Reindl Vanessa, Konrad Kerstin, Poon Kenneth K, Leong Victoria
Psychology, School of Social Sciences, Nanyang Technological University, Singapore, Republic of Singapore; Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, RWTH Aachen University, Aachen, Germany.
Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, RWTH Aachen University, Aachen, Germany; JARA-BRAIN Institute II, Molecular Neuroscience and Neuroimaging, Forschungszentrum Jülich GmbH and RWTH Aachen University, Jülich, Germany.
Trends Cogn Sci. 2024 Dec;28(12):1063-1065. doi: 10.1016/j.tics.2024.10.003. Epub 2024 Nov 3.
Classroom learning occurs within a multidimensional context of inter-related neurocognitive, motivational, and socioemotional processes. Multisubject approaches in neuroscience are poised to capture these dynamics using multimodal, time-resolved, and nonlinear methodologies and may help us identify the factors that facilitate or impede learning in such highly complex and social environments.
课堂学习发生在一个由相互关联的神经认知、动机和社会情感过程构成的多维度背景中。神经科学中的多学科方法准备好使用多模态、时间分辨和非线性方法来捕捉这些动态变化，并且可能帮助我们识别在如此高度复杂和社交化的环境中促进或阻碍学习的因素。
