Educational Neuroscience Research Papers - Academia.edu (original) (raw)

Executive functions are proposed to underpin intelligent goal-directed behavior. Such skills, linked through multiple neuropsychological studies to functioning of the frontal lobes, are theorized to predict achievement in non-routine... more

Executive functions are proposed to underpin intelligent goal-directed behavior. Such skills, linked through multiple neuropsychological studies to functioning of the frontal lobes, are theorized to predict achievement in non-routine activities. Furthermore, patients with frontal lobe damage often display disorganized behavior and real-life failures such as employment instability and bankruptcy despite normal or superior intelligence. These observations suggest that executive ability should predict real-life successes within challenging, non-routine environments, and that it is perhaps more important than intelligence. We used the context of professional sales as a test of these hypotheses. Ninety new-car sales personnel completed an intelligence test and five assessments previously identified as sensitive to neuropsychological impairment independently of impairments of general intelligence. The results revealed some sex differences, e.g., saleswomen performing significantly worse than salesmen on general intelligence but significantly better on multi-tasking. As hypothesized, general intelligence did not predict objective sales, nor did skills in abstraction, multi-tasking, or theory of mind. However, two tests of inhibition were significant predictors of sales achieved. This was dependent on the sex of the personnel. Sales were predicted by verbal response suppression for men and by motor response withholding for women. The results validate the role of executive functions in real-life achievement in challenging, non-routine, environments. In particular, they suggest that response inhibition may be a cognitive skill that particularly contributes to real-life success, at least in the context of sales, and this depends on biological sex. Finally, some executive functions may be better predictors of real-life success than general intelligence.

This paper provides an overview of some educational implications from the current research on cognitive neuroscience for foreign-language learning. Although the potential benefits of such research into language acquisition are great,... more

This paper provides an overview of some educational implications from the current research on cognitive neuroscience for foreign-language learning. Although the potential benefits of such research into language acquisition are great, there are a number of popular myths none of which are supported by scientific evidence. In this paper, three prominent examples of these myths are introduced and it is discussed how they are based on misinterpretation and misapplication from neuroscience research. The first pervasive example of such misconception is the prevalent belief of being the certain critical periods for learning a second language. It implies that the opportunity to acquire foreign languages is lost forever by missing these biological windows. In fact, however, extensive research shows that there are sensitive periods, but not critical periods, during which an individual can acquire certain aspects of language with greater ease than at other times. Another example of myths is a f...

BACKGROUND: In spite of its indusrial usefulness and varied daily uses, lead (Pb) pollution is a widespread ecological problem that faces the humans in the 21th century. Pb was found to produces a wide range of toxic effects including... more

BACKGROUND:
In spite of its indusrial usefulness and varied daily uses, lead (Pb) pollution is a widespread ecological problem that faces the humans in the 21th century. Pb was found to produces a wide range of toxic effects including neurotoxicity especially to the developing and young offspring. Recently, the utilization of herbal plants has received a significant attention where there has been rising awareness in their therapeutic use; among these is the garlic.
AIM OF THE WORK:
In light of the above, the current study is designed experimentally in female pregnant rats in order to investigate the beneficial role of garlic extract in the protection from the maternal and fetal cerebellar damage that produced by administration of different doses of Pb during pregnancy.
MATERIALS AND METHODS:
Positively pregnant female rats were divided into five groups; one control group, two Pb-treated groups (exposed to 160 and 320 mg/kg b.wt. of Pb, respectively) and two groups treated with both Pb and garlic (exposed to Pb as previous groups together with 250 mg/ kg b.wt. /day of garlic extract). Treatments started from day 1 till day 20 of pregnancy, where the mother rats of different experimental groups were sacrified to obtain the fetuses. Pb level in the maternal nd fetal blood and cerebellum was estimated by spectrophotometry. Specimens of the cerebellum of different mother and fetal groups were processed to histological and immunohistochemical staining for microscopic examination.
RESULTS:
The results showed that administration of Pb to pregnant rats resulted in a dose-dependent toxicity for both mothers and fetuses in the form of decrease of maternal weight gain, placental and fetal weights, brain weight and diminished fetal growth parameters, which were prominent in rat's group treated with larger dose of Pb. In Pb-treated rats, Pb level in blood and cerebellum was high when compared to the control. The histopathological examination of the cerebellum of treated dams and fetuses showed marked alterations mainly in the form of Purkinje cell degeneration and lack of deveopmet of fetal cerebellum. Co-treatment of garlic extract along with Pb resulted in a significant decrease in Pb levels as compared with those treated with Pb alone with improvement of the histopathological changes.
CONCLUSIONS:
This study was useful in evaluating the hazardous effects of uncontrolled use of Pb in general and in assessing the developmental and neurotoxicity of fetuses due to exposure during pregnancy in particular. Co-administration of garlic has beneficial effects in amelioration of Pb-induced neurotoxicity and reversing the histopathological changes of the cerebellum of mother rats and fetuses.
KEYWORDS:
garlic; glial fibrillary acidic protein; lead; purkinje cells

Learning happens due to amazing mechanisms, processes, and functions in the brain. Without those, it would be impossible to take in, process, memorize, or retrieve any information. While theories of learning abound, this chapter... more

Learning happens due to amazing mechanisms, processes, and functions in the brain. Without those, it would be impossible to take in, process, memorize, or retrieve any information. While theories of learning abound, this chapter highlights findings in the study of educational and cultural neuroscience in order to enhance our understanding of intercultural learning, the neurological benefits of intercultural experiences, and ourselves as cultural beings. It reviews several brain mechanisms that are possibly involved in culture learning (learning one's native culture) and cross-cultural learning (learning about other cultures) and considers how those mechanisms function during intercultural encounters. As international educators, we can use this information, along with recommended practical applications, to further our appreciation and comprehension of the practices behind learning across cultures.

The high number of publications recently released, has revived the discussion about the relation between the neuroscience and educational sciences. Nevertheless, there are still barriers that continue to postpone the success of this... more

The high number of publications recently released, has revived the discussion about the relation between the neuroscience and educational sciences. Nevertheless, there are still barriers that continue to postpone the success of this partnership leading to the redefinition of distinct and independent contributions of both scientific areas. The spread of myths darkening the progress made by cognitive neuroscience in different relevant areas concerning education has been one of the main problems. This essay aims to present the main questions that are debated around this relation. Also, it aims to clarify the misinformation still existing, as well as to arouse the need and urgency of a future cooperation between brain sciences and education.

"Elinizdeki bu kitap, sosyal psikolojinin konularını en geniş kapsamıyla ele almakta, klasikleşmiş deneysel ve saha araştırmalarını en güncel bilimsel çalışmalarla harmanlamaktadır. Bu bakımdan, akademisyen ve öğrencilerin... more

"Elinizdeki bu kitap, sosyal psikolojinin konularını en geniş kapsamıyla ele almakta, klasikleşmiş deneysel ve saha araştırmalarını en güncel bilimsel çalışmalarla harmanlamaktadır. Bu bakımdan, akademisyen ve öğrencilerin yararlanabileceği eşsiz bir kaynaktır. Kitapta, sosyal psikoloji konuları bölüm bölüm ele alınmıştır; ilgili kavram, terim, kuram ve araştırmalar aktarılırken her bölüm kendi içinde bir bütünlük arz edecek şekilde akıcı bir öyküsel kurguyla ve dille yazılmıştır ayrıca bu kitap; tarihsel olaylarla, edebî ve felsefi metaforlarla zenginleştirilmiştir.
Ayrıca bu kapsamlı çalışma, sadece bilimsel bir disiplinin temel konularını okuyucuya aktarmakla kalmamakta, aynı zamanda savaş, açlık, çevre gibi gerçek dünya sorunlarının sosyal psikolojik boyutlarıyla ilgili çözüm önerileri de getirmektedir. Bu bakımdan elinizdeki kitap yalnızca bir ders kitabı değil, aynı zamanda sosyal psikolojiye ilgi duyan herkesin merakla okuyabileceği bir kitaptır."

Educational neuroscience is a relatively new field. Where is it in relation to other research domains, such as education research, the psychology of learning, and the neuroscience of learning? Document co-citation analysis reveals that... more

Educational neuroscience is a relatively new field. Where is it in relation to other research domains, such as education research, the psychology of learning, and the neuroscience of learning? Document co-citation analysis reveals that these research fields are tenuously connected. Currently, educational neuroscience sits between subfields of neuroscientific and psychological research but remains distant from issues and topics that are prominent in the education research literature. Part of the problem is that the educational neuroscience literature is a meta-scientific literature, more about the promise and pitfalls of applying neuroscience to education than it is about applications of neuroscience to education. The psychology literature retains a fundamental role in linking educational neuroscience, education research, and neuroscience into an integrated learning research enterprise.

For several decades, myths about the brain — neuromyths — have persisted in schools and colleges, often being used to justify ineffective approaches to teaching. Many of these myths are biased distortions of scientific fact. Cultural... more

For several decades, myths about the brain — neuromyths — have persisted in schools and colleges, often being used to justify ineffective approaches to teaching. Many of these myths are biased distortions of scientific fact. Cultural conditions, such as differences in terminology and language, have contributed to
a ‘gap’ between neuroscience and education that has shielded these distortions from scrutiny. In recent years, scientific communications across this gap have increased, although the messages are often distorted by the same conditions and
biases as those responsible for neuromyths. In the future, the establishment of a new field of inquiry that is dedicated to bridging neuroscience and education may help to inform and to improve these communications.

A long-term vision for UK education in science, technology, engineering and maths for 5-18 year olds.

Articolul studiază tendinţele de evoluţie a sistemului pedagogic către sistemul educaţional de tip deschis. Se constată că în sistemul educaţional de tip deschis acţionează alte legităţi şi principii care pun în valoare educatul şi... more

Articolul studiază tendinţele de evoluţie a sistemului pedagogic către sistemul educaţional de tip deschis. Se constată că în sistemul educaţional de tip deschis acţionează alte legităţi şi principii care pun în valoare educatul şi acţiunea cognitivă, afectivă şi psihomotorie. Acţiunea, materializată în metacogniţie, este realizată cu condiţia că educatul posedă competenţa
de autoreglare a învăţării. Competenţa de autoreglare a învăţării constituie condiţia suficientă de adaptare şi acomodare a nativului digital la mediul de învăţare globalizat. Aceste procese pot fi proiectate, iniţiate şi dezvoltate prin intermediul manualului electronic.

2014 Leica Biosystems IHC and ISH catalog

This paper explores the meeting points between Waldorf Education and Neuroscience Applied to Education. An examination of how these two seemingy contradictory approaches to child development and learning overlap in a surprising number of... more

This paper explores the meeting points between Waldorf Education and Neuroscience Applied to Education. An examination of how these two seemingy contradictory approaches to child development and learning overlap in a surprising number of key areas.

Cette étude traite des croyances des étudiants suisses romands et québécois à l’égard du fonctionnement du cerveau et plus particulièrement des neuromythes. Le terme neuromythe a été désigné par l’Organisation de coopération... more

Cette étude traite des croyances des étudiants suisses romands et québécois à l’égard du fonctionnement du cerveau et plus particulièrement des neuromythes. Le terme neuromythe a été désigné par l’Organisation de coopération et développement économiques (OCDE, 2002) Le terme neuromythes peut être défini comme étant « des convictions non vérifiées ou fausses sur le fonctionnement cérébral et son rôle dans l’apprentissage » (Tardif & Doudin, 2011). Ces dérives sont le fruit d’une mauvaise compréhension des informations qui émanent de scientifiques sur le fonctionnement du cerveau. Dès lors, les individus ont des croyances qui ne sont pas toujours basées sur des faits scientifiques et qui peuvent amener certains dangers comme l’étiquetage des élèves. Ce mémoire s’intéresse aux croyances à l’égard des neuromythes des étudiants suisses romands et québécois en enseignement primaire et en enseignement spécialisé et aux différentes sources possibles de ces croyances. Ainsi, il est question en premier lieu de définir ce que sont des croyances. Puis, un bref exposé de divers concepts tels que la préférence hémisphérique, l’approche VAK (learning styles) et le Brain Gym® qui sont considérés comme des neuromythes est proposé. Ce dernier tente d’expliquer quels sont les buts, les fondements de la méthode et la ou les raisons pour lesquelles cette dernière est considérée comme étant un mythe. Par la suite, une analyse quantitative des données recueilles par le biais d’un questionnaire en ligne a été effectuée. Les étudiants ayant accepté de répondre à cette étude proviennent de la HEP et de l’Université du Québec à Trois- Rivières. A l’issue de l’analyse des données, il semblerait que les étudiants québécois sont plus enclins à croire aux neuromythes que les suisses romands, et que ces croyances pourraient en partie provenir de leur formation. De plus, un mythe semble être particulièrement présent chez les répondants, à savoir le mythe lié à l’approche VAK. Aussi, ces données mettent en avant la nécessité d’institutionnaliser un cours en neurosciences pour l’ensemble des futurs praticiens.

Notre mémoire de recherche est une tentative d’élucidation du terme « neuromythe », des conditions de possibilités de celle-ci. Affirmer qu’un neuromythe relève du mythe parce qu’il est une erreur, une mésinterprétation est, sans doute,... more

Notre mémoire de recherche est une tentative d’élucidation du terme « neuromythe », des conditions de possibilités de celle-ci.
Affirmer qu’un neuromythe relève du mythe parce qu’il est une erreur, une mésinterprétation est, sans doute, une explication nécessaire à sa caractérisation ; explication qui reste néanmoins, selon nous, insuffisante.
En effet, nous supposons que la nature mythologique du neuromythe ne se limite pas simplement à son caractère fallacieux. Affirmer que sortir du neuromythe dépendrait d’un simple supplément d’informations neuroscientifiques est, à notre avis, une vision beaucoup trop simpliste de ce qu’est véritablement un neuromythe.
Après avoir retracé les différentes approches que produisent les spécialistes pour le caractériser, nous proposerons une approche supplémentaire pour l’analyser ; piste affirmant que le neuromythe est, en tant que représentation sociale, d’une part, un descendant des grands « mythes historiques » et qu’il relève d’une analyse mythologique et que, en tant que représentation sociale, on ne peut faire l’économie d’une analyse « politique » pour l’élucider totalement.

Topic Editors: Eduardo Martínez-Montes, Cuban Neuroscience Center, Cuba Julie Chobert, Centre National de la Recherche Scientifique, France Mireille Besson, Centre National de la Recherche Scientifique and Aix-Marseille Université,... more

Neuroscience adds a new perspective to the field of education. However, it is challenging to bridge the gap between those deeply-rooted fields. Historically, the gap has generated certain neuromyths and these can be quite damaging. In... more

Neuroscience adds a new perspective to the field of education. However, it is challenging to bridge the gap between those deeply-rooted fields. Historically, the gap has generated certain neuromyths and these can be quite damaging. In order to prevent this situation, teachers should be sufficiently informed. Thus, there are some efforts in some countries to prevent the spread of neuromyths, such as UK, Netherlands, Brazil, US, Greece, Portuguese etc. However there have been no studies in Turkey. The present study took a two-stage mixed-methods approach to explore primary and secondary school teachers’ concepts about the brain in Turkey and to identify potential sources of misconceptions. 278 primary and secondary school teachers were surveyed and 6 of them were interviewed for in depth responses. Analyses revealed that teachers held many misconceptions about concepts related to brain that have been observed elsewhere in Europe. On the other hand the comparison between Turkey, UK and Netherlands revealed some interesting differences. For instance the conceptions about the neuromyths on second language learning and plasticity were differentiated between countries. This could show the differences between cultures. There is a need to do distinctive scientific research in Turkey as well.

Antibody-based tools for neurodegenerative disease research Handbook

ABSTRACT— The new field of Mind, Brain, and Education (MBE)—sometimes called educational neuroscience—is posited as a mediator between neuroscience and education. Several foundational concerns, however, can be raised about this emerging... more

ABSTRACT— The new field of Mind, Brain, and Education (MBE)—sometimes called educational neuroscience—is posited as a mediator between neuroscience and education. Several foundational concerns, however, can be raised about this emerging field. The differences between neuroscience and education are many, including differences in their histories, philosophies, and epistemologies. Historically, science and education have demonstrated separate, but interwoven, influences on society; philosophically, the values by which they operate are often in opposition; and epistemologically, the fields have relied on different conceptualizations of knowledge. Discussion about these differences has been largely absent in attempts to promote MBE. Two steps are proposed to respond to this omission. First, encouraging discussion about disciplinary differences and assumptions may enable better understanding between disciplines and facilitate the establishment of a more collaborative research community. Second, a transdisciplinary framework that focuses on salient issues of interest across disciplines should be considered. Transdisciplinarity aims for the creation of an inclusive research environment that transcends traditional disciplinary approaches to complex problems. This article initiates an exploration of disciplinary differences and proposes commitment to transdisciplinarity as a guiding principle that may increase the viability of MBE as a mediating field between neuroscience and education.

Social-affective neuroscience is revealing that human brain development is inherently social-our very nature is organized by nurture. To explore the implications for human development and education, we present a series of... more

Social-affective neuroscience is revealing that human brain development is inherently social-our very nature is organized by nurture. To explore the implications for human development and education, we present a series of interdisciplinary studies documenting individual and cultural variability in the neurobiological correlates of emotional feelings. From these studies, we derive educational research hypotheses and a theoretical framework that facilitates integrating sociocultural and neurobiological levels of analysis. Our over-arching aim is to begin to conceptualize a role for neurobiological evidence in educational studies of sociality, emotion, culture, and identity. Overcoming the historical distance between educational and neuroscientific research on social-affective development would enable a more complete science of human experience and enhance appreciation of cultural learning, benefiting both fields. KEYWORDS: identity development, educational neuroscience, embodied learning, social-emotional learning, fMRI R esearch on learning in the mid-to late-20th century was dominated by cognitive scientific and computational approaches that divorced cognition MARY HELEN IMMORDINO-YANG is an associate professor of education, psychology, and neuroscience at the University of Southern California, at the Brain and Creativity Institute and the Rossier School of Education, 3620A McClintock Ave, Room 267,. Her research focuses on the psychological and neurophysiological bases of social emotions, self-awareness, and acculturation through development and education. A former public junior high school science teacher, Immordino-Yang received her doctorate from the Harvard Graduate School of Education. REBECCA GOTLIEB is a PhD student at the Rossier School of Education and at the Brain and Creativity Institute, University of Southern California. She studies social, emotional, and identity development and their relations to students' learning and creative thinking.

This article is the first of a two-part series that explores science teachers' and their pupils' experiences of using different pedagogical approaches based on understandings of how brains learn. For this case-study research, nine science... more

This article is the first of a two-part series that explores science teachers' and their pupils' experiences of using different pedagogical approaches based on understandings of how brains learn. For this case-study research, nine science teachers were interviewed and four teachers self-selected to trial a pedagogical approach, new to them, from cognitive psychology and educational neuroscience, using an action research framework for between one and two academic years. Both teachers' and their pupils' experiences of using the approach were explored, and data were collected via observations, interviews with teachers and focus-group interviews/ written questionnaires with pupils. As in case study research, each case was examined in depth, and consequently findings are not necessarily generalisable to other cases. However, it would be valuable if other teacher-researchers tried and evaluated some of these approaches, particularly those from educational neuroscience, where recommendations are based on relatively recent research findings. Part 1 will focus on two approaches rooted in cognitive psychology: Cognitive Load Theory (CLT) and Cognitive Acceleration through Science Education (CASE); part 2 will focus on approaches from educational neuroscience: The Brain-Targeted Teaching Model (Hardiman, 2012) and Research-Based Strategies to Ignite Student Learning (Willis, 2006).

Memory retrieval is an active process that can alter the content and accessibility of stored memories. Of potential relevance for educational practice are findings that memory retrieval fosters better retention than mere studying. This... more

Memory retrieval is an active process that can alter the content and accessibility of stored memories. Of potential relevance for educational practice are findings that memory retrieval fosters better retention than mere studying. This so-called testing effect has been demonstrated for different materials and populations , but there is limited consensus on the neurocognitive mechanisms involved. In this review, we relate cognitive accounts of the testing effect to findings from recent brain-imaging studies to identify neurocognitive factors that could explain the testing effect. Results indicate that testing facilitates later performance through several processes, including effects on semantic memory representations, the selective strengthening of relevant associations and inhibition of irrelevant associations, as well as po-tentiation of subsequent learning.