National disparities favoring males are reflected in girls' implicit associations about gender and academic subjects.

Based on data for = 2,756 children (1,410 girls; = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.

Inferring occluded projectile motion changes connectivity within a visuo-fronto-parietal network.

Anticipating the behaviour of moving objects in the physical environment is essential for a wide range of daily actions. This ability is thought to rely on mental simulations and has been shown to involve frontoparietal and early visual areas. Yet, the connectivity patterns between these regions during intuitive physical inference remain largely unknown.

Bridging cognitive neuroscience and education: Insights from EEG recording during mathematical proof evaluation.

Background: Much of modern mathematics education prioritizes symbolic formalism even at the expense of non-symbolic intuition, we contextualize our study in the ongoing debates on the balance between symbolic and non-symbolic reasoning. We explore the dissociation of oscillatory dynamics between algebraic (symbolic) and geometric (non-symbolic) processing in advanced mathematical reasoning during a naturalistic design.

Method: Employing mobile EEG technology, we investigated students' beta and gamma wave patterns over frontal and parietal regions while they engaged with mathematical demonstrations in symbolic and non-symbolic formats within a tutor-student framework.

Math on cortex-enhanced delta phase synchrony in math experts during long and complex math demonstrations.

Neural oscillations are important for working memory and reasoning and they are modulated during cognitively challenging tasks, like mathematics. Previous work has examined local cortical synchrony on theta (4-8 Hz) and alpha (8-13 Hz) bands over frontal and parietal electrodes during short mathematical tasks when sitting. However, it is unknown whether processing of long and complex math stimuli evokes inter-regional functional connectivity.

Factors related to the performance of laypersons diagnosing pigmented skin cancer: an explorative study.

It is important but challenging for prospective health professionals to learn the visual distinction between potentially harmful and harmless skin lesions, such as malignant melanomas and benign nevi. Knowledge about factors related to diagnostic performance is sparse but a prerequisite for designing and evaluating evidence-based educational interventions. Hence, this study explored how the characteristics of 240 skin lesions, the number of classified lesions and the response times of 137 laypeople were related to performance in diagnosing pigmented skin cancer.

The effects of procedural and conceptual knowledge on visual learning.

Even though past research suggests that visual learning may benefit from conceptual knowledge, current interventions for medical image evaluation often focus on procedural knowledge, mainly by teaching classification algorithms. We compared the efficacy of pure procedural knowledge (three-point checklist for evaluating skin lesions) versus combined procedural plus conceptual knowledge (histological explanations for each of the three points). All students then trained their classification skills with a visual learning resource that included images of two types of pigmented skin lesions: benign nevi and malignant melanomas.

Nonlinear and machine learning analyses on high-density EEG data of math experts and novices.

Current trend in neurosciences is to use naturalistic stimuli, such as cinema, class-room biology or video gaming, aiming to understand the brain functions during ecologically valid conditions. Naturalistic stimuli recruit complex and overlapping cognitive, emotional and sensory brain processes. Brain oscillations form underlying mechanisms for such processes, and further, these processes can be modified by expertise.

Physical inference of falling objects involves simulation of occluded trajectories in early visual areas.

Humans possess an intuitive understanding of the environment's physical properties and dynamics, which allows them to predict the outcomes of physical scenarios and successfully interact with the physical world. This predictive ability is thought to rely on mental simulations and has been shown to involve frontoparietal areas. Here, we investigate whether such mental simulations may be accompanied by visual imagery of the predicted physical scene.

Prior math achievement and inventive production predict learning from productive failure.

A frequent concern about constructivist instruction is that it works well, mainly for students with higher domain knowledge. We present findings from a set of two quasi-experimental pretest-intervention-posttest studies investigating the relationship between prior math achievement and learning in the context of a specific type of constructivist instruction, Productive Failure. Students from two Singapore public schools with significantly different prior math achievement profiles were asked to design solutions to complex problems prior to receiving instruction on the targeted concepts.

Understanding Randomness on a Molecular Level: A Diagnostic Tool.

Undergraduate biology students' molecular-level understanding of stochastic (also referred to as random or noisy) processes found in biological systems is often limited to those examples discussed in class. Therefore, students frequently display little ability to accurately transfer their knowledge to other contexts. Furthermore, elaborate tools to assess students' understanding of these stochastic processes are missing, despite the fundamental nature of this concept and the increasing evidence demonstrating its importance in biology.

Problem-solving in virtual environment simulations prior to direct instruction for differential diagnosis in medical education: An experimental study.

Despite acquiring vast content knowledge about the functioning of the human body through university teaching, medical students struggle to transfer that knowledge to one of the core disciplinary practices - differential diagnosis. The authors aimed to overcome this problem by implementing computer-based virtual environment simulations in medical education courses. In an experimental study, the authors compared problem-solving in medical computer-based virtual environment simulations prior to instruction with an instruction-first approach.

The Disappearing "Advantage of Abstract Examples in Learning Math".

When teaching a novel mathematical concept, should we present learners with abstract or concrete examples? In this experiment, we conduct a critical replication and extension of a well-known study that argued for the general advantage of abstract examples (Kaminski, Sloutsky, & Heckler, 2008a). We demonstrate that theoretically motivated yet minor modifications of the learning design put this argument in question. A key finding from this study is that participants who trained with improved concrete examples performed as well as, or better than, participants who trained with abstract examples.

Productive failure in learning math.

When learning a new math concept, should learners be first taught the concept and its associated procedures and then solve problems, or solve problems first even if it leads to failure and then be taught the concept and the procedures? Two randomized-controlled studies found that both methods lead to high levels of procedural knowledge. However, students who engaged in problem solving before being taught demonstrated significantly greater conceptual understanding and ability to transfer to novel problems than those who were taught first. The second study further showed that when given an opportunity to learn from the failed problem-solving attempts of their peers, students outperformed those who were taught first, but not those who engaged in problem solving first.

Cognitive consistency and math-gender stereotypes in Singaporean children.

In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math).