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Byrnes, James P.; Fox, Nathan A.

doi:10.1023/a:1022145812276

Cited by 81 publications

(11 citation statements)

References 72 publications

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“…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%

Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece

2017

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Although very often teachers show a great interest in introducing findings from the field of neuroscience in their classrooms, there is growing concern about the lack of academic instruction on neuroscience on teachers' curricula because this has led to a proliferation of neuromyths. We surveyed 479 undergraduate (mean age = 19.60 years, SD = 2.29) and 94 postgraduate students (mean age = 28.52 years, SD = 7.16) enrolled in Departments of Education at the University of Thessaly and the National and Kapodistrian University of Athens. We used a 70-item questionnaire aiming to explore general knowledge on the brain, neuromyths, the participants' attitude toward neuroeducation as well as their reading habits. Prospective teachers were found to believe that neuroscience knowledge is useful for teachers (90.3% agreement), to be somewhat knowledgeable when it comes to the brain (47.33% of the assertions were answered correctly), but to be less well informed when it comes to neuroscientific issues related to special education (36.86% correct responses). Findings further indicate that general knowledge about the brain was found to be the best safeguard against believing in neuromyths. Based on our results we suggest that prospective teachers can benefit from academic instruction on neuroscience. We propose that such instruction takes place in undergraduate courses of Departments of Education and that emphasis is given in debunking neuromyths, enhancing critical reading skills, and dealing with topics relevant to special education.

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Section: Introductionmentioning

confidence: 99%

Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece

2017

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“…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%

Hemispheric laterality in music and math

2008

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Hemispheric laterality may be a useful concept in teaching, learning, training, and in understanding more about human development. To address this issue, a measure of hemispheric laterality was compared to musical and mathematical ability. The Human Information Processing Survey (HIPS) instrument, designed to measure hemispheric laterality, was administered to 101 participants who were then asked to provide a measure of their conceptual aptitude for mathematics and music. Scores were then compared through canonical correlation to test the hypothesis that perceived mathematical ability may be explained by left-brain hemisphere preference and musical by the right hemisphere. A relatively strong correlation was found between music ability and right-brain hemisphere preference. A relationship between math and left-brain hemisphere preference or integrated brain processing scores was found to be marginal. Ramifications to learning are discussed.Keywords Laterality Á Learning Á Hemispheric preference Á Brain hemisphere preference Á Brain hemisphere dominance Á Self-knowledge Á Self-inquiry Á Self-concept Á Music Á Mathematics From the time of Socrates, the human mind was thought of as consisting of two conceptual components, one part responsible for reasoning, the other absent of reason (Hattie 1992; Rouse 1956). Others including Hobbes, Pavlov, and Freud partitioned the brain into two categories, an ordered, directed half and an unordered or non-concrete half (Mayer 1977). In the early to mid-1800s, the concept of cerebral localization for certain functions was argued throughout the French and German scientific community (Springer and Deutch 2001). Researchers including Franz Gall, Paul Broca, and Marc Dax were at the center of the controversy, adding support to the concept of localized function with the brain. By the turn of the twentieth century, brain hemisphericity was, for all practical purposes,

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“…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%

Neuroscience and Education – an Incompatible Relationship

Cuthbert

2015

Sociology Compass

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To date, there has been little opposition to the growing inf luence of cognitive neuroscience in education from the education profession itself. However there is growing criticism from the fields of psychology and philosophy. This paper aims to summarize the central arguments found in literature critical of the claims made by cognitive neuroscientists who advocate its potential to improve education. The paper is organized around three sections which draw together assessments from psychology, philosophy and sociology of education. The first, "Brain, Mind and Culture," lays out the general argument against neuroeducation and evaluates two common assumptions made by advocates of neuro-education: that there is a causal relationship between brain and mind and that learning is a central tenet of education. The second section, "Promises and Problems," critically considers an example of neuro-educational research and then goes on to discuss how neuro-education has detrimental consequences for two necessary conditions of liberal subject-based education; disciplinarity and pedagogic authority. The final section, "Discourses of Risk, Vulnerability and Optimal Outcomes," considers wider sociological literature to locate neuroeducation within its contemporary cultural context. The paper concludes with a summary of the main philosophical and moral objections to neuro-education.

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Cited by 81 publications

References 72 publications

Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece

Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece

Hemispheric laterality in music and math

Neuroscience and Education – an Incompatible Relationship

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