An fMRI study of error monitoring in Montessori and traditionally-schooled children.

Details

Serval ID
serval:BIB_0D9ED1D4BDE3
Type
Article: article from journal or magazin.
Collection
Publications
Institution
Title
An fMRI study of error monitoring in Montessori and traditionally-schooled children.
Journal
NPJ science of learning
Author(s)
Denervaud S., Fornari E., Yang X.F., Hagmann P., Immordino-Yang M.H., Sander D.
ISSN
2056-7936 (Print)
ISSN-L
2056-7936
Publication state
Published
Issued date
2020
Peer-reviewed
Oui
Volume
5
Pages
11
Language
english
Notes
Publication types: Journal Article
Publication Status: epublish
Abstract
The development of error monitoring is central to learning and academic achievement. However, few studies exist on the neural correlates of children's error monitoring, and no studies have examined its susceptibility to educational influences. Pedagogical methods differ on how they teach children to learn from errors. Here, 32 students (aged 8-12 years) from high-quality Swiss traditional or Montessori schools performed a math task with feedback during fMRI. Although the groups' accuracies were similar, Montessori students skipped fewer trials, responded faster and showed more neural activity in right parietal and frontal regions involved in math processing. While traditionally-schooled students showed greater functional connectivity between the ACC, involved in error monitoring, and hippocampus following correct trials, Montessori students showed greater functional connectivity between the ACC and frontal regions following incorrect trials. The findings suggest that pedagogical experience influences the development of error monitoring and its neural correlates, with implications for neurodevelopment and education.
Keywords
Human behaviour, Problem solving
Pubmed
Open Access
Yes
Create date
11/08/2020 10:59
Last modification date
25/08/2020 5:26
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