ArticleDevelopmental cognitive neuroscience2019
Faster learners transfer their knowledge better: Behavioral, mnemonic, and neural mechanisms of individual differences in children's learning.
Article in Developmental cognitive neuroscience, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 2 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
14 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Brain-wide decoding of numbers and letters: Converging evidence from multivariate fMRI analysis and probabilistic meta-analysis.Cortex; a journal devoted to the study of the nervous system and behavior · 2025Pooled it
- Foundational Number Sense Training Gains Are Predicted by Hippocampal-Parietal Circuits.The Journal of neuroscience : the official journal of the Society for Neuroscience · 2022Pooled it
- Distinct neural representational changes following cross-format number tutoring in children with mathematical difficulties.NPJ science of learning · 2025Article
- Short-term number sense training recapitulates long-term neurodevelopmental changes from childhood to adolescence.Developmental science · 2024Article
- Long-term abacus training gains in children are predicted by medial temporal lobe anatomy and circuitry.Developmental science · 2024Article
- Article
- Atypical cognitive training-induced learning and brain plasticity and their relation to insistence on sameness in children with autism.bioRxiv : the preprint server for biology · 2023Article
- Effects of a Complex Physical Activity Program on Children's Arithmetic Problem Solving and Arithmetic Reasoning Abilities.European journal of investigation in health, psychology and education · 2023Article
- Causal dynamics and information flow in parietal-temporal-hippocampal circuits during mental arithmetic revealed by high-temporal resolution human intracranial EEG.Cortex; a journal devoted to the study of the nervous system and behavior · 2022Article
- Neural representational similarity between symbolic and non-symbolic quantities predicts arithmetic skills in childhood but not adolescence.Developmental science · 2021Article
- Emerging neurodevelopmental perspectives on mathematical learning.Developmental review : DR · 2021Article
- Neurocognitive modeling of latent memory processes reveals reorganization of hippocampal-cortical circuits underlying learning and efficient strategies.Communications biology · 2021Article
- Generalization and the hippocampus: More than one story?Neurobiology of learning and memory · 2020Review
- Mechanisms of learning and plasticity in childhood and adolescence.Developmental cognitive neuroscience · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
Why some children learn, and transfer their knowledge to novel problems, better than others remains an important unresolved question in the science of learning. Here we developed an innovative tutoring program and data analysis approach to investigate individual differences in neurocognitive mechanisms that support math learning and "near" transfer to novel, but structurally related, problems in elementary school children. Following just five days of training, children performed recently trained math problems more efficiently, with greater use of memory-retrieval-based strategies. Crucially, children who learned faster during training performed better not only on trained problems but also on novel problems, and better discriminated trained and novel problems in a subsequent recognition memory task. Faster learners exhibited increased similarity of neural representations between trained and novel problems, and greater differentiation of functional brain circuits engaged by trained and novel problems. These results suggest that learning and near transfer are characterized by parallel learning-rate dependent local integration and large-scale segregation of functional brain circuits. Our findings demonstrate that speed of learning and near transfer are interrelated and identify the neural mechanisms by which faster learners transfer their knowledge better. Our study provides new insights into the behavioral, mnemonic, and neural mechanisms underlying children's learning.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.