Educational neuroscience: Developmental mechanisms: Towards a conceptual framework

Goswami, Usha; Szűcs, Dénes

doi:10.1016/j.neuroimage.2010.08.072

Cited by 40 publications

(40 citation statements)

References 74 publications

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“…These results are of great importance for further understanding the fundamental neural principles of conceptual memory encoding and consolidation. Furthermore, as the acquisition and longterm retention of conceptual knowledge is one of the main objectives of (academic) education, these and future endeavors investigating the role of prior knowledge in conceptual knowledge acquisition could be of crucial significance for bridging the gap between neuroscience and education Goswami & Szucs, 2011;Ansari & Coch, 2006). Next to investigating the schema effect in general, future research might focus on schema formation or adjustment according to newly learned information.…”

Section: Discussionmentioning

confidence: 99%

“…However, to substantiate how a pre-existing schema facilitates successful encoding of new conceptual information in humans, specifically in situations relevant for long-term educational success, mechanistic evidence is required. Such an account might be critical for the nascent discipline of educational neuroscience (Carew & Magsamen, 2010;Goswami & Szucs, 2011) to develop a new science of learning (Meltzoff, Kuhl, Movellan, & Sejnowski, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Building on Prior Knowledge: Schema-dependent Encoding Processes Relate to Academic Performance

Kesteren

Rijpkema

Ruiter

et al. 2014

Journal of Cognitive Neuroscience

145

127

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The acquisition and retention of conceptual knowledge is more effective in well-structured curricula that provide an optimal conceptual framework for learning new material. However, the neural mechanisms by which preexisting conceptual schemas facilitate learning are not yet well understood despite their fundamental importance. A preexisting schema has been shown to enhance memory by influencing the balance between activity within the medial-temporal lobe and the medial pFC during mnemonic processes such as encoding, consolidation, and retrieval. Specifically, correctly encoding and retrieving information that is related to preexisting schemas appears rather related to medial prefrontal processing, whereas information unrelated or inconsistent with preexisting schemas rather relates to enhanced medial temporal processing and enhanced interaction between these structures. To further investigate interactions between these regions during conceptual encoding in a real-world university setting, we probed human brain activity and connectivity using fMRI during educationally relevant conceptual encoding carefully embedded within two course programs. Early second-year undergraduate biology and education students were scanned while encoding new facts that were either related or unrelated to the preexisting conceptual knowledge they had acquired during their first year of study. Subsequently, they were tested on their knowledge of these facts 24 hr later. Memory scores were better for course-related information, and this enhancement was associated with larger medial-prefrontal, but smaller medial-temporal subsequent memory effects. These activity differences went along with decreased functional interactions between these regions. Furthermore, schema-related medial-prefrontal subsequent memory effects measured during this experiment were found to be predictive of second-year course performance. These results, obtained in a real-world university setting, reveal brain mechanisms underlying acquisition of new knowledge that can be integrated into preexisting conceptual schemas and may indicate how relevant this process is for study success.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Building on Prior Knowledge: Schema-dependent Encoding Processes Relate to Academic Performance

Kesteren

Rijpkema

Ruiter

et al. 2014

Journal of Cognitive Neuroscience

145

127

View full text Add to dashboard Cite

show abstract

“…Closer scrutiny of her papers in EN reveals that Goswami argues instead that EN is a long-term enterprise, and that there will be few immediate pay-offs for the classroom teacher(e.g. Goswami, 2012;Goswami & Szucs, 2011).…”

Section: Clarifying the Recordmentioning

confidence: 99%

The principles and practices of educational neuroscience: Comment on Bowers (2016).

Howard-Jones

Varma

Ansari

et al. 2016

Psychological Review

Self Cite

128

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In his recent critique of Educational Neuroscience, Bowers argues that neuroscience has no role to play in informing education, which he equates with classroom teaching. Neuroscience, he suggests, adds nothing to what we can learn from psychology. In this commentary, we argue that Bowers' assertions misrepresent the nature and aims of the work in this new field. We suggest that, by contrast, psychological and neural levels of explanation complement rather than compete with each other. Bowers' analysis also fails to include a role for educational expertise -a guiding principle of our new field. On this basis, we conclude that his critique is potentially misleading.We set out the well-documented goals of research in Educational Neuroscience, and show how, in collaboration with educators, significant progress has already been achieved, with the prospect of even greater progress in the future.

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“…Ce champ de recherches appelé « neuroéducation » est actuellement en plein essor (Ansari, De Smedt et Grabner, 2011;Carew et Magsamen, 2010;Goshwami et Szũcs, 2010;Meltzoff, Khul, Movellan et Sejnowski, 2009;Potvin, Riopel et Masson, 2011). Ainsi, les champs de la psychologie, des neurosciences et des sciences de l'éducation se rassemblent autour de ce thème porteur.…”

Section: Introductionunclassified

Une pédagogie du contrôle cognitif pour l’amélioration de l’attention à la consigne chez l’enfant de 4-5 ans

Expérimentale¹,

Rossi²,

Lubin³

et al. 2012

Neuroed.

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Educational neuroscience: Developmental mechanisms: Towards a conceptual framework

Cited by 40 publications

References 74 publications

Building on Prior Knowledge: Schema-dependent Encoding Processes Relate to Academic Performance

Building on Prior Knowledge: Schema-dependent Encoding Processes Relate to Academic Performance

The principles and practices of educational neuroscience: Comment on Bowers (2016).

Une pédagogie du contrôle cognitif pour l’amélioration de l’attention à la consigne chez l’enfant de 4-5 ans

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