Schetter Martin, Romascano David, Gaujard Mathilde, Rummel Christian, Denervaud Solange
Department of Diagnostic and Interventional Radiology, Lausanne University Hospital, University of Lausanne, 1005 Lausanne, Switzerland.
Support Center for Advanced Neuroimaging (SCAN), University Institute of Diagnostic and Interventional Neuroradiology, Inselspital-Bern University Hospital, University of Bern, 3010 Bern, Switzerland.
Brain Sci. 2023 Aug 31;13(9):1270. doi: 10.3390/brainsci13091270.
Brain hemispheres develop rather symmetrically, except in the case of pathology or intense training. As school experience is a form of training, the current study tested the influence of pedagogy on morphological development through the cortical thickness (CTh) asymmetry index (AI). First, we compared the CTh AI of 111 students aged 4 to 18 with 77 adults aged > 20. Second, we investigated the CTh AI of the students as a function of schooling background (Montessori or traditional). At the whole-brain level, CTh AI was not different between the adult and student groups, even when controlling for age. However, pedagogical experience was found to impact CTh AI in the temporal lobe, within the parahippocampal (PHC) region. The PHC region has a functional lateralization, with the right PHC region having a stronger involvement in spatiotemporal context encoding, while the left PHC region is involved in semantic encoding. We observed CTh asymmetry toward the left PHC region for participants enrolled in Montessori schools and toward the right for participants enrolled in traditional schools. As these participants were matched on age, intelligence, home-life and socioeconomic conditions, we interpret this effect found in memory-related brain regions to reflect differences in learning strategies. Pedagogy modulates how new concepts are encoded, with possible long-term effects on knowledge transfer.
大脑半球的发育相当对称，病理情况或高强度训练除外。由于学校学习是一种训练形式，本研究通过皮质厚度（CTh）不对称指数（AI）测试了教学法对形态发育的影响。首先，我们比较了111名4至18岁学生与77名20岁以上成年人的CTh AI。其次，我们研究了学生的CTh AI与学校教育背景（蒙台梭利教育或传统教育）之间的关系。在全脑水平上，即使控制年龄因素，成人组和学生组的CTh AI也没有差异。然而，研究发现教学经验会影响海马旁回（PHC）区域内颞叶的CTh AI。PHC区域存在功能偏侧化，右侧PHC区域在时空背景编码中参与度更高，而左侧PHC区域参与语义编码。我们观察到，就读于蒙台梭利学校的参与者的CTh向左侧PHC区域不对称，而就读于传统学校的参与者的CTh向右侧不对称。由于这些参与者在年龄、智力、家庭生活和社会经济条件方面相匹配，我们将在与记忆相关的脑区中发现的这种效应解释为反映学习策略的差异。教学法调节新概念的编码方式，可能对知识迁移产生长期影响。
