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Educational neuroscience, Neural underpinnings of cognition and learning -…

- - - - and
        
        to make learning more effective.
- - - - it is trying to achieve these goals.
        
        in relevant areas such as
        
        learning to read
        
        learning mathematics.
      - Main sources of individual differences in learning.
        
        there were differences in intrinsic cognitive capacity,
        
        Examples
        
        Measured by IQ tests
        
        Tests of working memory
      - Another approach has revealed evidence for domain-specific cognitive differences in
        
        language acquisition
        
        learning to read
        
        learning arithmetic
      - psychological as well as sociological
        
        studies revealed experiential sources of individual variation,
        
        Example
        
        Diferences in home enviroment
        
        using socioeconomic status or parental education as proxi measure
      - Psychology has provided methodologies for investigaring and comparing teaching method, but it has also made proporsal, mostly for mathematics and reading, and to some extent for science.
  - - - It is characterized by the collaboration between
        
        neuroscience and the cognitive, affective, and developmental branches of psychology
        
        to create
        
        cognitive neuroscience.
        
        questions arising from education
        
        Neural basis of reading and its disor-
        ders
        
        Mathematics and its disorders
        
        general issues
        
        3 more items...
        
        the most relevant aspect of neuroscience for
        education,
        
        cognitive neuroscience
        
        1 more item...
  - - - is where we are now
        
        we are seeking to use neuroscience to inform
        educational practice as a way to improve learning.
        
        we do not know enough
        
        brain development and neural function to link that understanding directly, in any meaningful, defensible way to instruction and educational practice
        
        There is a well-established bridge, now nearly 50 years old, between education and cognitive psychology.
        
        There is
        
        A second bridge, only around 10 years old, between cognitive psychology and neuroscience
        
        These new methodologies have enabled us to explore both individual differences in children and education in new ways, suggesting a direct bridge from neuroscience to education
        
        For example
        
        dyslexic readers can be identified through abnormal neural structures and patterns of activation in the reading network, even in very young children before they have begun learning to read using neural responses to speech sounds
        
        In fact
        
        new methodologies have enabled scientists to plot the developmental trajectories with much more precision than previously.
        
        It is possible
        
        To use mathematical models of trajectory differences to classify learners, and these “learner models” can inform the design of individualized learning contexts in teaching and in learning technologies
- - - - disciplines that it requires presents a range of theoretical and methodological challenges.
  - - - itself a hugely complex activity with social, economic, political, and individual goals and a corresponding variety of views on how successful outcomes should be defined.
- - - - patients revealed much about the structure of memory, distinguishing short from long-term memory
      - declarative from procedural memory,
      - encoding from retrieval, and so
        on.