Sensory and cognitive plasticity: implications for academic interventions

Cooper, Emily A.; Mackey, Allyson P.

doi:10.1016/j.cobeha.2016.04.008

Cited by 11 publications

(9 citation statements)

References 67 publications

(68 reference statements)

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“…Neuroscience research has great potential for transforming education, but the neural underpinnings of academic and cognitive skills are poorly understood (Cooper & Mackey, ). Educational neuroscience could facilitate learning in individuals with limited vision through experiments that simulate visual field defects.…”

Section: Discussionmentioning

confidence: 99%

Education and visual neuroscience: A mini‐review

Chen

2019

PsyCh Journal

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Neuroscience, especially visual neuroscience, is a burgeoning field that has greatly shaped the format and efficacy of education. Moreover, findings from visual neuroscience are an ongoing source of great progress in pedagogy. In this mini‐review, I review existing evidence and areas of active research to describe the fundamental questions and general applications for visual neuroscience as it applies to education. First, I categorize the research questions and future directions for the role of visual neuroscience in education. Second, I juxtapose opposing views on the roles of neuroscience in education and reveal the “neuromyths” propagated under the guise of educational neuroscience. Third, I summarize the policies and practices applied in different countries and for different age ranges. Fourth, I address and discuss the merits of visual neuroscience in art education and of visual perception theories (e.g., those concerned with perceptual organization with respect to space and time) in reading education. I consider how vision‐deprived students could benefit from current knowledge of brain plasticity and visual rehabilitation methods involving compensation from other sensory systems. I also consider the potential educational value of instructional methods based on statistical learning in the visual domain. Finally, I outline the accepted translational framework for applying findings from educational neuroscience to pedagogical theory.

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Section: Discussionmentioning

confidence: 99%

Education and visual neuroscience: A mini‐review

Chen

2019

PsyCh Journal

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“…Finally, neuroimaging methods provide the unique opportunity to expand upon behavioral training studies, by revealing early brain changes that have not yet manifested in behavior, and potentially improving predictions about when and how individual children respond best to intervention (Cooper & Mackey, 2016). While a number of studies have collected neuroimaging data before and after cognitive training in children (Astle, Barnes, Baker, Colclough, & Woolrich, 2015;, few have explicitly tested for a moderating effect of age on training-induced brain changes.…”

Section: Opportunitiesmentioning

confidence: 99%

Do Younger Children Benefit More From Cognitive and Academic Interventions? How Training Studies Can Provide Insights Into Developmental Changes in Plasticity

Park

Mackey

2021

Mind Brain and Education

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Educational interventions are frequently designed to occur during early childhood, based on the idea that earlier intervention will have greater long-term academic benefits. However, surprisingly little is known about when cognitive and academic skills are most plastic, or malleable, during development. One way to study plasticity is to ask whether learning from targeted practice varies as a function of age. In this review, we summarize behavioral and neuroimaging studies that have tested for age-related differences in cognitive training gains, for executive functions, and for academic skills (reading and math). Findings are mixed, with no clear evidence for an overall younger age benefit. We discuss current challenges and opportunities for leveraging research on cognitive and brain plasticity to inform the timing and content of early academic interventions.It is commonly argued that educational interventions should occur very early in childhood, in order to yield the best possible outcomes later in life. This argument stems in part from evidence showing that (1) the developing brain is highly

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“…Through practice, the neural connections for learned, repeated movement patterns become stronger and faster. The critical period for ocular dominance starts at a young age and closes around age seven [23]. This is commonly the period when developmental stuttering commences.…”

Section: Critical Period For Learningmentioning

confidence: 99%

Neuroplastic Control of Developmental Stutter via the Frontal Aslant Tract: Past, Present, and Future

Donagh

Monaghan

2019

AJBSR

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Even though reports of humans stuttering date back to Demosthenes in 354 BC, it is only in the last decade that this silenced 1% of the world's population have been given a voice.This has been helped particularly by the Movie the "Kings Speech" which depicted living with a DS and the human trauma associated with the debilitating condition. Historically, theories concerning the cause of DS have ranged from dryness of tongue to abnormal speech apparatus, while in the 20th century DS was thought to be a psychogenic disorder [10]. Today, approaches used by Speech

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Sensory and cognitive plasticity: implications for academic interventions

Cited by 11 publications

References 67 publications

Education and visual neuroscience: A mini‐review

Education and visual neuroscience: A mini‐review

Do Younger Children Benefit More From Cognitive and Academic Interventions? How Training Studies Can Provide Insights Into Developmental Changes in Plasticity

Neuroplastic Control of Developmental Stutter via the Frontal Aslant Tract: Past, Present, and Future

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