Zanchi Paola, Mullier Emeline, Fornari Eleonora, Guerrier de Dumast Priscille, Alemán-Gómez Yasser, Ledoux Jean-Baptiste, Beaty Roger, Hagmann Patric, Denervaud Solange
Department of Radiology, Lausanne University Hospital and University of Lausanne (CHUV-UNIL), Lausanne, Switzerland.
CIBM Center for Biomedical Imaging, Lausanne, Switzerland.
NPJ Sci Learn. 2024 Jul 10;9(1):45. doi: 10.1038/s41539-024-00254-6.
Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet whether differences in pedagogical experience modulate underlying brain network development is still unknown. In this study, we compared the brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4-18 years old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network. In contrast, higher temporal stability was observed in the ventral attention, dorsal attention, somatomotor, frontoparietal, and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.
在整个成长过程中，经历对我们的思维和适应方式有着强烈的影响。学校经历会影响学业和社会情感方面的成果，然而教学经验的差异是否会调节潜在的大脑网络发育仍是未知的。在本研究中，我们比较了具有不同教学背景的学生的大脑网络动态。具体而言，我们通过结合87名4至18岁学生的静息态功能磁共振成像（fMRI）和扩散加权结构成像数据，来表征静息状态下大脑活动的多样性和稳定性，这些学生分别接受蒙台梭利教学法（即学生主导、试错式教学法）或传统教学法（即教师主导、基于测试的教学法）。我们的结果揭示了在全脑水平上，学生之间的时空大脑动态差异是受学校教育经历影响的。与接受传统教育的学生相比，蒙台梭利学校的学生总体上表现出更高的功能整合（更高的系统多样性）和神经稳定性（更低的时空多样性）。更高的整合主要通过小脑（CBL）功能网络来解释。相比之下，在腹侧注意、背侧注意、躯体运动、额顶叶和CBL功能网络中观察到更高的时间稳定性。这项研究表明在学习相关网络中存在一种依赖于经验的动态功能连接可塑性形式。
