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NEUROIMAGING OF LEARNING AND DEVELOPMENT: IMPROVING ECOLOGICAL VALIDITY -…
NEUROIMAGING OF LEARNING AND DEVELOPMENT: IMPROVING ECOLOGICAL VALIDITY
1) INTRODUCTION
Neuroimaging techniques allow us to study how brain works in vivo, but has some ecological limitations
Controlled stimuli and tasks
Simplicistic and artificial
As cognitive laboratory experiments
Artificial and isolated environment
Intimidating for children, incomparable with daily-life learning environment
Difficulty in traslating
Need to improve sensitivity and mobility of the neuroimaging techniques (conclusion)
2) NEUROIMAGING OF LEARNING AND DEVELOPMENT: INSIGHTS FOR EDUCATION
Overview of neuroimaging techniques
Anatomical techniques
MRI, DTI
Functional techniques
fMRI, EEG, MEG, fNIRS
Indirect influential insights from the neuroimaging lab
Development in adolescent brain
Changes in grey and white matter
Behavioural changes: connections between prefrontal cortex and striatum and increased patience
Brain development is driven by natural development or experience (learning)?
Memory research
Possible generalization of WM training
Long-term memory and prior knowledge
Limitations of ecolocial validity
Noise derived from neuroimaging machine
Short experimental trials
Highly costs and one-time scanning
Presented simple stimuli about isolated cognitive processes
Difficulty in interpreting the results
Setting: Comfort for children (claustrophobic experiences)
Neuroscience can help teaching in a direct and indirect way
More direct influential indights from the neuroimaging lab
Neuro-prediction about capacity of dyslexic readers to compensate
Which children benefit from extra interventions?
Maturation of fiber tracts and optimal timing to start learning to read
3) DIFFERENT APPROACHES
MORE NATURALISTIC STIMULI AD TASKS
Educational relevant stimuli and tasks
How does brain work in real-life situations
Reliable neural measures only if are individual
Study real social interactions
Hyperscanning
Meansuring neural activation of multiple partecipants during real social interactions
USING PORTABLE DEVICES
EEG, fNIRS (free moving partecipants) and MEG
Possibility to study young children and partecipants of different part of the world
Hyperscanning
Brain-to-brain synchrony and classroom engagement
The limitation of data quality can go over by integrated lab-studies
LINKING LAB-BASED NEUROIMAGING TO REAL-LIFE BEHAVIOUR
Relating neuroimaging measures to separately measured real-life variables
Relationship cognition-related brain activity and course grades
Nucelus acubens activation and real-life-risk-taking behaviour
Analysis of social networks
Links are not always clear (experience sampling method can improve)
Using field-studies to test real-life validity of hypothesis generated by lab research
Protracted brain development in adolescence
Sleep and memory consolidation
INCLUDE STAKEHOLDERS FROM THE PRACTICE AT ALL STAGES OF RESEARCH
We need to inform teacher about neuroscience, adding it into the curricula