通过心脏学习或与心脏学习:大脑不对称反映了教学实践
Martin Schetter1, David Romascano1,2, Mathilde Gaujard1
1Department of Diagnostic and Interventional Radiology, Lausanne University Hospital, University of Lausanne, 1005 Lausanne, Switzerland.
Brain sciences
|September 28, 2023
概括
学校教育塑造了大脑的发展. 不同的教学方法,如蒙特利与传统,影响记忆区域的皮质厚度不对称,影响学生学习和保留信息的方式.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 大脑半球通常以对称的方式发展.
- 强烈的训练或病理可能导致不对称.
- 学校教育是认知训练的一种形式.
研究的目的:
- 研究教学对皮质厚度 (CTh) 不对称性的影响.
- 为了比较学生和成年人之间的CTh不对称.
- 基于教育背景的CTh不对称差异的检查 (蒙特利与传统).
主要方法:
- 在111名学生 (4-18岁) 和77名成年人 (>20岁) 中比较CTh不对称指数 (AI).
- 分析了基于蒙特利或传统学校教育的学生的CTh AI.
- 控制年龄,智力,家庭生活和社会经济条件.
主要成果:
- 在学生和成年人之间,全脑CTh AI没有显著差异.
- 教学经验影响了叶副海马 (PHC) 区域的CTh AI.
- 蒙特利学生向左显示PHC CTh不对称;传统学生向右显示不对称.
结论:
- 教学影响大脑形态,特别是与记忆相关的区域.
- 蒙特利和传统教育方法之间的学习策略有所不同.
- 教育经验可以调节神经编码和知识传输.
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