Home  |  About Journal  |  Editorial Board  |  Instruction  |  Subscribe  |  Advertisement  |  Messages Board  |  Contact Us  |  中文

Office Online     Journal Online     Forthcoming Articles     Current Issue     In Press     Archive     Advanced Search     Read Articles     Download Articles     Email Alert

2021 Vol. 9, No. 3 Published: 2021-05-30 Review Article Forum        Forum 163 Acquisition and development of theory of mind in infancy and toddlerhood: brain imaging evidence CAO Ying, RONG Mengjie, YANG Ning, ZUO Xinian DOI: 10.3969/j.issn.2095-4301.2021.03.001 The acquisition and development of theory of mind (ToM) is an important issue receiving attention of research on infants and toddlers (0－3 years old), involving the research on the processing mechanism of ToM and the establishment of theoretical framework during this period. From the perspective of cognitive neuroscience, we summarize the brain imaging evidence based on the observation of different neuroimaging technologies, for the two components of ToM in infancy and toddlerhood. The results support the view that “children acquire ToM during the age of 0－3”， enriching the lifespan development perspective of ToM and providing comprehensive evidence for exploring the acquisition time, neural processing mechanism as well as the brain network foundation of ToM. In order to prove that ToM has been acquired in the early age, future research can combine cognitive neuroscience and developmental psychology and use a variety of neuroimaging techniques to track the development of children's ToM. 2021 Vol. 9 (3): 163- [Abstract] ( 1686 ) HTML (1 KB)  PDF (913 KB)  ( 1396 )        Article 173 Correlation of mobile phone addiction and sleep quality of college students: mediating effects of rumination thinking ZHANG Bin, MAO Huili, LIU Jing, QIU Zhiyan, LUO Xinsen, XIONG Sicheng DOI: 10.3969/j.issn.2095-4301.2021.03.002 Objective　To explore relations among mobile phone addiction, sleep quality, and rumination thinking in college students. Methods　Two hundred and sixty-two college students were selected to complete the mobile phone addiction index (MPAI), Pittsburgh sleep quality index (PSQI), and rumination response scale (RRS). Data were analysed. Results　The detection rates of mobile phone addiction and sleep problems were 25.58% and 27.91%, and the level of ruminant thinking was high. Female scores were significantly higher than those of males in MPAI scores and the dimensions of inefficiency and avoidance (P<0.01). However, gender differences were not significant in PSQI and RRS scores (P>0.05). MPAI scores were positively correlated with PQSI scores and the dimensions of sleep quality, sleep time, sleep disorders, and daytime dysfunction. RRS scores were positively correlated with MPAI scores and all dimensions, as well as PSQI scores and the dimensions of sleep quality, sleep efficiency, sleep disorder, hypnotic drugs, and daytime dysfunction. Mobile phone addiction had a significantly predictive effect on sleep, and rumination played a partial mediating role in this process. Conclusion　Rumination thinking has a partial mediating effect on the relation between mobile phone addiction and sleep quality. 2021 Vol. 9 (3): 173- [Abstract] ( 1709 ) HTML (1 KB)  PDF (806 KB)  ( 1727 ) 179 Characteristics of executive function in preschoolers with developmental language disorder LIN Yuanyuan, ZHANG Yiwen DOI: 10.3969/j.issn.2095-4301.2021.03.003 Objective　To explore the characteristics of executive function in preschoolers with developmental language disorder (DLD), and  provide a theoretical basis for early identification and intervention of DLD. Methods　Twenty children with DLD (DLD group) and 20 age- (±3 months) and gender-matched,  typically developing children (control group), aged from 49.30 to 71.27 months, were enrolled. Children's language ability and executive function were evaluated by the diagnostic receptive and expressive assessment of Mandarin and Chinese behavior rating inventory of executive function-preschool version, respectively. T-test was used to analyze the differences in executive function between the groups. Pearson correlation analysis was used to analyze the relationship between language and executive function, and the discriminant analysis was used to evaluate executive function to identify children with DLD. Results　Children with DLD performed worse than typically developing children. Except for emotional control scale, the differences of other scales were statistically significant(P<0.05). Language ability was related positively with executive function (P<0.05). Behavior rating inventory of executive function for preschoolers could correctly identify 75% of DLD children. Conclusion　Preschoolers with DLD not only have difficulties in language learning, but also in executive function. Therefore, both language and executive function intervention for children with DLD should be taken into account. 2021 Vol. 9 (3): 179- [Abstract] ( 1725 ) HTML (1 KB)  PDF (904 KB)  ( 1290 ) 184 Analysis of neurodevelopment and influencing factors of high­-risk infants within 1 year old LI Jiamin, JIA Xufeng, WU Haojuan, LI Hua, ZHU Hua, XU Wenming, XIE Jiang DOI: 10.3969/j.issn.2095-4301.2021.03.004 Objective　To study the neurodevelopment of high-risk infants within 1 year old, and  analyze the possible influencing factors. Methods　The clinical data of 92 high-risk infants (at the age or corrected age of 12 months) who had health records in the Third People's Hospital of Chengdu from June 2017 to January 2019 were collected. And their data of gender, gestational age, birth weight, neonatal diseases, and maternal diseases during pregnancy were recorded. The developmental quotient (DQ) scores of five function areas in Gesell developmental scale at corrected age of 6 months and 12 months were analyzed under different developmental factors. Results　The DQ scores of gross motor, fine motor, adaptability, and individual social behavior in high-risk infants at the age of 12 months were significantly higher than those at the age of 6 months (P<0.05). There was no significant difference in language DQ scores (P>0.05). The DQ scores of high-risk infants significantly reduced as gestational age and birth weight decreased in  multiple function areas (P<0.05). With gestational age less than 32 weeks and birth weight less than 1.5 kg, the DQ scores of high-risk infants at 12 months in multiple function areas were still lower than 85. With neonatal pneumonia, bronchopulmonary dysplasia, gastrointestinal hemorrhage, and neonatal respiratory distress syndrome, the proportion of 12-month-old high-risk infants whose DQ scores were lower than 85 was higher (P<0.05). Conclusion　Low gestational age and low birth weight are important factors that lead to the lag of neurodevelopment of high-risk infants within 1 year old. In the first year, the catch-up trend in the language of high-risk infants is weaker than other function areas, and we need to pay attention and strengthen monitoring and intervention. Neonatal pneumonia, bronchopulmonary dysplasia, gastrointestinal hemorrhage, and neonatal respiratory distress syndrome are the potential risk factors for neurological abnormality, and the prompt prevention and control of neonatal diseases should be strengthened. 2021 Vol. 9 (3): 184- [Abstract] ( 1597 ) HTML (1 KB)  PDF (782 KB)  ( 1057 ) 191 Integrated curriculum of psychiatry and developmental behavioral pediatrics in pediatric medical students XIA Weiping, ZHANG Jinsong, WANG Zhouye DOI: 10.3969/j.issn.2095-4301.2021.03.005 Objective　To explore the application effect and practical value of curriculum integration in the teaching of psychiatry and developmental and behavioral pediatrics in pediatric medical students. Methods　A total of 167 medical students majoring in pediatrics from Xinhua Clinical Medical College, Shanghai Jiao Tong University School of Medicine from 2016 to 2019 were enrolled as the research objects for teaching psychiatry and developmental and behavioral pediatrics. Among them, 78 students were in the conventional teaching group as control, and 89 students were in the integrated teaching group. In the control group, lecture-based learning (LBL) mode was adopted; in the integrated teaching group, the teaching mode of the two courses was carried out in the form of integration, including case-based learning (CBL) mode and problem-based learning (PBL) mode. And the content of the two courses was integrated well. After learning,  feedback was given and  teaching practice was assessed through the evaluation of professional examination scores and the investigation of clinical teaching quality.  Results　After the implementation of the integrated teaching, the medical students' awareness of the integrated curriculum was improved. The performance of the integrated teaching got positive evaluation. The scores of psychiatry test and developmental behavioral pediatrics test, and satisfaction level of the students to the integrated curriculum in the integrated group were higher than those in the control group with significant differences (P<0.05). Conclusion　The integrated curriculum is helpful to pediatric medical students in improving the learning enthusiasm and mastering the professional knowledge of psychiatry and developmental and behavioral pediatrics. And the integrated curriculum could be wildly used in medical teaching. 2021 Vol. 9 (3): 191- [Abstract] ( 1589 ) HTML (1 KB)  PDF (744 KB)  ( 1080 )        Review 196 Neural mechanism of tool learning, use, and innovation and its enlightenment to labor education ZHANG Zhicong, ZHOU Jiaxian DOI: 10.3969/j.issn.2095-4301.2021.03.006 Labor education is the key content of the national education system in the new era, and the use and production practice of tools are very important and effective parts. This paper  reviews the knowledge and neural basis related to tool learning, including semantic, mechanical, and operational knowledge of tools. It then goes on to describe the research and neural mechanisms associated with tool use and innovation. Based on the latest research, some insights and suggestions are provided for schools to carry out tool education in order to  promote the integration of education and labor and  improve children's innovative and creative abilities. 2021 Vol. 9 (3): 196- [Abstract] ( 1611 ) HTML (1 KB)  PDF (880 KB)  ( 1154 ) 204 Neural mechanism of development of fundamental motor skills and its educational promotion strategy ZHU Danyao, ZHOU Jiaxian DOI: 10.3969/j.issn.2095-4301.2021.03.007 Fundamental motor skills are the foundation for children's physical activities and play a significant role in children's physical and psychological development. The development of fundamental motor skills is an important aspect of children's physical and mental development, also an important indicator for the evaluation, diagnosis and monitoring of children's physical and mental development. It is also believed that the development of fundamental motor skills can not only effectively promote children's cognitive development, but also serve as a means of rehabilitation for physical and mental development disorders. Due to the lack of understanding of brain structure and function in the early stage, existing studies have focused more on the external performance of children's fundamental motor skills, while fewer studies explore children's fundamental motor skills from the neuroscience perspective. With the emergence of neuroimaging technologies such as functional magnetic resonance imaging technology and electroencephalogram, it is possible to explore the neurophysiological mechanism of children's fundamental motor skills. This article describes the general principles and neurophysiological basis of the development of children's fundamental motor skills and discusses the relationship between the development of children's fundamental motor skills and cognitive development with the hope to provide a new perspective for the research on the development of children's fundamental motor skills and promote the in-depth research on the early children's motor skills development and education in China. 2021 Vol. 9 (3): 204- [Abstract] ( 1652 ) HTML (1 KB)  PDF (856 KB)  ( 1346 ) 211 Clinical empathy training from  perspective of neuroscience and its implications for medical education LIU Yu, ZHENG Yilin, WANG Zhoucheng, XU Nanwei, ZHOU Jiaxian DOI: 10.3969/j.issn.2095-4301.2021.03.008 Empathy plays an important role in clinical practice, as an important component in improving doctor-patient relationship. However, it is a double-edged sword for doctors. How to adjust and balance the influence of empathy on medical workers has become a hot topic in recent years. In this paper, based on the viewpoint of neuroscience, the influence of clinical empathy on doctor-patient relationship, the measurement of clinical empathy and its influencing factors are all discussed from clinical neural mechanism of empathy. Finally, we make a systematic review of the current clinical empathy education methods and ideas, in order to improve the empathy ability of medical students and doctors from a new perspective, and provide  certain reference for the future medical education and medical personnel training. 2021 Vol. 9 (3): 211- [Abstract] ( 1572 ) HTML (1 KB)  PDF (841 KB)  ( 1200 ) 220 “What-­when-­where-­why-­how” education: education based on neural pathways JING Xiujuan, WANG Yifeng DOI: 10.3969/j.issn.2095-4301.2021.03.009 Education should follow the rules of brain functions. Education on “what” “when” “where” “why” and “how” is proposed based on investigations into neural pathways in the brain. The “what-when-where-why-how” education is applicable to the teaching of all disciplines, emphasizing the comprehensiveness and integration of knowledge and the integration of knowledge and practice, which further accords with the principle of brain function and the materialistic cognitive law of “practice-cognition-practice”. The characteristics of “what-when-where-why-how” education determine that it plays critical roles in improving students' scientific literacy, life and scientific research skills, and stimulating their original innovation ability. The implementation of “what-when-where-why-how” education is a systematic project, which needs to establish a complete education system from the aspects of training teachers, compiling textbooks, activating classes, and strengthening science popularization and social guidance. 2021 Vol. 9 (3): 220- [Abstract] ( 1618 ) HTML (1 KB)  PDF (865 KB)  ( 1071 ) 226 Application of educational games to classroom teaching: from perspective of educational neuroscience LUO Danping, ZHOU Jiaxian, FU Bingjian, ZHOU Weibin DOI: 10.3969/j.issn.2095-4301.2021.03.010 Under the background of technological innovation in the information age, human's learning style, way of thinking, and way of life are all changing. Educational science, educational neuroscience, information science, and game science are moving towards deep integration, and a variety of educational games come into existence. Educational games have both entertaining and educational functions. They can not only attract students to learn through playing during informal learning, but also facilitate students to acquire knowledge more easily during formal learning. As a new mode of education, educational games can attract students' attention and promote their participation, feedback, and consolidation in learning. It is an effective handrail for students to move from passive learning to active learning, thus triggering a series of discussions. From the perspective of educational neuroscience, this paper discusses the application methods and value of educational games in classroom teaching, and how teachers design educational games that conform to the rules of brain science to promote the improvement of learning effect and the development of comprehensive literacy. 2021 Vol. 9 (3): 226- [Abstract] ( 1692 ) HTML (1 KB)  PDF (831 KB)  ( 1445 ) 234 Environmental print learning and its influences on emergent literacy skills of children CUI Jingyi, LI Su DOI: 10.3969/j.issn.2095-4301.2021.03.011 Environmental print is widely available in children's surroundings as a print material. In the early stage of development, children begin to understand the meaning and function of words through interaction with environmental prints. The current study, based on review of relative research, summarizes development characteristics of children's environmental print recognition and its relationship with emergent literacy skill, as well as the way how environmental print learning can promote the development of early reading and writing ability. The future research directions are discussed on the basis of the analysis of the characteristics, contents, and limitations of previous studies. 2021 Vol. 9 (3): 234- [Abstract] ( 1666 ) HTML (1 KB)  PDF (764 KB)  ( 1438 ) 239 Teaching design of Developmental Psychology from perspective of educational neuroscience HE Qin, ZHOU Jiaxian DOI: 10.3969/j.issn.2095-4301.2021.03.012 This study explores how to apply the findings of educational neuroscience to classroom teaching, and introduces the instructional design of educational neuroscience and teaching design of Developmental Psychology from  the perspective of educational neuroscience. This paper focuses on 6 aspects: learning emotion, physical environment, learning experience, knowledge and skills mastery, knowledge application, and learning evaluation. According to the perspective of educational neuroscience, the teaching mode of Development Psychology is designed, which provides a solid foundation for teaching practice, and also explores a new way of psychological teaching for colleges. 2021 Vol. 9 (3): 239- [Abstract] ( 1652 ) HTML (1 KB)  PDF (748 KB)  ( 1338 ) 244 Cross­-domain metacognition: domain­-general or domain­-specific？ ZHANG Xiaoxiao, CHEN Gongxiang DOI: 10.3969/j.issn.2095-4301.2021.03.013 Metacognition is individuals' knowledge and adjustment of their own cognitive activity. Metacognition in different academic fields and disciplines has various regulations and traits, that is, problems of domain generality and domain specificity have always existed in metacognition. Most researchers approve that metacognition first exists in a specific domain in childhood, while with the ontogenetic development, adult metacognition will be generalized in various domains and become a cross-domain general ability. Future research can be combined with the methods of cognitive neuroscience to further determine the mechanism of this transformation. 2021 Vol. 9 (3): 244- [Abstract] ( 1624 ) HTML (1 KB)  PDF (753 KB)  ( 1216 ) 249 Geometry teaching strategy innovation in junior school from perspective of educational neuroscience WU Zengsheng DOI: 10.3969/j.issn.2095－4301.2021.03.014 Geometry is the result of human creative logic construction  based on visual spatial perception. It is a core content in the mathematics curriculum of junior school, and plays an irreplaceable role in developing the students' space notion, geometrical intuition, and reasoning ability. Geometry learning mainly involves the brain's visual space network, semantic network, executive control and strategy network, and emotion network. Based on the cognitive functions of these networks, some innovative strategies of geometry teaching can be obtained:  research-based unit teaching integrating intuition and logic. 2021 Vol. 9 (3): 249- [Abstract] ( 1613 ) HTML (1 KB)  PDF (898 KB)  ( 1289 )

Copyright © Editorial Board of JOURNAL OF BIO-EDUCATION Supported by:Beijing Magtech