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Explorations in Learning and the Brain On the Potential of Cognitive Neuroscience for Educational Science

:	Ton de de Jong, Tamara van Gog, Kathleen Jenks, Sarah Manlove, Janet van Hell, Jelle Jolles, Jeroen
:	Explorations in Learning and the Brain On the Potential of Cognitive Neuroscience for Educational Science
:	Springer-Verlag
:	9780387895123
:	1
:	CHF 47.50
:

:	Schulpädagogik, Didaktik, Methodik
:	English

:	80
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

This volume presents a short review study of the potential relationships between cognitive neuroscience and educational science. Conducted by order of the Dutch Programme Council for Educational Research of the Netherlands Organization for Scienti c Research (NWO; cf. the American NSF), the review aims to identify: (1) how educational principles, mechanisms, and theories could be extended or re ned based on ndings from cognitive neuroscience, and (2) which neuroscience prin- ples, mechanisms, or theories may have implications for educational research and could lead to new interdisciplinary research ventures. The contents should be seen as the outcome of the 'Explorations in Learning and the Brain' project. In this project, we started with a 'quick scan' of the lite- ture that formed the input for an expert workshop that was held in Amsterdam on March 10-11,2008. This expert workshopidenti ed additional relevant themesand issues that helped us to update the 'quick scan' into this nal document. In this way the input from the participants of the expert workshop (listed in Appendix A) has greatly in uenced the present text. We are therefore grateful to the participants for their scholarly and enthusiastic contributions. The content of the current volume, however, is the full responsibility of the authors.

	Preface	5
	Contents	6
	to 1 Introduction	8
	to 2 Learning Principles	11
	2.1 Multimodal Processing	11
	2.1.1 Education	11
	2.1.2 Cognitive Neuroscience	12
	2.1.3 Future Directions	13
	2.2 Learning from Multiple Representations	13
	2.2.1 Education	13
	2.2.2 Cognitive Neuroscience	14
	2.2.3 Future Directions	15
	2.3 Cognitive Load	16
	2.3.1 Education	16
	2.3.2 Cognitive Neuroscience	16
	2.3.3 Future Directions	17
	2.4 Insightful Problem Solving	17
	2.4.1 Education	17
	2.4.2 Cognitive Neuroscience	18
	2.4.3 Future Directions	20
	2.5 Implicit vs. Explicit Knowledge/Learning	20
	2.5.1 Education	20
	2.5.2 Cognitive Neuroscience	21
	2.5.3 Future Directions	23
	2.6 Metacognitive and Regulative Skills	24
	2.6.1 Education	24
	2.6.2 Cognitive Neuroscience	25
	2.6.3 Future Directions	27
	2.7 Social Cognition and Social Learning by Observation and Imitation	27
	2.7.1 Education	27
	2.7.2 Cognitive Neuroscience	28
	2.7.3 Future Directions	29
	to 3 Affective Processes in Learning	31
	3.1 Education	31
	3.2 Cognitive Neuroscience	31
	3.3 Future Directions	33
	to 4 (Second) Language Learning and Literacy	34
	4.1 Education	34
	4.1.1 Development of First Language Literacy	34
	4.1.2 Second Language Learning	37
	4.2 Cognitive Neuroscience	37
	4.2.1 Development of Literacy	37
	4.2.2 Second Language Learning	39
	4.3 Future Directions	40
	to 5 Numeracy and Mathematics Learning	41
	5.1 Education	41
	5.2 Cognitive Neuroscience	42
	5.3 Future Directions	43
	to 6 Learning Problems	44
	6.1 Dyslexia	44
	6.1.1 Education	44
	6.1.2 Cognitive Neuroscience	46
	6.1.3 Future Directions	47
	6.2 Dyscalculia	48
	6.2.1 Education	49
	6.2.2 Cognitive Neuroscience	50
	6.2.3 Future Directions	50
	to 7 Issues from Neuroscience	52
	7.1 Plasticity	52
	7.2 Maturation	53
	to 8 Conclusion	56
	Appendix A List of Participants in the Amsterdam Workshop	60
	Appendix B Executive Summary	62
	Appendix C About the Authors	64
	References	68
	Index	81