The development and popularity of brain science have driven many people to look to the brain for answers to improving learning. Cognitive neuroscience as an interdisciplinary area of research with a focus on human cognition has the potential to connect the brain and education. This paper explores what cognitive neuroscience can (and cannot) do to enhance our understanding of education and learning by examining in greater depth why certain previous attempts to bridge this gap are more successful than others. This paper also discusses the implications of this merge for scientists and educators, and future directions for research in neuroscience and neuroengineering.
Autism is just one manifestation of atypical neurodevelopment. There are hundreds of ways for the brain to wire itself, and each confers a different profile of strengths and weaknesses. This idea of neurodiversity most likely will be part of a changing way of thinking about autism.
I'm all in favour of cognitive neuroscience and basic research that discovers more about the neural underpinnings of typical and atypical development. By all means, let's do such studies, but let's do them because we want to find out more about the brain, and not pretend it has educational relevance.
The continuing importance of this message is only reinforced by this latest case study in how easily scientific “neurosexism” can, with a little stereotype-inspired imagination, contribute to inaccurate and harmful lay misunderstanding of what neuroscience tells us about the sexes.
Researchers have shown stress on preadolesecent and adult male mice induced an epigenetic mark in their sperm which reprogrammed their offspring's HPA axis, a region the the brain which governs stress response.
After a lot of speculation and some quickly formed opinions about whether or not it was a good idea…the White House has now unveiled what the project actually is: BRAIN, Brain Research through Advancing Innovative Neurotechnologies. And what is the project exactly? Will the BRAIN project end up as a BAM (Brain Activity Map)? Or a BUST (Badly Underfunded S**T)?
In a finding that should give pause to backers of standardized test-based school reform, a new study by neuroscientists at three major universities shows that students who achieved the highest gains on standardized tests did not show the same gains in the ability to analyze material and think logically.
The spread of p values between .01 and .10 followed an exponential curve - from .10 to .01 the number of p values increased gradually. But here's the key finding - there was a glaring bump in the distribution between .045 and .050. The number of p values falling in this range was "much greater" than you'd expect based on the frequency of p values falling elsewhere in the distribution. In other words, an uncanny abundance of reported results just sneaked into the region of statistical significance.
When you learn something new, the best way to remember it is to sleep on it. That’s because sleep helps strengthen the memories you’ve formed throughout the day. Scientists are learning more about the complex links between sleep and memory.
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