Medical Campus, Aurora, CO, United States
| | - Kim A. Gorgens
- Graduate School of Professional Psychology, University of Denver, Denver, CO, United States
| | - Aurélie Ledreux
- Knoebel Institute for Healthy Aging, University of Denver, Denver, CO, United States
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36
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Dezza IC, Noel X, Cleeremans A, Yu AJ. Distinct motivations to seek out information in healthy individuals and problem gamblers. Transl Psychiatry 2021; 11:408. [PMID: 34312367 PMCID: PMC8313706 DOI: 10.1038/s41398-021-01523-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Revised: 06/04/2021] [Accepted: 06/28/2021] [Indexed: 02/07/2023] Open
Abstract
As massive amounts of information are becoming available to people, understanding the mechanisms underlying information-seeking is more pertinent today than ever. In this study, we investigate the underlying motivations to seek out information in healthy and addicted individuals. We developed a novel decision-making task and a novel computational model which allows dissociating the relative contribution of two motivating factors to seek out information: a desire for novelty and a general desire for knowledge. To investigate whether/how the motivations to seek out information vary between healthy and addicted individuals, in addition to healthy controls we included a sample of individuals with gambling disorder-a form of addiction without the confound of substance consumption and characterized by compulsive gambling. Our results indicate that healthy subjects and problem gamblers adopt distinct information-seeking "modes". Healthy information-seeking behavior was mostly motivated by a desire for novelty. Problem gamblers, on the contrary, displayed reduced novelty-seeking and an increased desire for accumulating knowledge compared to healthy controls. Our findings not only shed new light on the motivations driving healthy and addicted individuals to seek out information, but they also have important implications for the treatment and diagnosis of behavioral addiction.
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Affiliation(s)
- Irene Cogliati Dezza
- grid.4989.c0000 0001 2348 0746Centre for Research in Cognition and Neurosciences, ULB Neuroscience Institute, Université Libre de Bruxelles, Bruxelles, Belgium ,grid.83440.3b0000000121901201Department of Experimental Psychology, Faculty of Brain Sciences, University College London, London, UK ,grid.83440.3b0000000121901201The Max Planck UCL Centre for Computational Psychiatry and Ageing Research, University College London, London, UK ,grid.5342.00000 0001 2069 7798Department of Experimental Psychology, Ghent University, Ghent, Belgium
| | - Xavier Noel
- grid.4989.c0000 0001 2348 0746Faculty of Medicine, Université Libre de Bruxelles, Bruxelles, Belgium
| | - Axel Cleeremans
- grid.4989.c0000 0001 2348 0746Centre for Research in Cognition and Neurosciences, ULB Neuroscience Institute, Université Libre de Bruxelles, Bruxelles, Belgium
| | - Angela J. Yu
- grid.266100.30000 0001 2107 4242Department of Cognitive Science, University of California San Diego, San Diego, USA
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Rosenberg M, Park HW, Rosenberg-Kima R, Ali S, Ostrowski AK, Breazeal C, Gordon G. Expressive Cognitive Architecture for a Curious Social Robot. ACM T INTERACT INTEL 2021. [DOI: 10.1145/3451531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Artificial curiosity, based on developmental psychology concepts wherein an agent attempts to maximize its learning progress, has gained much attention in recent years. Similarly, social robots are slowly integrating into our daily lives, in schools, factories, and in our homes. In this contribution, we integrate recent advances in artificial curiosity and social robots into a single expressive cognitive architecture. It is composed of artificial curiosity and social expressivity modules and their unique link, i.e., the robot verbally and non-verbally communicates its internally estimated learning progress, or learnability, to its human companion. We implemented this architecture in an interaction where a fully autonomous robot took turns with a child trying to select and solve tangram puzzles on a tablet. During the curious robot’s turn, it selected its estimated most learnable tangram to play, communicated its selection to the child, and then attempted at solving it. We validated the implemented architecture and showed that the robot learned, estimated its learnability, and improved when its selection was based on its learnability estimation. Moreover, we ran a comparison study between curious and non-curious robots, and showed that the robot’s curiosity-based behavior influenced the child’s selections. Based on the artificial curiosity module of the robot, we have formulated an equation that estimates each child’s moment-by-moment curiosity based on their selections. This analysis revealed an overall significant decrease in estimated curiosity during the interaction. However, this drop in estimated curiosity was significantly larger with the non-curious robot, compared to the curious one. These results suggest that the new architecture is a promising new approach to integrate state-of-the-art curiosity-based algorithms to the growing field of social robots.
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Affiliation(s)
- Maor Rosenberg
- Curiosity Lab, Industrial Engineering Department, Tel-Aviv University, Israel
| | - Hae Won Park
- Personal Robots Group, MIT Media Lab, Cambridge, Massachusetts, United States
| | | | - Safinah Ali
- Personal Robots Group, MIT Media Lab, Cambridge, Massachusetts, United States
| | | | - Cynthia Breazeal
- Personal Robots Group, MIT Media Lab, Cambridge, Massachusetts, United States
| | - Goren Gordon
- Curiosity Lab, Industrial Engineering Department, Tel-Aviv University, Israel
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38
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Kian T, Parmar PK, Fabiano GF, Pathman T. Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children's Memory and Learning During Summer Camp at a Local Zoo. Front Psychol 2021; 12:657454. [PMID: 34305722 PMCID: PMC8295724 DOI: 10.3389/fpsyg.2021.657454] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Accepted: 06/14/2021] [Indexed: 12/04/2022] Open
Abstract
School-aged children often participate in school field trips, summer camps or visits at informal learning institutions like zoos and museums. However, relatively little is known about children’s memory and learning from these experiences, what types of event details and facts are retained, how retention varies across age, and whether different patterns are observed for different types of experiences. We aimed to answer these questions through a partnership with a local zoo. Four- to 10-year-old children (N = 122) participated in a weeklong summer camp, during which they engaged in dynamic events, including visits to zoo animals. On the last day of camp, we elicited autobiographical event narratives for two types of experiences: a child-selected animal event (visit to their favorite animal) and an experimenter-selected animal event. We coded event narratives for length and breadth using previously used autobiographical memory (AM) narrative coding schemes. In addition, we created a coding scheme to examine retention of semantic information (facts). We report the types of autobiographical event details and facts children recalled in their narratives, as well as age group differences that were found to vary depending on the type of information and type of event. Through this naturalistic, yet controlled, study we gain insights into how children remember and learn through hands-on activities and exploration in this engaging and dynamic environment. We discuss how our results provide novel information that can be used by informal learning institutions to promote children’s memory and retention of science facts.
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Affiliation(s)
- Tida Kian
- Memory Development Laboratory, Department of Psychology, York University, Toronto, ON, Canada
| | - Puneet K Parmar
- Memory Development Laboratory, Department of Psychology, York University, Toronto, ON, Canada
| | - Giulia F Fabiano
- Memory Development Laboratory, Department of Psychology, York University, Toronto, ON, Canada
| | - Thanujeni Pathman
- Memory Development Laboratory, Department of Psychology, York University, Toronto, ON, Canada.,LaMarsh Centre for Child and Youth Research, York University, Toronto, ON, Canada
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Lam DL, Sarkany DS, Whitman GJ, Straus CM. It's a Two-Way Street: Giving and Receiving Feedback to the Unaware. Curr Probl Diagn Radiol 2021; 51:17-20. [PMID: 34304948 DOI: 10.1067/j.cpradiol.2021.06.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Accepted: 06/17/2021] [Indexed: 11/22/2022]
Abstract
Giving and receiving constructive feedback is a valuable skill and an evolving process due to improved understanding and changes in culture. This article provides a practical review of key elements of effective feedback skills and strategies for providing constructive feedback, with a focus on how to address recipients who may have impaired insight into the issue at hand. Commonly known tips and tricks include direct, immediate, and specific feedback delivered in a safe setting and in a conversational manner. This article specifically considers how the feedback will be heard or accepted by the intended recipient, in order for the educator to best overcome hurdles in relaying constructive criticism.
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Affiliation(s)
- Diana L Lam
- Department of Radiology, University of Washington School of Medicine, Seattle, WA.
| | - David S Sarkany
- Department of Radiology, Staten Island University Hospital, Northwell Health, Staten Island, NY
| | - Gary J Whitman
- Department of Radiology, The University of Texas MD Anderson Cancer Center, Houston, TX
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40
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Memorisation and implicit perceptual learning are enhanced for preferred musical intervals and chords. Psychon Bull Rev 2021; 28:1623-1637. [PMID: 33945127 PMCID: PMC8500890 DOI: 10.3758/s13423-021-01922-z] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/23/2021] [Indexed: 11/22/2022]
Abstract
Is it true that we learn better what we like? Current neuroaesthetic and neurocomputational models of aesthetic appreciation postulate the existence of a correlation between aesthetic appreciation and learning. However, even though aesthetic appreciation has been associated with attentional enhancements, systematic evidence demonstrating its influence on learning processes is still lacking. Here, in two experiments, we investigated the relationship between aesthetic preferences for consonance versus dissonance and the memorisation of musical intervals and chords. In Experiment 1, 60 participants were first asked to memorise and evaluate arpeggiated triad chords (memorisation phase), then, following a distraction task, chords’ memorisation accuracy was measured (recognition phase). Memorisation resulted to be significantly enhanced for subjectively preferred as compared with non-preferred chords. To explore the possible neural mechanisms underlying these results, we performed an EEG study, directed to investigate implicit perceptual learning dynamics (Experiment 2). Through an auditory mismatch detection paradigm, electrophysiological responses to standard/deviant intervals were recorded, while participants were asked to evaluate the beauty of the intervals. We found a significant trial-by-trial correlation between subjective aesthetic judgements and single trial amplitude fluctuations of the ERP attention-related N1 component. Moreover, implicit perceptual learning, expressed by larger mismatch detection responses, was enhanced for more appreciated intervals. Altogether, our results showed the existence of a relationship between aesthetic appreciation and implicit learning dynamics as well as higher-order learning processes, such as memorisation. This finding might suggest possible future applications in different research domains such as teaching and rehabilitation of memory and attentional deficits.
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41
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Yang X, Zhou X, Yi X, Zhang W, Yang Y, Ni J. Incorporation of classical scientific research stories into traditional lecture classes to promote the active learning of students. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2021; 49:422-426. [PMID: 33666311 DOI: 10.1002/bmb.21495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2019] [Revised: 03/04/2020] [Accepted: 02/09/2021] [Indexed: 06/12/2023]
Abstract
Biochemistry is an important curriculum for all medical students but has long been considered obscure and of very little or indirect relevance to medical or clinical practice, which markedly diminishes the enthusiasm and motivation of medical students in learning. Biochemistry teachers always face a tremendous challenge to deliver an attractive and high-quality lecture class. Inspired by convincing studies that show numerous benefits of undergraduate research, we tried to modify our teaching method in the past 5 years by incorporating classical scientific research stories into our traditional lecture class, such as the discovery of the semi-conservative DNA replication, telomeric DNA and telomerase, the tricarboxylic acid cycle (TCA cycle), and so on. Through this story-based teaching, we not only helped them deeply understand the textbook content, but also introduced the process of real scientific research to the students in an interesting way. Our efforts aim to combine the delivery of knowledge with the inspiration of students' active learning. We found that most students involved in our classes responded positively. As described in the survey, they were strongly attracted by those research stories; rather than feeling bored about the Biochemistry textbook, they experienced curiosity which fostered their active learning. They also learned to appreciate the beauty of science. More importantly, their impression on how the authentic science research was done was instructive for their critical thinking.
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Affiliation(s)
- Xiaohan Yang
- Department of Biochemistry and Biophysics, Peking University Health Science Center, Beijing, China
| | - Xuehong Zhou
- Department of Biochemistry and Biophysics, Peking University Health Science Center, Beijing, China
| | - Xia Yi
- Department of Biochemistry and Biophysics, Peking University Health Science Center, Beijing, China
| | - Weifang Zhang
- Department of Biochemistry and Biophysics, Peking University Health Science Center, Beijing, China
| | - Yang Yang
- Department of Biochemistry and Biophysics, Peking University Health Science Center, Beijing, China
| | - Juhua Ni
- Department of Biochemistry and Biophysics, Peking University Health Science Center, Beijing, China
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42
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Singh A, Manjaly JA. The effect of information gap and uncertainty on curiosity and its resolution. JOURNAL OF COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1080/20445911.2021.1908311] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Aditya Singh
- Centre for Cognitive and Brain Sciences, Indian Institute of Technology Gandhinagar, Gandhinagar, India
| | - Jaison A. Manjaly
- Centre for Cognitive and Brain Sciences, Indian Institute of Technology Gandhinagar, Gandhinagar, India
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Abstract
Curiosity is a desire for information that is not motivated by strategic concerns. Latent learning is not driven by standard reinforcement processes. We propose that curiosity serves the purpose of motivating latent learning. While latent learning is often treated as a passive or incidental process, it normally reflects a strong evolved pressure to actively seek large amounts of information. That information in turn allows curious decision makers to represent the structure of their environment, that is, to form cognitive maps. These cognitive maps then drive adaptive flexible behavior. Based on recent data, we propose that orbitofrontal cortex (OFC) and dorsal anterior cingulate cortex (dACC) play complementary roles in curiosity-driven learning. Specifically, we propose that (1) OFC tracks intrinsic value of information and incorporates new information into a cognitive map; and (2) dACC tracks the environmental demands and information availability to then use the cognitive map from OFC to guide behavior.
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Affiliation(s)
- Maya Zhe Wang
- Department of Neuroscience, Center for Magnetic Resonance Research, and Center for Neuroengineering University of Minnesota, Minneapolis MN 55455
| | - Benjamin Y Hayden
- Department of Neuroscience, Center for Magnetic Resonance Research, and Center for Neuroengineering University of Minnesota, Minneapolis MN 55455
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Liu B, Chen H, Hou C, Wang Y. The structure and measurement of overtime work: A scale development study among Chinese employees. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-020-01259-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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45
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Mas-Herrero E, Maini L, Sescousse G, Zatorre RJ. Common and distinct neural correlates of music and food-induced pleasure: A coordinate-based meta-analysis of neuroimaging studies. Neurosci Biobehav Rev 2021; 123:61-71. [PMID: 33440196 DOI: 10.1016/j.neubiorev.2020.12.008] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2020] [Revised: 11/11/2020] [Accepted: 12/12/2020] [Indexed: 12/31/2022]
Abstract
Neuroimaging studies have shown that, despite the abstractness of music, it may mimic biologically rewarding stimuli (e.g., food) in its ability to engage the brain's reward circuitry. However, due to the lack of research comparing music and other types of reward, it is unclear to what extent the recruitment of reward-related structures overlaps among domains. To achieve this goal, we performed a coordinate-based meta-analysis of 38 neuroimaging studies (703 subjects) comparing the brain responses specifically to music and food-induced pleasure. Both engaged a common set of brain regions, including the ventromedial prefrontal cortex, ventral striatum, and insula. Yet, comparative analyses indicated a partial dissociation in the engagement of the reward circuitry as a function of the type of reward, as well as additional reward type-specific activations in brain regions related to perception, sensory processing, and learning. These results support the idea that hedonic reactions rely on the engagement of a common reward network, yet through specific routes of access depending on the modality and nature of the reward.
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Affiliation(s)
- Ernest Mas-Herrero
- Cognition and Brain Plasticity Unit, Bellvitge Biomedical Research Institute, L'Hospitalet de Llobregat, 08907, Barcelona, Spain; Department of Cognition, Development and Education Psychology, University of Barcelona, 08035, Barcelona, Spain.
| | - Larissa Maini
- Montreal Neurological Institute, McGill University, Montreal, QC, Canada; Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Guillaume Sescousse
- Lyon Neuroscience Research Center - INSERM U1028 - CNRS UMR5292, PSYR2 Team, University of Lyon, Lyon, France
| | - Robert J Zatorre
- Montreal Neurological Institute, McGill University, Montreal, QC, Canada; International Laboratory for Brain, Music, and Sound Research (BRAMS), Montreal, QC, Canada.
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46
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Intrinsic motivation in patients with Parkinson's disease: a neuropsychological investigation of curiosity using dopamine transporter imaging. Neurol Sci 2021; 42:3349-3356. [PMID: 33411194 PMCID: PMC8342369 DOI: 10.1007/s10072-020-04968-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Accepted: 12/05/2020] [Indexed: 10/29/2022]
Abstract
Both intrinsic and extrinsic motivation are believed to involve brain regions that are innervated by the dopaminergic pathway. Although dopaminergic neurons in the midbrain deteriorate in Parkinson's disease (PD), it remains unclear whether intrinsic motivation is impaired in PD patients. To address this issue, we investigated intrinsic motivation in PD patients using a task designed to assess the "Pandora effect," which constitutes a curiosity for resolving uncertainty, even if this curiosity is likely to result in negative consequences. Twenty-seven PD patients and 27 age-matched healthy controls (HCs) completed a curiosity task in which they were required to decide either to view or skip negative pictures (e.g., snakes, spiders) and an examination battery that included the Mini-Mental State Examination, a verbal fluency test, the Trail Making Test, 10-word recall tests, and questionnaires for behavioral inhibition/activation and depression. DaTSCAN images to assess the distribution of dopamine transporters in the striatum were acquired only from PD patients. The results revealed that PD patients, relative to the HCs, viewed the pictures less frequently under both the certain and uncertain conditions. However, both the PD patients and HCs viewed the pictures at a higher frequency under the uncertain condition than under the certain condition. In the PD patients, the proportion of pictures viewed under the certain condition was positively correlated with the distribution of dopamine transporters in the striatum. These results suggest that despite the overall decreasing level of interest in viewing negative pictures, the motivation to resolve uncertainty is relatively intact in PD patients.
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Murlimanju BV, Mishra R, Mohan R, Kosagi S, Agrawal A. Letter to the Editor Regarding: "A Surprise Sabbatical: How Mayo Clinic Neurosurgery Coped with Coronavirus Disease 2019". World Neurosurg 2020; 144:328-329. [PMID: 33227870 DOI: 10.1016/j.wneu.2020.08.156] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Accepted: 08/22/2020] [Indexed: 10/24/2022]
Affiliation(s)
- Bukkambudhi V Murlimanju
- Department of Anatomy, Kasturba Medical College, Manipal Academy of Higher Education, Manipal, Karnataka, India.
| | - Rakesh Mishra
- Department of Neurosurgery, All India Institute of Medical Sciences, Saket Nagar, Bhopal, India
| | - Rajashekar Mohan
- Department of Surgery, K. S. Hegde Medical Academy of Nitte, Mangalore, Karnataka, India
| | - Srinivas Kosagi
- Department of Psychiatry, Dharwad Institute of Mental Health and Neurosciences, Dharwad, India
| | - Amit Agrawal
- Department of Neurosurgery, All India Institute of Medical Sciences, Saket Nagar, Bhopal, India
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48
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Kusters R, Misevic D, Berry H, Cully A, Le Cunff Y, Dandoy L, Díaz-Rodríguez N, Ficher M, Grizou J, Othmani A, Palpanas T, Komorowski M, Loiseau P, Moulin Frier C, Nanini S, Quercia D, Sebag M, Soulié Fogelman F, Taleb S, Tupikina L, Sahu V, Vie JJ, Wehbi F. Interdisciplinary Research in Artificial Intelligence: Challenges and Opportunities. Front Big Data 2020; 3:577974. [PMID: 33693418 PMCID: PMC7931862 DOI: 10.3389/fdata.2020.577974] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 10/28/2020] [Indexed: 11/25/2022] Open
Abstract
The use of artificial intelligence (AI) in a variety of research fields is speeding up multiple digital revolutions, from shifting paradigms in healthcare, precision medicine and wearable sensing, to public services and education offered to the masses around the world, to future cities made optimally efficient by autonomous driving. When a revolution happens, the consequences are not obvious straight away, and to date, there is no uniformly adapted framework to guide AI research to ensure a sustainable societal transition. To answer this need, here we analyze three key challenges to interdisciplinary AI research, and deliver three broad conclusions: 1) future development of AI should not only impact other scientific domains but should also take inspiration and benefit from other fields of science, 2) AI research must be accompanied by decision explainability, dataset bias transparency as well as development of evaluation methodologies and creation of regulatory agencies to ensure responsibility, and 3) AI education should receive more attention, efforts and innovation from the educational and scientific communities. Our analysis is of interest not only to AI practitioners but also to other researchers and the general public as it offers ways to guide the emerging collaborations and interactions toward the most fruitful outcomes.
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Affiliation(s)
- Remy Kusters
- INSERM U1284, Université de Paris, Center for Research and Interdisciplinarity (CRI), Paris, France
| | - Dusan Misevic
- INSERM U1284, Université de Paris, Center for Research and Interdisciplinarity (CRI), Paris, France
| | | | | | | | - Loic Dandoy
- INSERM U1284, Université de Paris, Center for Research and Interdisciplinarity (CRI), Paris, France
| | - Natalia Díaz-Rodríguez
- Inria Flowers, Paris and Bordeaux, France
- ENSTA Paris, Institut Polytechnique Paris, Paris, France
| | - Marion Ficher
- INSERM U1284, Université de Paris, Center for Research and Interdisciplinarity (CRI), Paris, France
| | - Jonathan Grizou
- INSERM U1284, Université de Paris, Center for Research and Interdisciplinarity (CRI), Paris, France
| | - Alice Othmani
- Université Paris-Est, LISSI, Vitry sur Seine, France
| | - Themis Palpanas
- Université de Paris, France and French University Institute (IUF), Paris, France
| | | | - Patrick Loiseau
- Université Grenoble Alpes, Inria, CNRS, Grenoble INP, LIG, Grenoble, France
| | | | - Santino Nanini
- INSERM U1284, Université de Paris, Center for Research and Interdisciplinarity (CRI), Paris, France
| | | | - Michele Sebag
- TAU, LRI-CNRS–INRIA, Universite Paris-Saclay, France
| | | | - Sofiane Taleb
- INSERM U1284, Université de Paris, Center for Research and Interdisciplinarity (CRI), Paris, France
| | - Liubov Tupikina
- INSERM U1284, Université de Paris, Center for Research and Interdisciplinarity (CRI), Paris, France
- Nokia Bell Labs, Paris, France
| | - Vaibhav Sahu
- INSERM U1284, Université de Paris, Center for Research and Interdisciplinarity (CRI), Paris, France
| | | | - Fatima Wehbi
- INSERM U1284, Université de Paris, Center for Research and Interdisciplinarity (CRI), Paris, France
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Ebner N, Greenberg EE. Designing Binge-Worthy Courses: Pandemic Pleasures and COVID-19 Consequences. NEGOTIATION JOURNAL 2020; 36:535-560. [PMID: 38607806 PMCID: PMC7675522 DOI: 10.1111/nejo.12339] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 08/19/2020] [Accepted: 08/20/2020] [Indexed: 05/16/2023]
Abstract
Teachers of conflict, negotiation, and alternative dispute resolution who have transitioned their in-person courses to synchronous video conferencing are posed with significant pedagogical challenges. How will they stoke their students' curiosity and maintain their students' interest? How will students find the motivation and energy necessary to engage in nonstop videoconferences, day in and day out? How are they to maintain the high cognitive function required for our courses in the face of Zoom fatigue and reduced social interaction? In light of these challenges, we explored another activity that students (and their teachers) not only engage in, but can't pull themselves away from. Drawing on the literature examining psychological and neuroscientific aspects of binge-watching television shows, we propose an innovative approach to designing courses our students will want to binge-learn.
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