Foundations for a New Science of Learning

Meltzoff, Andrew N.; Kuhl, Patricia K.; Movellan, Javier R.; Sejnowski, Terrence J.

doi:10.1126/science.1175626

Cited by 581 publications

(439 citation statements)

References 79 publications

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“…The social-pragmatic approach holds that children first need to understand the communicative intention of the speaker and have shared joint attention before they can either learn the meaning of a label or extend this label to novel exemplars (i.e., Bloom, 1993Bloom, , 2000Clark, 1993;Meltzoff, Kuhl, Movellan, & Sejnowski, 2009). Here, however, the speaker was not present, making it hard for infants to understand the speaker's communicative intentions.…”

Section: Semantic Congruity Effectsmentioning

confidence: 99%

Electrophysiological evidence of early word learning

2012

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a b s t r a c tAround their first birthday infants begin to talk, yet they comprehend words long before. This study investigated the event-related potentials (ERP) responses of nine-month-olds on basic level pictureword pairings. After a familiarization phase of six picture-word pairings per semantic category, comprehension for novel exemplars was tested in a picture-word matching paradigm. ERPs timelocked to pictures elicited a modulation of the Negative Central (Nc) component, associated with visual attention and recognition. It was attenuated by category repetition as well as by the type-token ratio of picture context. ERPs time-locked to words in the training phase became more negative with repetition (N300-600), but there was no influence of picture type-token ratio, suggesting that infants have identified the concept of each picture before a word was presented. Results from the test phase provided clear support that infants integrated word meanings with (novel) picture context. Here, infants showed different ERP responses for words that did or did not align with the picture context: a phonological mismatch (N200) and a semantic mismatch (N400). Together, results were informative of visual categorization, word recognition and word-to-world-mappings, all three crucial processes for vocabulary construction.

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Section: Semantic Congruity Effectsmentioning

confidence: 99%

Electrophysiological evidence of early word learning

2012

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“…(Blakemore & Frith, 2005, p. 459) Teachers should also play a central role by adopting these new teaching methods in their classrooms. Furthermore, it is claimed that teaching teachers about neuroscience will inspire better instruction (Carew & Magsamen, 2010;Coch & Ansari, 2009;EDUCATIONAL NEUROSCIENCE 4 Dehaene, 2009;Dubinsky, 2010;Eden & Moats, 2002;Gabrieli, 2009;Goswami, 2006; Katzir & Pare-Blagoev, 2006;McCandliss, 2010;Meltzoff et al, 2009;Pickering & Howard-Jones, 2007;Sigman et al, 2014). As Dehaene (2011) puts it, "…educators who can visualize how the child's brain works will, spontaneously, conceive better ways of teaching" (p. 26).…”

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confidence: 99%

The practical and principled problems with educational neuroscience.

Bowers¹

2016

Psychological Review

203

132

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The core claim of educational neuroscience is that neuroscience can improve teaching in the classroom. Many strong claims are made about the successes and the promise of this new discipline. By contrast, I show that there are no current examples of neuroscience motivating new and effective teaching methods, and argue that neuroscience is unlikely to improve teaching in the future. The reasons are twofold. First, in practice, it is easier to characterize the cognitive capacities of children on the basis of behavioral measures than on the basis of brain measures. As a consequence, neuroscience rarely offers insights into instruction above and beyond psychology. Second, in principle, the theoretical motivations underpinning educational neuroscience are misguided, and this makes it difficult to design or assess new teaching methods on the basis of neuroscience. Regarding the design of instruction, it is widely assumed that remedial instruction should target the underlying deficits associated with learning disorders, and neuroscience is used to characterize the deficit. However, the most effective forms of instruction may often rely on developing compensatory (nonimpaired) skills. Neuroscience cannot determine whether instruction should target impaired or nonimpaired skills. More importantly, regarding the assessment of instruction, the only relevant issue is whether the child learns, as reflected in behavior. Evidence that the brain changed in response to instruction is irrelevant. At the same time, an important goal for neuroscience is to characterize how the brain changes in response to learning, and this includes learning in the classroom. Neuroscientists cannot help educators, but educators can help neuroscientists.

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“…Education episodes in infancy must have a strong social component where empathy motivates the infant to engage in learning activity and imitation provides the frame for fast learning (Meltzoff et al 2009). Moreover, individual differences in temperament and activity level must be taken into account for the formation of programs adjusted to different children (Keogh 2003).…”

Section: Capitalizing On Developmental Milestones For Learning (Table 4)mentioning

confidence: 99%

Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind.

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Foundations for a New Science of Learning

Cited by 581 publications

References 79 publications

Electrophysiological evidence of early word learning

Electrophysiological evidence of early word learning

The practical and principled problems with educational neuroscience.

Educating the Developing Mind: Towards an Overarching Paradigm

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