ArticleNPJ science of learning2019
Brain activity links performance in science reasoning with conceptual approach.
Article in NPJ science of learning, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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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
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Who cites it
7 citing papers in PubMed, 16 citations in OpenAlex.
- Hippocampal functional connectivity changes associated with active and lecture-based physics learning.bioRxiv : the preprint server for biology · 2025Article
- Dynamic reconfiguration of brain coactivation states associated with active and lecture-based learning of university physics.NPJ science of learning · 2025Article
- Exploring the relationship between motor visual proficiency and performance metrics in elite skeet shooters: An in-depth analysis.PloS one · 2025Article
- Seeing more than the Tip of the Iceberg: Approaches to Subthreshold Effects in Functional Magnetic Resonance Imaging of the Brain.Clinical neuroradiology · 2024Review
- Methods for decoding cortical gradients of functional connectivity.Imaging neuroscience (Cambridge, Mass.) · 2024Article
- Task-based attentional and default mode connectivity associated with science and math anxiety profiles among university physics students.Trends in neuroscience and education · 2023Article
- Simulating a Computational Biological Model, Rather Than Reading, Elicits Changes in Brain Activity during Biological Reasoning.CBE life sciences education · 2020Article
Corrections and comments
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Authors and funding
13 authors at 2 institutions in 1 country.
Funding
Abstract
Understanding how students learn is crucial for helping them succeed. We examined brain function in 107 undergraduate students during a task known to be challenging for many students-physics problem solving-to characterize the underlying neural mechanisms and determine how these support comprehension and proficiency. Further, we applied module analysis to response distributions, defining groups of students who answered by using similar physics conceptions, and probed for brain differences linked with different conceptual approaches. We found that integrated executive, attentional, visual motion, and default mode brain systems cooperate to achieve sequential and sustained physics-related cognition. While accuracy alone did not predict brain function, dissociable brain patterns were observed when students solved problems by using different physics conceptions, and increased success was linked to conceptual coherence. Our analyses demonstrate that episodic associations and control processes operate in tandem to support physics reasoning, offering potential insight to support student learning.
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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.