COVID-19学校关闭对阅读网络中的白物质可塑性的影响
Lauren Blockmans1, Fumiko Hoeft2, Jan Wouters1
1Research Group ExpORL, Leuven Brain Institute, Department of Neurosciences, KU Leuven, Leuven, Belgium.
Neurobiology of language (Cambridge, Mass.)
|January 20, 2025
概括
COVID-19学校关闭对儿童的语音意识发展产生了短期影响. 然而,一年后,没有观察到对阅读能力或大脑白质连接的长期影响.
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
- 教育教育教育教育教育教育.
背景情况:
- 在全球范围内,COVID-19大流行导致了广泛的学校关闭.
- 以前的研究表明,学校关闭对儿童阅读能力产生负面影响.
- 这些关闭对大脑阅读网络的影响仍未得到研究.
研究的目的:
- 调查COVID-19学校关闭对儿童语音意识和白质连接的纵向影响.
- 为了确定早期阅读发展是否受到流行病相关的教育中断的影响.
主要方法:
- 一项纵向研究对162名荷兰语儿童进行了研究.
- 随着时间的推移,声学意识和白质连接性被评估.
- 对比了COVID-19学校关闭的和没有学校关闭的儿童.
主要成果:
- 在经历学校关闭的儿童的语音意识增长中观察到短期效应.
- 一年后,在语音意识上没有发现任何显著的长期影响.
- 在与阅读相关的路径中,白质连接的纵向发展没有长期受到影响.
结论:
- 一年后学校关闭,儿童的语音意识和白质发育都没有持续的影响.
- 这项研究强调了早期阅读技能和神经通路的弹性.
- 需要进一步的研究来探索潜在的短期网络效应或对其他领域的影响,例如心理社会发展.
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