E-Book, Englisch, 80 Seiten
De Jong / Gog / Jenks Explorations in Learning and the Brain
1. Auflage 2009
ISBN: 978-0-387-89512-3
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark
On the Potential of Cognitive Neuroscience for Educational Science
E-Book, Englisch, 80 Seiten
ISBN: 978-0-387-89512-3
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark
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.
Autoren/Hrsg.
Weitere Infos & Material
1;Preface;5
2;Contents;6
3;to 1 Introduction;8
4;to 2 Learning Principles;11
4.1;2.1 Multimodal Processing;11
4.1.1;2.1.1 Education;11
4.1.2;2.1.2 Cognitive Neuroscience;12
4.1.3;2.1.3 Future Directions;13
4.2;2.2 Learning from Multiple Representations;13
4.2.1;2.2.1 Education;13
4.2.2;2.2.2 Cognitive Neuroscience;14
4.2.3;2.2.3 Future Directions;15
4.3;2.3 Cognitive Load;16
4.3.1;2.3.1 Education;16
4.3.2;2.3.2 Cognitive Neuroscience;16
4.3.3;2.3.3 Future Directions;17
4.4;2.4 Insightful Problem Solving;17
4.4.1;2.4.1 Education;17
4.4.2;2.4.2 Cognitive Neuroscience;18
4.4.3;2.4.3 Future Directions;20
4.5;2.5 Implicit vs. Explicit Knowledge/Learning;20
4.5.1;2.5.1 Education;20
4.5.2;2.5.2 Cognitive Neuroscience;21
4.5.3;2.5.3 Future Directions;23
4.6;2.6 Metacognitive and Regulative Skills;24
4.6.1;2.6.1 Education;24
4.6.2;2.6.2 Cognitive Neuroscience;25
4.6.3;2.6.3 Future Directions;27
4.7;2.7 Social Cognition and Social Learning by Observation and Imitation;27
4.7.1;2.7.1 Education;27
4.7.2;2.7.2 Cognitive Neuroscience;28
4.7.3;2.7.3 Future Directions;29
5;to 3 Affective Processes in Learning;31
5.1;3.1 Education;31
5.2;3.2 Cognitive Neuroscience;31
5.3;3.3 Future Directions;33
6;to 4 (Second) Language Learning and Literacy;34
6.1;4.1 Education;34
6.1.1;4.1.1 Development of First Language Literacy;34
6.1.2;4.1.2 Second Language Learning;37
6.2;4.2 Cognitive Neuroscience;37
6.2.1;4.2.1 Development of Literacy;37
6.2.2;4.2.2 Second Language Learning;39
6.3;4.3 Future Directions;40
7;to 5 Numeracy and Mathematics Learning;41
7.1;5.1 Education;41
7.2;5.2 Cognitive Neuroscience;42
7.3;5.3 Future Directions;43
8;to 6 Learning Problems;44
8.1;6.1 Dyslexia;44
8.1.1;6.1.1 Education;44
8.1.2;6.1.2 Cognitive Neuroscience;46
8.1.3;6.1.3 Future Directions;47
8.2;6.2 Dyscalculia;48
8.2.1;6.2.1 Education;49
8.2.2;6.2.2 Cognitive Neuroscience;50
8.2.3;6.2.3 Future Directions;50
9;to 7 Issues from Neuroscience;52
9.1;7.1 Plasticity;52
9.2;7.2 Maturation;53
10;to 8 Conclusion;56
11;Appendix A List of Participants in the Amsterdam Workshop;60
12;Appendix B Executive Summary;62
13;Appendix C About the Authors;64
14;References;68
15;Index;81
