1998
DOI: 10.1023/a:1022145812276
|View full text |Cite
|
Sign up to set email alerts
|

Untitled

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1

Citation Types

0
10
0

Year Published

2000
2000
2018
2018

Publication Types

Select...
7
2
1

Relationship

1
9

Authors

Journals

citations
Cited by 81 publications
(11 citation statements)
references
References 72 publications
0
10
0
Order By: Relevance
“…Since then, a number of publications have argued that education can be informed by neuroscience, as many believe that the findings from brain research can be transformed into practical strategies teachers could use to improve their teaching (e.g., Geake and Cooper, 2003; Goswami, 2004; Blakemore and Frith, 2005; Posner and Rothbart, 2005; Ansari and Coch, 2006; Immodino-Yang and Damasio, 2007; Pickering and Howard-Jones, 2007; Varma et al, 2008; Howard-Jones, 2014; Ansari, 2015; but also see Willingham, 2009; Horvath and Donoghue, 2016, for more skeptical accounts). It has even been claimed that an interface can be constructed between educational psychology and cognitive neuroscience, with the benefits of this interface being comparable to those accrued when a paradigm shift from a behaviorist orientation to a cognitive perspective in the 1960s and 1970s took place (Byrnes and Fox, 1998). …”
Section: Introductionmentioning
confidence: 99%
“…Since then, a number of publications have argued that education can be informed by neuroscience, as many believe that the findings from brain research can be transformed into practical strategies teachers could use to improve their teaching (e.g., Geake and Cooper, 2003; Goswami, 2004; Blakemore and Frith, 2005; Posner and Rothbart, 2005; Ansari and Coch, 2006; Immodino-Yang and Damasio, 2007; Pickering and Howard-Jones, 2007; Varma et al, 2008; Howard-Jones, 2014; Ansari, 2015; but also see Willingham, 2009; Horvath and Donoghue, 2016, for more skeptical accounts). It has even been claimed that an interface can be constructed between educational psychology and cognitive neuroscience, with the benefits of this interface being comparable to those accrued when a paradigm shift from a behaviorist orientation to a cognitive perspective in the 1960s and 1970s took place (Byrnes and Fox, 1998). …”
Section: Introductionmentioning
confidence: 99%
“…More recent studies of brain loci activity depend upon functional magnetic resonance (MRI) studies and positive emission tomography (PET scans) over EEG, which was limited in its specificity, among other reasons. Functional MRI has been shown to be a reliable method of interpreting lateralized activation within the hemispheres (Bethmann et al 2007;Byrnes and Fox 1998). Arguably superior even to MRI and PET scans, Doppler Sonography has also supported laterality in musical processing.…”
Section: Lateralitymentioning
confidence: 99%
“…Few serious cognitive neuroscientists would deny that culture has an important role in education, and from this perspective, any knowledge about the biological processes of learning can only expand and enrich existing knowledge of cultural aspects of education. Educational psychologists, Byrnes and Fox (1998) for example, regard neuroscience as enabling psychology to give fuller accounts of mental processes involved in cognition; others think it makes psychology more "biologically plausible" (Ansari et al 2011, p. 37) To some degree, the argument that cognitive neuroscience can shed light on either psychology or education draws its appeal from technical advances. Improvements in brain scanning equipment mean it is possible to capture images of electro-chemical activity in the brain in real time and in increasingly naturalistic environments.…”
Section: Introductionmentioning
confidence: 99%