ERIC Number: EJ1431674
Record Type: Journal
Publication Date: 2020
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2056-7936
Available Date: N/A
An fMRI Study of Error Monitoring in Montessori and Traditionally-Schooled Children
Solange Denervaud; Eleonora Fornari; Xiao-Fei Yang; Patric Hagmann; Mary Helen Immordino-Yang; David Sander
npj Science of Learning, v5 Article 11 2020
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.
Descriptors: Foreign Countries, Error Patterns, Montessori Method, Brain, Cognitive Processes, Teaching Methods, Children, Elementary School Students, Mathematics Instruction, Task Analysis, Accuracy, Conventional Instruction, Brain Hemisphere Functions, Cognitive Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
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Author Affiliations: N/A