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Effect of embedding a cognitive diagnosis into the adaptive dynamic assessment of spatial geometry learning

Interactive learning Environments 2023年第2期31卷 890-907页

作者： Lin-Jung Wu Kuo-En Chang Graduate Institute of Information and Computer Education Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

ABSTRACTABSTRACTTo achieve adaptive learning, a dynamic assessment system equipped with a cognitive diagnosis was developed for this study, which adopts a three-stage model of diagnosis-intervention-assessment. To examine how this system influenced spatial geometry learning, the study used a quasi-experimental method to investigate student learning outcomes between different groups. One hundred sixteen junior high school students participating in the experiment were divided into experimental and control groups. Experimental group engaged in adaptive learning as they corrected their misconceptions in the learning intervention stage by using learning content provided according to their cognitive diagnosis results. Control group engaged in nonadaptive learning; they corrected misconceptions using self-selected learning content and thus engaged in learning activities that were not focused on their misconceptions. The results revealed that the adaptive learning students exhibited learning performance and misconception correction ratios superior to those in the control group. Through analysis, we discovered that nearly half of the nonadaptive learning students failed to select appropriate learning content for correcting their misconceptions. In addition, the time spent on learning by the students in the two groups was significantly different; the adaptive learning students spent significantly less time on learning than the nonadaptive students, thus exhibiting higher learning efficiency.

关键词： Cognitive diagnosis adaptive learning dynamic assessment spatial geometry learning Bayesian network

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Transcriptome dynamics of hippocampal neurogenesis in macaques across the lifespan and aged humans

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细胞研究（英文版） 2022年第8期32卷 729-743页

作者： Wei Wang Mengdi Wang Meng Yang Bo Zeng Wenying Qiu Qiang Ma Xiaoxi Jing Qianqian Zhang Bosong Wang Chonghai Yin Jiyao Zhang Yuxin Ge Yufeng Lu Weizhi Ji Qian Wu Chao Ma Xiaoqun Wang State Key Laboratory of Cognitive Neuroscience and Learning IDG/McGovern Institute for Brain ResearchBeijing Normal UniversityBeijingChina State Key Laboratory of Brain and Cognitive Science CAS Center for Excellence in Brain Science and Intelligence Technology(Shanghai)Institute of BiophysicsChinese Academy of SciencesBeijingChina State Key Laboratory of Brain and Cognitive Science CAS Center for Excellence in Brain Science and Intelligence Technology(Shanghai)Institute of BiophysicsChinese Academy of SciencesBeijingChina Changping Laboratory BeijingChina University of Chinese Academy of Sciences BeijingChina State Key Laboratory of Brain and Cognitive Science CAS Center for Excellence in Brain Science and Intelligence Technology(Shanghai)Institute of BiophysicsChinese Academy of SciencesBeijingChina University of Chinese Academy of Sciences BeijingChina Changping Laboratory BeijingChina Institute of Basic Medical Sciences Neuroscience CenterNational Human Brain Bank for Development and FunctionChinese Academy of Medical Sciences Department of Human Anatomy Histology and EmbryologySchool of Basic MedicinePeking Union Medical CollegeBeijingChina State Key Laboratory of Cognitive Neuroscience and Learning IDG/McGovern Institute for Brain ResearchBeijing Normal UniversityBeijingChina State Key Laboratory of Brain and Cognitive Science CAS Center for Excellence in Brain Science and Intelligence Technology(Shanghai)Institute of BiophysicsChinese Academy of SciencesBeijingChina Yunnan Key Laboratory of Primate Biomedical Research Institute of Primate Translational MedicineKunming University of Science and TechnologyKunmingYunanChina State Key Laboratory of Cognitive Neuroscience and Learning IDG/McGovern Institute for Brain ResearchBeijing Normal UniversityBeijingChina Changping Laboratory BeijingChina State Key Laboratory of Cognitive Neuroscience and Learning IDG/McGovern Institute for Brain ResearchBeijing Normal UniversityBeijingChina State Key Laboratory of Brain and Cog

Whether adult hippocampal neurogenesis(AHN)persists in adult and aged humans continues to be extensively debated.A major question is whether the markers identified in rodents are reliable enough to reveal new neurons and the neurogenic trajectory in ***,to provide a better understanding of AHN in primates and to reveal more novel markers for distinct cell types,droplet-based single-nucleus RNA sequencing(snRNA-seq)is used to investigate the cellular heterogeneity and molecular characteristics of the hippocampi in macaques across the lifespan and in aged *** of the major cell types in the hippocampus and their expression profiles were *** dynamics of the neurogenic lineage was revealed and the diversity of astrocytes and microglia was *** the neurogenic lineage,the regulatory continuum from adult neural stem cells(NSCs)to immature and mature granule cells was investigated.A group of primate-specific markers were *** validated ETNPPL as a primate-specific NSC marker and verified STMN1 and STMN2 as immature neuron markers in ***,we illustrate a cluster of active astrocytes and microglia exhibiting proinflammatory responses in aged *** interaction analysis and the comparative investigation on published datasets and ours imply that astrocytes provide signals inducing the proliferation,quiescence and inflammation of adult NSCs at different stages and that the proinflammatory status of astrocytes probably contributes to the decrease and variability of AHN in adults and elderly individuals.

关键词： Ageing Neural stem cells

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Physical activity, cathepsin B, and cognitive health

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Trends in Molecular Medicine 2025年

作者： Yu, Qian Zhang, Zhihao Herold, Fabian Ludyga, Sebastian Kuang, Jin Chen, Yanxia Liu, Zijun Erickson, Kirk I. Goodpaster, Bret H. Cheval, Boris Pindus, Dominika M. Kramer, Arthur F. Hillman, Charles H. Liu-Ambrose, Teresa Kelley, Keith W. Moon, Hyo Youl Chen, Aiguo Zou, Liye Body-Brain-Mind Laboratory School of Psychology Shenzhen University Shenzhen 518060 China Faculty of Education University of Macau Macau China Research Group on Degenerative and Chronic Diseases Movement Faculty of Health Sciences Brandenburg University of Potsdam Potsdam 14476 Germany Department of Sport Exercise and Health University of Basel Grosse Allee 6 Basel CH-4052 Switzerland Department of Kinesiology and Community Health University of Illinois at Urbana-Champaign Urbana IL United States Beckman Institute for Advanced Science and Technology University of Illinois at Urbana-Champaign Urbana IL United States Neuroscience Program University of Illinois at Urbana-Champaign Urbana IL United States Department of Physical Education Shanghai Jiaotong University Shanghai China Department of Neuroscience AdventHealth Research Institute Orlando FL United States AdventHealth Translational Research Institute AdventHealth Orlando FL United States Department of Sport Sciences and Physical Education Ecole Normale Supérieure Rennes Bruz France Univ Rennes École normale supérieure de Rennes Rennes F-35000 France Center for Cognitive and Brain Health Northeastern University Boston 02115 MA United States Department of Psychology Northeastern University Boston 02115 MA United States Department of Physical Therapy Movement and Rehabilitation Sciences Northeastern University Boston 02115 MA United States Djavad Mowafaghian Centre for Brain Health Vancouver Coastal Health Research Institute University of British Columbia Vancouver BC Canada Centre for Aging SMART (Solutions for Mobility Activity Rehabilitation and Technology) Vancouver Coastal Health Research Institute University of British Columbia Vancouver BC Canada Department of Physical Therapy Faculty of Medicine University of British Columbia Vancouver BC Canada Department of Pathology College of Medicine and Department of Animal Sciences College of Agricultural Consumer and Envir

Regular physical activity (PA) is beneficial for cognitive health, and cathepsin B (CTSB) – a protease released by skeletal muscle during PA – acts as a potential molecular mediator of this association. PA-induced metabolic and mechanical stress appears to increase plasma/serum CTSB levels. CTSB facilitates neurogenesis and synaptic plasticity in brain regions (e.g., hippocampus and prefrontal cortex) that support performance in specific cognitive domains including memory, learning, and executive function. However, the evidence regarding the role of PA-induced changes in CTSB as a mediator of PA-induced cognitive health in humans is mixed. To guide future research, this article identifies key factors that may explain the observed heterogeneity in the findings from human studies and proposes a PA–CTSB–cognition model. © 2024 Elsevier Ltd

关键词： brain health cognition CTSB exercise myokine

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How humor styles affect humor comprehension and appreciation: A typological approach

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Current Psychology 2023年第19期42卷 16392-16400页

作者： Wu, Ching-Lin Yen, Ying-Fan Chen, Hsueh-Chih Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Educational Psychology and Counseling National Taiwan Normal University Education College Building Room 612 No. 162 Sec. 1 Heping E. Rd. Da-an District Taipei City 10610 Taiwan Chinese Language and Technology Center National Taiwan Normal University Taipei Taiwan

There have been many empirical studies on humor styles and humor comprehension and appreciation, but relatively few have directly addressed the relationship between these two topics of humor research, especially studies using a typological approach for humor styles. Therefore, the present study aimed to examine how humor styles are associated with humor comprehension and appreciation using a typological approach. The present study collected the responses of humor styles questionnaires that included ratings of comprehension and funniness of humorous pictures for 962 high school students in Taiwan. The cluster analysis result indicated that there were four humor types of participants: general humor endorsers, humor deniers, positive humor endorsers, and negative humor endorsers. The positive humor endorsers could understand the content of humor pictures better than other types of participants. The general humor endorsers found the humor pictures much funnier than the humor deniers. These findings indicate that humor styles have different associations with humor comprehension and humor appreciation. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Humor appreciation Humor comprehension Humor style Pictorial humor

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Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy

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Internet and Higher Education 2023年 56卷

作者： Fan, Yang-Hsin Lin, Tzung-Jin School of Learning Informatics Graduate Institute of Information and Computer Education National Taiwan Normal University Taiwan School of Learning Informatics Program of Learning Sciences National Taiwan Normal University Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan

The main purposes of this study were, first, to identify Taiwanese university students’ online academic help-seeking (OAHS) patterns and further to compare their Internet self-efficacy (ISE) among the identified patterns. A total of 366 Taiwanese university students were invited to fill out two questionnaires to understand their OAHS and ISE, respectively. The results revealed that three OAHS patterns, adaptive, self-reliant, and socially-affiliated, were characterized based on the cluster analysis. The differences in the students’ various ISE dimensions among the three patterns were then compared. The adaptive students, who commonly adopted all types of OAHS behaviors, tended to be the most efficacious in the seven measured ISE dimensions. The self-reliant students, highlighting that they mainly sought help by searching for relevant information online, showed higher confidence in the ISE dimensions of "Usage," "Application," and "learning" than did the socially-affiliated students (i.e., those who tended to use formal and informal queries to seek academic help online). The socially-affiliated students only showed higher confidence in sharing online information than the self-reliant students. However, in the "Communication," "Verifying," and "Metacognition" ISE dimensions, there were no significant differences between the socially-affiliated and self-reliant students. © 2022 Elsevier Inc.

关键词： Students

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Influence of Junior High School Students’ humor styles and perceptions of their class Teachers’ humor Styles on Teacher-Student Interaction

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Current Psychology 2023年第19期42卷 16442-16450页

作者： Wu, Ching-Lin Huang, Hsiang-Ju Chen, Pei-Zhen Chen, Hsueh-Chih Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Educational Psychology and Counseling National Taiwan Normal University Education College Building Room 612 No. 162 Sec. 1 Heping E. Rd. Da-an District Taipei 10610 Taiwan Chinese Language and Technology Center National Taiwan Normal University Taipei Taiwan

A sense of humor constitutes a core factor that influences teacher-student interactions. The humor that teachers utilize in class may influence teacher-student relationships, either positively or negatively. Moreover, teachers’ humor style influences students’ humor style, and vice versa. This study aimed to construct patterns of humor styles based on typology and explore how these patterns influence their interactions. Data were collected from 990 Taiwanese students regarding their self-reported humor styles and perceptions of class teachers as well as the interaction between the two. Subsequently, k-means clustering was conducted by dividing participants into four clusters based on the collected data: positive humor endorsers, negative humor endorsers, humor deniers, and contradictory humor endorsers. Among these, the grouping of contradictory humor endorsers differed from previous findings. Among the four clusters, the teachers of positive humor endorsers were perceived to have a significantly higher influence and proximity to students, whereas contradictory humor endorsers were perceived to have the lowest influence and proximity to students. The research findings revealed that different patterns of teachers’ and students’ humor styles have a distinct influence on their interactions, which deepens our understanding of the extent to which their humor styles consistently impact their interactions. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Humor style Influence Proximity Teacher-Student Interaction

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Measuring Cognitive and Social Interactive Attributes of Digital Natives: Development and Validation of a Scale

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Perceptual and Motor Skills 2023年第4期130卷 1732-1761页

作者： Huang, Po-Sheng Chung, Shih-Jun Liu, Cheng-Hong Chen, Pei-Zhen Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Educational Psychology and Counseling National Tsing Hua University Hsinchu City Taiwan Department of Educational Psychology and Counseling National Taiwan Normal University Taipei Taiwan

Scholars refer to individuals who have been immersed in digital environments and who make easy use of digital languages to interact with the world as “digital natives,” and Teo proposed four attributes of digital natives to illustrate their behavioral tendencies. We aimed to expand Teo’s framework and to develop and validate the Scale of Digital Native Attributes (SDNA) for measuring cognitive and social interactive attributes of digital natives. Based on pre-test results, we retained 10 attributes and 37 SDNA items, with 3–4 items in each sub-dimension. We then recruited 887 Taiwanese undergraduates as respondents and conducted confirmatory factor analysis to establish construct validity. Moreover, the SDNA correlated with several other related measurements to demonstrate satisfactory criterion-related validity. Internal consistency was evaluated by McDonald’s Omega (ω) and Cronbach’s α coefficient, showing satisfactory reliability. This preliminary tool is now ready for cross validation and temporal reliability testing in further research. © The Author(s) 2023.

关键词： cognitive attributes digital natives educational assessment social interactive attributes

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Corrigendum to “‘Title’ Volume, Page: Liao, Y. H., Chen, Y. H., & Chen, H. C. (2024). Laughing matters: Exploring ridicule-related traits, personality, and well-being.” [Pers. Individ. Differ. 227, 112704]

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Personality and Individual Differences 2025年 233卷

作者： Yu-Hsiu Liao Yun-Hsiang Chen Hsueh-Chih Chen Department of Counseling National Chiayi University Chiayi Taiwan Department of Educational Psychology and Counseling National Taiwan Normal University Taipei Taiwan Social Emotional Education and Development Center National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Chinese Language and Technology Center National Taiwan Normal University Taipei Taiwan

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Developing a design thinking engagement scale for early childhood teachers

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International Journal of Technology and Design Education 2023年第5期33卷 2045-2069页

作者： Chen, Nanxi Wu, Dandan Hong, Huang-Yao Chai, Ching Sing Liang, Jyh-Chong Center for Educational Science and Technology Beijing Normal University No.18 Jinfeng Road Tangjiawan Guangdong Province Zhuhai City519087 China Department of Early Childhood Education The Education University of Hong Kong Tai Po Hong Kong Department of Education National Cheng-Chi University Taipei City Taiwan Department of Curriculum and Instruction The Chinese University of Hong Kong Shatin Hong Kong Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

Engaging in design thinking activities has been increasingly viewed as important for the craft of teaching for early childhood practitioners. However, reliable and valid measurements for this are lacking. As such, this research aims to develop and validate a design thinking engagement scale (DTES) to assess teachers’ engagement in design thinking. A sample of 370 Chinese kindergarten teachers completed a questionnaire to test its reliability, validity and generality empirically. First, principal component analysis (PCA) and confirmatory factor analysis (CFA) both supported a five-factor structure of the DTES, indicating satisfactory construct validity. The total variance explained in PCA was 85.48%. Second, the reliability analyses within each sub-dimension and for the total DTES also showed an adequate internal consistency for the scale, ranging from.89 to.92 in PCA, and.84 to.94 in CFA. Besides, at CFA, the composite reliability (ρ) (.84 to.94) also indicated a good reliability. Moreover, both good convergent validity and discriminant validity were obtained through the method of average variance extracted (AVE) for each dimension (.64 to.80) and constraining the correlations between each pair of constructs respectively. Thus, the DTES can be a promising tool for measuring design thinking engagement among early childhood teachers. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Principal component analysis

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Distinctive patterns of language and executive functions contributing to reading development in chinese-speaking children with ADHD

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Reading and Writing 2024年第4期37卷 1011-1034页

作者： Chen, Yuchun Tsao, Feng-Ming Liu, Huei-Mei Huang, Yi-Jou Center of Teacher Education Fu Jen Catholic University Taipei Taiwan Department of Special Education Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Psychology National Taiwan University Taipei Taiwan

Reading comprehension skills, which involve numerous executive functions (EFs), are crucial for the academic success of school-aged children. Because children with attention-deficit/hyperactivity disorder (ADHD) have difficulties with language comprehension and EFs, achieving reading comprehension may be challenging for them. This study evaluated the distinct contributions of language comprehension and EF components to reading comprehension in order to reveal the possible mechanisms underlying poor reading comprehension among children with ADHD. A total of 69 Chinese-speaking children aged 8–12 years who were typically developing (TD, n = 36) or had ADHD (n = 33) participated in this study. All participants were assessed through intelligence, reading, and language comprehension tests. EF skills were measured using a verbal working memory (WM) test and four behavior tasks: the go/no-go task, a spatial WM (SWM) task, the Tower of London (ToL) task, and the Wisconsin Card Sorting Task (WCST). Results indicated that the ADHD group exhibited significantly lower language and reading comprehension scores than did the TD group. Moreover, the TD and ADHD groups had equivalent ToL scores but notably different go/no-go, WCST, SWM, and verbal WM test scores. After age, sex, and nonverbal intelligence quotient were controlled for, hierarchical regression models revealed the contributions of language skills to reading comprehension in both groups, but the contributions of EFs differed between the groups. Inhibition and verbal WM were significant predictors of reading comprehension in the ADHD group. In sum, the abilities to disregard irrelevant information and maintaining linguistic information of multiple episodes are important for Chinese-speaking children with ADHD to build a coherent mental representation of the text during reading comprehension. © The Author(s), under exclusive licence to Springer Nature B.V. 2022.

关键词： Attention-deficit/hyperactivity disorder (ADHD) Chinese-speaking Comprehension Executive functions Language comprehension Reading

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