Differences in spatiotemporal brain network dynamics of Montessori and traditionally schooled students.
Journal
NPJ science of learning
ISSN: 2056-7936
Titre abrégé: NPJ Sci Learn
Pays: England
ID NLM: 101689142
Informations de publication
Date de publication:
10 Jul 2024
10 Jul 2024
Historique:
received:
11
08
2023
accepted:
12
06
2024
medline:
11
7
2024
pubmed:
11
7
2024
entrez:
10
7
2024
Statut:
epublish
Résumé
Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet whether differences in pedagogical experience modulate underlying brain network development is still unknown. In this study, we compared the brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4-18 years old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network. In contrast, higher temporal stability was observed in the ventral attention, dorsal attention, somatomotor, frontoparietal, and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.
Identifiants
pubmed: 38987286
doi: 10.1038/s41539-024-00254-6
pii: 10.1038/s41539-024-00254-6
doi:
Types de publication
Journal Article
Langues
eng
Pagination
45Informations de copyright
© 2024. The Author(s).
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