No evidence for the predictive power of the N400 in vocabulary learning

Kognitiivinen neurotiede ja kasvatustiede ovat hiljattain integroituneet monitieteiseksi alaksi, jota voisi suomalaisittain kutsua opetusalan aivotutkimukseksi. Sen yhtenä kantavana ajatuksena on ollut, että aivotutkimuksesta kertynyt tieto auttaisi opetusalan työntekijöitä löytämään uusia menete...

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Bibliografiset tiedot
Päätekijä: Uusaro, Eero
Muut tekijät: Humanistis-yhteiskuntatieteellinen tiedekunta, Faculty of Humanities and Social Sciences, Kieli- ja viestintätieteiden laitos, Department of Language and Communication Studies, Jyväskylän yliopisto, University of Jyväskylä
Aineistotyyppi: Pro gradu
Kieli:eng
Julkaistu: 2022
Aiheet:
Linkit: https://jyx.jyu.fi/handle/123456789/83562
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author Uusaro, Eero
author2 Humanistis-yhteiskuntatieteellinen tiedekunta Faculty of Humanities and Social Sciences Kieli- ja viestintätieteiden laitos Department of Language and Communication Studies Jyväskylän yliopisto University of Jyväskylä
author_facet Uusaro, Eero Humanistis-yhteiskuntatieteellinen tiedekunta Faculty of Humanities and Social Sciences Kieli- ja viestintätieteiden laitos Department of Language and Communication Studies Jyväskylän yliopisto University of Jyväskylä Uusaro, Eero Humanistis-yhteiskuntatieteellinen tiedekunta Faculty of Humanities and Social Sciences Kieli- ja viestintätieteiden laitos Department of Language and Communication Studies Jyväskylän yliopisto University of Jyväskylä
author_sort Uusaro, Eero
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description Kognitiivinen neurotiede ja kasvatustiede ovat hiljattain integroituneet monitieteiseksi alaksi, jota voisi suomalaisittain kutsua opetusalan aivotutkimukseksi. Sen yhtenä kantavana ajatuksena on ollut, että aivotutkimuksesta kertynyt tieto auttaisi opetusalan työntekijöitä löytämään uusia menetelmiä saada oppijat oppimaan. Tämä vaatii mallin siitä, miten aivot tukevat kognitiivisia toimintoja. Tässä tutkielmassa keskityttiin aikuisoppijoiden sanaston oppimisen tutkimiseen magnetoenkefalografian avulla. Aikuisoppijoille opetettiin ärsykesarjan kautta, mitkä visuaaliset objektit ja nimet kuuluvat yhteen. Tutkielmassa tarkasteltu N400 on aivoaktiivisuudesta erotettava herätevaste, jonka voimakkuuden on havaittu riippuvan siitä, kuinka paljon ärsykkeiden merkitys poikkeaa odotetusta. Mikäli N400 heijastaa opiskeltujen sanojen merkitysten tallentumista muistiin, voidaan oppimistulosten ja herätevasteen voimakkuuden ajatella kehittyvän rinnakkain. Vastoin odotuksia ja aikaisempia tutkimuksia, voimakkuuserot N400-aikaikkunalla eivät merkittävästi ennustaneet sanaston oppimista regressiomalleissa. Empiirisen osuuden lisäksi tarkastellaan lyhyesti oppimiseen vaikuttavia tekijöitä unesta liikuntaan ja ruokavalioon. Kun tietoa koulusuoriutumisen aivoperustasta kertyy, opettajat voivat tiivistää yhteistyötään kouluterveydenhuollon ja vanhempien kanssa. Cognitive neuroscience and education have recently fused into a multidisciplinary field, educational neuroscience. One of its main tenets has been that knowledge accumulating from neuroscience would help educators discover new methods to promote learning. This requires a model of how the brain supports cognitive functions. In the present work, magnetoencephalography was used to study vocabulary learning in adults. Participants were taught the connections between visual objects and names through a series of stimuli. The N400 is an evoked response discernible from brain activity, the amplitude of which has been found to depend on how much the meaning of a stimulus differs from the expected. If the N400 reflects the storage of studied word meanings in memory, performance in a corresponding memory task and N400 amplitude can be hypothesized to develop in parallel. In contrast to expectations and previous studies, amplitude differences in the N400 time window did not significantly predict vocabulary learning in regression models. In addition to the empirical work, I briefly review some effects on learning of factors ranging from sleep to exercise and diet. As knowledge about the brain basis of educational attainment accumulates, educators may strengthen their collaboration with school health care and parents.
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spellingShingle Uusaro, Eero No evidence for the predictive power of the N400 in vocabulary learning Englannin kieli English 301 sanavarasto aivot oppiminen MEG kieli ja kielet aivotutkimus kognitiiviset prosessit kognitiivinen neurotiede vocabulary (knowledge) brain learning languages brain research cognitive processes cognitive neuroscience
title No evidence for the predictive power of the N400 in vocabulary learning
title_full No evidence for the predictive power of the N400 in vocabulary learning
title_fullStr No evidence for the predictive power of the N400 in vocabulary learning No evidence for the predictive power of the N400 in vocabulary learning
title_full_unstemmed No evidence for the predictive power of the N400 in vocabulary learning No evidence for the predictive power of the N400 in vocabulary learning
title_short No evidence for the predictive power of the N400 in vocabulary learning
title_sort no evidence for the predictive power of the n400 in vocabulary learning
title_txtP No evidence for the predictive power of the N400 in vocabulary learning
topic Englannin kieli English 301 sanavarasto aivot oppiminen MEG kieli ja kielet aivotutkimus kognitiiviset prosessit kognitiivinen neurotiede vocabulary (knowledge) brain learning languages brain research cognitive processes cognitive neuroscience
topic_facet 301 Englannin kieli English MEG aivot aivotutkimus brain brain research cognitive neuroscience cognitive processes kieli ja kielet kognitiivinen neurotiede kognitiiviset prosessit languages learning oppiminen sanavarasto vocabulary (knowledge)
url https://jyx.jyu.fi/handle/123456789/83562 http://www.urn.fi/URN:NBN:fi:jyu-202210174882
work_keys_str_mv AT uusaroeero noevidenceforthepredictivepowerofthen400invocabularylearning