Denervaud Solange, Fornari Eleonora, Yang Xiao-Fei, Hagmann Patric, Immordino-Yang Mary Helen, Sander David
Swiss Center for Affective Sciences (CISA), Campus Biotech, University of Geneva, 1202 Geneva, Switzerland.
Connectomics Lab, Department of Radiology, Lausanne University Hospital and University of Lausanne (CHUV-UNIL), 1011 Lausanne, Switzerland.
NPJ Sci Learn. 2020 Jul 17;5:11. doi: 10.1038/s41539-020-0069-6. eCollection 2020.
The development of error monitoring is central to learning and academic achievement. However, few studies exist on the neural correlates of children's error monitoring, and no studies have examined its susceptibility to educational influences. Pedagogical methods differ on how they teach children to learn from errors. Here, 32 students (aged 8-12 years) from high-quality Swiss traditional or Montessori schools performed a math task with feedback during fMRI. Although the groups' accuracies were similar, Montessori students skipped fewer trials, responded faster and showed more neural activity in right parietal and frontal regions involved in math processing. While traditionally-schooled students showed greater functional connectivity between the ACC, involved in error monitoring, and hippocampus following correct trials, Montessori students showed greater functional connectivity between the ACC and frontal regions following incorrect trials. The findings suggest that pedagogical experience influences the development of error monitoring and its neural correlates, with implications for neurodevelopment and education.
错误监测的发展对于学习和学业成绩至关重要。然而，关于儿童错误监测的神经关联的研究很少，并且没有研究考察其对教育影响的敏感性。教学方法在如何教孩子从错误中学习方面存在差异。在这里，32名来自瑞士高质量传统学校或蒙台梭利学校的学生（年龄在8至12岁之间）在功能磁共振成像（fMRI）期间进行了一项有反馈的数学任务。尽管两组的准确率相似，但蒙台梭利学校的学生跳过的试验较少，反应更快，并且在参与数学处理的右顶叶和额叶区域表现出更多的神经活动。虽然传统学校的学生在正确试验后，参与错误监测的前扣带回（ACC）与海马体之间显示出更强的功能连接，但蒙台梭利学校的学生在错误试验后，ACC与额叶区域之间显示出更强的功能连接。研究结果表明，教学经验会影响错误监测及其神经关联的发展，对神经发育和教育具有启示意义。
