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REAL-WORLD NEUROSCIENCE - MOBILE SENSING TECHNOLOGY - Coggle Diagram
REAL-WORLD NEUROSCIENCE - MOBILE SENSING TECHNOLOGY
Educational Neuroscience has
limitations
in
ecological validity
Studies
conducted in the
lab
with fMRI and EEG (high controllability)
Educational Neuroscience wants to adress these limitations (becoming
real-world
or
real-life
)
Bring the real world to the lab
Bring the lab to the real world
Mobile Neuroimaging
Considering Educational Neuroscience research as a
cyclic research model
Lab studies
Semi-naturalistic studies
Fully naturalistic studies
Trade-off
between ecological validity and experimental control
WHAT IS EEG?
Non-invasive technique
thanks to which to mensure
voltage changes
in the
cortical surface
In particular we meansure the
postsynaptic potential
from the
pyramidal cells
(in particular
apical dendrites
)
Let us meansure the
ERPs
, electrical activity associated with specific events
Based on the
averenging
of the different activity to the repetition of the same task (the irrelevant activity average is 0)
Describes the
history of electrical activity
associated with a specific cognitive activity
We can
classify them
in relation to:
Polarity
Latency
Ordinal Position
Paradigm
Function
Early components
Late components
MOBILE NEUROIMAGING
(EEG and fNIRS)
How to use them?
1)
LAB PARADIGMS IN MOBILE LABS
Possibility to study
non-representative sample
(not WEIRD)
2)
LAB PARADIGMS IN REAL WORLD
Example the study of
P300 ERP
during walking condition (reduced cause more distractors)
Possible improving with
transparent technologies
such as EEG
We don't respond in the real setting to the experimental stimuli in the same way
How to use them?
3)
ONLINE PARADIGMS IN EDUCATIONAL TECH
Example of
BCI
and possibilities to see which students are
not attending
to the
class
Example of
Neurofeedback
and training with that
4)
NATURALISTIC PARADIGMS IN NATURALISTIC SETTINGS
We need to balance
naturalism
(ecological validity) with
experimental control
An example is
hyperscanning
(studying brain activity in more people simultaneously)
Dikker et al.
experiment on what drives
brain-to-brain synchrony
Teaching style
Individual differences of student
Face-to-face interaction prior to class
Some
limitations
to the
naturalisticity
of the study