Table of Contents
Table of Contents
Educational Philosophy and Theory Special Issue Book Series
Series Editor: Michael A. Peters
The Educational Philosophy and Theory journal publishes articles concerned with all aspects of educational philosophy. Their themed special issues are also available to buy in book format and cover subjects ranging from curriculum theory, educational administration, the politics of education, educational history, educational policy, and higher education.
Titles in the series include:
Educational Neuroscience: Initiatives and Emerging Issues
Edited by Kathryn E. Patten and Stephen R. Campbell
Rancière, Public Education and the Taming of Democracy
Edited by Maarten Simons and Jan Masschelein
Thinking Education Through Alain Badiou
Edited by Kent den Heyer
Toleration, Respect and Recognition in Education
Edited by Mitja Sardo
Gramsci and Educational Thought
Edited by Peter Mayo
Patriotism and Citizenship Education
Edited by Bruce Haynes
Exploring Education Through Phenomenology: Diverse Approaches
Edited by Gloria Dall’Alba
Academic Writing, Philosophy and Genre
Edited by Michael A. Peters
Complexity Theory and the Philosophy of Education
Edited by Mark Mason
Critical Thinking and Learning
Edited by Mark Mason
Philosophy of Early Childhood Education: Transforming Narratives
Edited by Sandy Farquhar and Peter Fitzsimons
The Learning Society from the Perspective of Governmentality
Edited by Jan Masschelein, Maarten Simons, Ulrich Bröckling and Ludwig Pongratz
Citizenship, Inclusion and Democracy: A Symposium on Iris Marion Young
Edited by Mitja Sardoc
Postfoundationalist Themes In The Philosophy of Education: Festschrift for James D. Marshall
Edited by Paul Smeyers (Editor), Michael A. Peters
Music Education for the New Millennium: Theory and Practice Futures for Music Teaching and Learning
Edited by David Lines
Critical Pedagogy and Race
Edited by Zeus Leonardo
Derrida, Deconstruction and Education: Ethics of Pedagogy and Research
Edited by Peter Pericles Trifonas and Michael A. Peters
This edition first published 2011
Originally published as Volume 43, Issue 1 of Educational Philosophy and Theory
Chapters © 2011 The Authors
Book compilation © 2011 Philosophy of Education Society of Australasia
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Library of Congress Cataloging-in-Publication Data
Educational neuroscience / edited by Kathryn E. Patten, Stephen R. Campbell.
p. cm. – (Educational philosophy and theory special issues)
Includes bibliographical references and index.
ISBN 978-1-4443-3985-7 (pbk.)
1. Educational psychology. I. Patten, Kathryn E. II. Campbell, Stephen R.
LB1501.E38 2011
370.15–dc22
2011013766
A catalogue record for this book is available from the British Library.
This book is published in the following electronic formats: ePDFs 9781444345797; Wiley Online Library 9781444345827; ePub 9781444345803; Kindle 9781444345810
Notes on Contributors
Daniel Ansari is an Associate Professor of Developmental Psychology and the Canada Research Chair in Developmental Cognitive Neuroscience at the University of Western Ontario. His primary interest is in the neurocognitive trajectories underlying the development of typical and atypical numerical and mathematical skills. He uses both behavioural and brain imaging methods to better understand how children develop numerical skills and what neuronal mechanisms underlie the development of mathematical competencies. Email:
Stephen R. Campbell is Associate Professor and Director of the Educational Neuroscience Laboratory <> in the Faculty of Education at Simon Fraser University. His scholarly focus is on the historical and psychological development of mathematical thinking from an embodied perspective informed by Kant, Husserl, and Merleau-Ponty. His research incorporates methods of psychophysics and cognitive neuroscience as a means for operationalizing affective and cognitive models of math anxiety and concept formation. Email:
Donna Coch is an Associate Professor in the Department of Education at Dartmouth College. Using a combination of behavioural measures and a noninvasive brain wave recording technique, her research focuses on the reading brain. A goal of both her research and her teaching is to make meaningful connections across mind, brain, and education. Email:
Michel Ferrari teaches developmental and educational psychology at the Ontario Institute for Studies in Education at the University of Toronto. His most recent co-edited book is Developmental Relations Among Mind, Brain,and Education: Essays in Honor of Robbie Case (Springer, 2010, with Ljiljana Vuletic). In 2010, he also edited a special issue of the History of the Human Sciences on the history of the science of consciousness and is preparing a Handbook on Resilience in Children of War (Springer, in press, with Chandi Fernando). He is currently leading an international study on the personal experience of wisdom as part of a general program of research into the importance of personal development for quality of life. Email:
Kurt Fischer leads an international movement to connect biology and cognitive science to education, and is founding editor of the journal Mind, Brain, and Education (Blackwell), which received the award for Best New Journal by the Association of American Publishers. As Director of the Mind, Brain, and Education Program and Charles Bigelow Professor at the Harvard Graduate School of Education, he does research on cognition, emotion, and learning and their relation to biological development and educational assessment. In his research he has discovered a general scale that provides tools for assessing learning and development in any domain. His most recent books include The Educated Brain and Mind, Brain, and Education in Reading Disorders (Cambridge University Press, 2008 and 2007, respectively). Email:
John Geake is Professor of Learning and Teaching and Deputy Head of School, School of Education, University of New England, Australia, where his research has concentrated on applications of neuroscience to children’s learning. Prior to taking up this position in 2009, Professor Geake was Professor of Educational Neuroscience, Oxford Brookes University, Oxford UK, where his work focussed on applications of neuroscience to educational outcomes. Email:
Jeanne Marcum Gerlach is Associate Vice President for K-16 Initiatives and Dean of the College of Education and Health Professions at the University of Texas Arlington. Her research focuses on Urban Education, Business/Higher Education Partnerships, Issues in English Education, Writing As Learning, Women in Leadership Roles, Collaborative Learning, and Governance in Higher Education. She is the coeditor of Missing Chapters: Ten Pioneering Women In NCTE and English Education and co-author of the book, Questions of English: Ethics, aesthetics, rhetoric, and the formation of the subject in England, Australia and the United States. Dr Gerlach has taught in England, New Zealand, France, Germany, Thailand, and Australia. Her awards include the National Council Teachers of English Outstanding Woman In English Education and the University of North Texas’ and West Virginia University’s Outstanding Alumni Award. She received the Fort Worth Business Press Great Women of Texas Most Influential Woman Award, 2002. Email:
Paul Howard-Jones is Senior Lecturer at the Graduate School of Education, University of Bristol. His research focuses exclusively on issues interfacing neuroscience and education. He publishes in neuroscience, psychology and education and coordinates the Neuroeducational Network (NEnet: ). His latest book is Introducing Neuroeducational Research (Routledge, 2010). Email:
Mary Helen Immordino-Yang, EdD is a social/affective neuroscientist and educational psychologist who studies the brain bases of emotion, social interaction and culture and their implications for development and schools. She is an Assistant Professor of Education at the Rossier School of Education and an Assistant Professor of Psychology at the Brain and Creativity Institute, University of Southern California, and Associate Editor for North America of the journal Mind, Brain and Education. A former junior high school teacher, she earned her doctorate in human development at Harvard University, and completed her postdoctoral training in affective neuroscience with Antonio Damasio. She was the inaugural recipient (2008) of the Award for Transforming Education through Neuroscience, cosponsored by IMBES and the Learning and the Brain Conference, and lead author of a 2009 Cozzarelli Award-winning paper, sponsored by the Editorial Board of the Proceedings of the National Academy of Sciences. Email:
Anthony E. Kelly is Professor of Educational Psychology at George Mason University. He has published a number of articles related to educational research methods, and is editing a volume on the neural basis for mathematics learning. Dr Kelly has a number of grants from the US National Science Foundation, and is a New Century Scholar in the Fulbright Program. Email:
Hideaki Koizumi is a Fellow at the Advanced Research Laboratory, Hitachi Ltd. Hatoyama, Japan, and Director of the Research and Development Division of Brain-Science & Society at the Research Institute of Science and Technology for Society, Japan Science and Technology Agency. He is a Visiting Professor, Research Center for Advanced Science and Technology, The University of Tokyo. He has been advocating the concept of trans-disciplinarity since 1995, and been leading a new field of applied brain science including brain-science and education. He has also developed various noninvasive brain imaging technologies, such as MRI, fMRI and fNIRS (Optical Topography). Email:
Kerry Lee is an Associate Professor of Psychology at the National Institute of Education, Singapore. He has interests in the application of laboratory-based findings to various forensic and educational issues. In recent years, he has focused on individual differences in mathematical proficiency. Using both experimental and correlational methods, he and his colleagues have examined the contributions of working memory and executive functioning to children’s performances on algebraic word problems. He is also interested in the use of neuroimaging techniques to examine pedagogically relevant questions. Email:
Fenna van Nes recently completed her PhD at the Freudenthal Institute for Science and Mathematics Education in Utrecht, the Netherlands. She has published several articles about young children’s spatial structuring ability and the development of early spatial sense and number sense. In her thesis she describes the design of a series of lesson activities that she developed, which can be performed in kindergarten classrooms to foster children’s mathematical development. Email:
Swee Fong Ng is Associate Professor with the Mathematics and Mathematics Education academic group at the National Institute of Education, Nanyang Technological University, Singapore. Prior to joining the National Institute of Education, she spent about twenty years in Malaysia teaching mathematics at the upper secondary level. She now works extensively with both pre-service primary mathematics teachers as well as in-service mathematics teachers. Her other responsibilities include teaching and supervising at the master and doctoral level. Her general interest is looking at ways to help improve the teaching and learning of mathematics across the curriculum. The teaching and learning of algebra is her special interest. Email:
Kate Patten is the Outreach Coordinator for ENGRAMMETRON, the Educational Neuroscience Laboratory at Simon Fraser University. Kate’s current research interests lie in the neuroscience and neuropsychology of emotion and its implications for neuropedagogy, specifically within the research field of educational neuroscience. She is also interested in the role of emotion regulation in the classroom, as well as the debunking of myths encountered in ‘brain-based education’. Email:
Marc Schwartz is Professor of Mind, Brain and Education at the University of Texas, Arlington (UTA), and president-elect of the International Mind, Brain and Education Society (IMBES). He is also director of the recently established Southwest Center for Mind, Brain and Education at UTA, The center seeks to identify and support promising research agendas at the intersection of neuroscience and cognitive science to inform educational practice and leadership. His research focuses on how the dynamic enterprise of learning unfolds, through perspectives ranging from the student’s to the institutions that oversee the student’s learning. Email:
Bert De Smedt is an Assistant Professor of Educational Neuroscience at the Katholieke Universiteit Leuven, Belgium. He has published a number of articles related to the neurocognitive correlates of individual differences in mathematical achievement. He has done work on mathematical performance in developmental disorders, including dyscalculia, dyslexia, and genetic disorders. He is particularly interested in making connections between education and neuroscience. Email:
Zachary Stein EdM is currently a doctoral candidate at Harvard in the Mind, Brain, and Education department. He has published on topics in the philosophy of education, neuroscience, interdisciplinarity, developmental psychology, and psychometrics, in journals such as American Psychologist, New Ideas in Psychology, and Journal of Philosophy of Education. Zak is also the Deputy Director of Development Testing Service, Inc. (DTS), a non-profit research and development organization that focuses on building usable knowledge and technology at the interface of psychometrics, test design, developmental psychology, and education. E-mail:
Foreword
The Educational Philosophy and Theory Book Series is dedicated to enhancing the ongoing conversations surrounding all aspects of educational philosophy, including areas of pure and applied educational research. The book series aims to extend the dialogues of educational philosophy by incorporating work from the related fields of arts and sciences, as well as work from professional educators. This monograph based on the special issue entitled Educational Neuroscience and edited by Kathryn Patten and Stephen Campbell brings together fourteen chapters, including an Introduction, to review and discuss an emerging field sometimes also referred to as Mind Brain Education (MBE), after the journal established by Kurt Fischer in 2007. Both Kate Patten and Sen Campbell are from the Educational Neuroscience Laboratory (respectively, Outreach Coordinator and Director) established at Simon Fraser University in 2006 through the Canadian Foundation for Innovation’s New Opportunities Program. The Laboratory called Engrammetron, after the ‘engram’ or ‘memory traces’ hypothesized by Karl Lashley (1890–1958) the father of modern neuroscience, was set up with a primary specialization in mathematics education as a facility to measure, analyze and observe through various instruments and methods (including, electroencephalography (EEG), electrocardiography (EKG), electromyography (EMG), and eye-tracking (ET) capability), patterns of ‘mind brain’ behaviour. The field is very recent and emerging quickly with major centres or research networks established in London, Cambridge, Harvard and Bristol:
All established in the past five years, these facilities advertise themselves as transdisciplinary projects designed to synthesize biological, cognitive and social dimensions of learning within a developmental psychology framework that pays homage to Piaget. The Cambridge Centre states ‘we aim to understand how the brain functions and changes during the development of reading and maths, exploring the development of related skills such as language, memory, numerosity and attention’. The Harvard initiative advertises an interdisciplinary programme ‘including not only psychology, pedagogy, and neuroscience, but also philosophy, anthropology, linguistics, computer science, and other relevant disciplines.’ The Centre for Educational Neuroscience at London, an inter-institutional project of University College London, the Institute of Education and Birkbeck College, on its website records conference presentations for ‘Educational Neuroscience: An Emerging Discipline’ held at Birkbeck in June 2010 with papers on Individual differences in numerical and mathematical abilities, the social brain in adolescence, aspects of numeracy and math learning disability, school science, language and literacy, as well as autism and dyslexia.
In addition, there also exist various SIGS and forums. Most organizations and educational neuroscientists tend to picture themselves as providing a link between biology and cognition; many also acknowledge links to other disciplines, including philosophy and technology. In his scoping chapter Sen Campbell pictures educational neuroscience as a new area of educational research that goes beyond a conception of applied cognitive neuroscience. Drawing on a theory of the embodied mind put forward in the early 1990s by Francisco Varela and his colleagues who sought to overcome the Cartesian Anxiety by complementing cognitivism as an outgrowth of cybernetics with emergence or connectionism, Campbell focuses on subjective experience to argue ‘any changes in subjective experience must in principle manifest objectively in some manner as changes in brain, body, and behaviour, and vice versa’ (pp. 9–10).
What I like about Campbell’s conception is that it is based on philosophical commitments and a good working knowledge of philosophy of mind which makes it both suitable and highly relevant for our readers and for its inclusion in the Educational Philosophy and Theory book series.
I am grateful to Kate Patten and Stephen Campbell for their editorial work in bringing such an excellent international collection together from leading scholars in this rapidly emerging field, themselves included. Educational neuroscience promises new characterizations of the learner in terms of brain, genetic and hormonal states; its applications in mathematics, literacy and social or emotional cognition are interesting even although it still faces formidable methodological and philosophical challenges; and yet already it has already accomplished important work such as deconstruction of prevalent neuromyths such as left/right or male/female brain.
Michael A. Peters
University of Illinois
Index
Abe, J.
Adey, P. S.
ADHD (Attention Deficit Hyperactivity Disorder)
affect
see also SAMA
affective neuroscience
aggression
algebra
time spent on introducing
word problems
amygdalae
analogy-making see fluid analogies
Ando, J.
Ang, S. Y.
animal studies
Anmei, T.
ANOVAs (analyses of variance)
Ansari, D.
anti-aging methods
appraisal theory
see also cognitive appraisal; MRTE; SAMA
Aristotle
arithmetic
mental
task design in
Arlington
artificial intelligence
ASDs (autism spectrum disorders)
Asperger’s Syndrome
atrocities (9/11/2001)
attention
regulating and inciting
attentional processes
autism
babies
Bailey, A. J.
Bandura, A.
Bargh, J.
basal ganglia
Bechara, A.
Beedie, C. J.
behavior
brain/body
important feature of
links between genes
modification through drugs
motivation for
role of mental reflection in understanding
subjective experience and changes in
behavioral factors
development
differences
genetics
infant laboratory for experiments
levels of appraisal
observation
patterns
traits
behavioral science
behaviorist approach
Bennett, M. R.
Berger, A.
Berninger, V. W.
Bidell, T. R.
Bigdeli, S.
biological determinism
biological predispositions
biological risk factors
body regulation
Braeutigm, S.
brain-based programs
brain-cognition relations
brain function(s)
analyses of
children with learning disabilities
complexity of
development with regard to environmental and genetic factors
effects of culture on
elderly persons
embodied
evaluation by optical topography
first level of appraisal for incoming stimulus
integration of
non-invasive tools and techniques to measure
teachers’ broader awareness of
understandings of
brain-mind-behavior paradigm
Brain, Neurosciences and Education (group)
brain-body interaction
chemicals that evoke or inhibit behavior
neuroscientific evidence of
Brain-Science & Society program
Briner, R. B.
British Columbia Knowledge Development Fund
Bruer, J. T.
bullying
Bush, G. H. W.
Butterworth, B.
calculus
Cambridge
Campbell, S. R.
Canada
Case, R.
cerebral specialization
Changeux, J.-P.
childcare
China
Cimen, O. A.
Coch, D.
cognition
affect and
conscious feelings involve
emotion and
fluid
mathematical
motivation for
music and other areas
teachers’ broader awareness of
see also embodied cognition
cognitive analysis
cognitive appraisal
arenas of
feelings involve
cognitive development
cognitive neuroscience
applied
brain-mind-behavior of
connecting education and
educational neuroscience and
expanding influence into the classroom
learning and
social
cognitive psychology
first efforts to apply to education
cohort studies
see also ToTCoP
Cole, P.
communication skills
computers
context(s)
activities embedded in
biological
classroom
cultural
educational
epigenetic system in
everyday
importance of
learning
personally meaningful
real world
social
Cooper, P. W.
Corina, D.
cortical locations
creativity/creative thinking
basic cognitive process underlying
biological correlates of
fostering of
how the brain enables
Csépe, V.
cultural norms
Dalai Lama
Dalgleish, T.
Dallas
Damasio, A. R.
Davidson, R.
Davis, A. J.
Davis, M.
Dawson, A. J.
Dawson, T. L.
De Castell, S.
De Lange, J.
De Smedt, B.
Decade of the Brain (1990s)
declarative memory
Dehaene, S.
Delazer, M.
Dennis, T.
depression moods
Descartes, René
developmental disorders
developmental dyslexia
Dewey, J.
Diester L.
disabilities
see also learning disabilities
dispositions
neurobiological functions of
DNA microarray analysis
Dodson, C. S.
Dougherty, L. M.
Du, X.
dynamic growth modeling
dynamic skill theory
dyscalculia
dyslexia
Eden, G.
education
best systems in the world
brain-based
brain function in
brain-related research in
cultural knowledge provided by
first efforts to apply cognitive psychology to
language
learning autonomy in
neuroscience and
processes at the center of
research-based
testable hypotheses for
uniquely human achievement relevant to
see also MBE; neuroeducation; also under following headings prefixed ‘educational’
educational entertainment
educational neuroscience
ascertaining the need for
cognitive neuroscience and
initiatives in
motivations, methodology and implications
next frontier for
paradigm for
prescriptions of neuropedagogy warrant and need educational substantiation through
programs to help promote literacy and numeracy
promises of
scope and limitations
see also MBE
educational psychology
peripheral specialization within
EEGs (electroencephalograms)
efferent/afferent communication
Egan, K.
EKGs (electrocardiograms)
elderly persons
electronic information technology
Elgin, C.
embodied cognition
philosophical commitment to
radical theory of
embodied mind see mindbrain
EMGs (electromylograms)
emotion(s)
background
basic
cognition and
conscious
educational context
intensity enhances memory
neuropedagogical paradigm of
neuropsychology of
secondary
social
tonal
English language
ENGRAM/ME (Educational Neuroscience Group for Research on Affect and Mentation/in Mathematics Education)
ENGRAMMETRON facility
ENL Group
environmental factors
stimuli
EOGs (electrooculograms)
epigenetic system
equality and fairness
ESRC-TLRP (Economic and Social Research Council-Teaching and Learning Research Programme)
ethical issues
emerging
standards of practice
evolutionary pressures
executive function
impaired
exploration
authentic
family planning
Farah, M.
fatigue
feelings
background
conscious
secondary
Feigenson, L.
Ferrari, M.
Finland
Fischer, K. W.
fluid analogies
fMRI (functional Magnetic Resonance Imaging)
installing in schools and scanning children
foreign languages
Forgas, J. P.
formal algebra
frontal cortex
Geake, J.
Geary, D.
gene expression profiles
general intelligence
genetic factors
predispositions
triggers
see also epigenetic system
genetic screening
Gerlach, J.
Gibbons, M.
Goleman, D.
Goswami, U.
Gottman, J. M.
graduate degree programs
Gray, J. A.
Griffin, S.
Gross, J. J.
Guttorm, T. K.
Habermas, J.
Hacker, P. M. S.
Hagiwara, H.
Handscomb, K.
Hansen, P. C.
Harvard Graduate School of Education
heuristics
non-algebraic
Hinton, C.
Hirsh-Pasek, K.
Hitchcock, J. M.
HIV/AIDS prevention
homeostasis
Howard-Jones, P.
Hubbard, E. M.
imaging
functional
see also fMRI; neuroimaging techniques; NIRS
IMBES (International Mind, Brain, and Education Society)
Immordino-Yang, M. H.
infancy
inhibition
inhibitory abilities
intellect
intelligence
creative
simplistic models of
testing
see also artificial intelligence; general intelligence
interdisciplinary activity
applied research
coherent dialogue
complex issues
insights
problem-focused
IQ (intelligence quotient)
Izard, C. E.
Jackson, D.
James, William
Japan see JCS; Kana; MEXT; RISTEX/JST; ToTCoP
Jármi, E.
JCS (Japan Children’s Study)
Jenner, A. J.
Jenson, J.
John, O. P.
justice
Kagan, J.
Kalin, N.
Kamio, Y.
Kana characters
Kant, I.
Katz, L. F.
Kaufman, D.
Kawashima, R.
Kelly, A. E.
Kesner, R.
Khng, F.
Kieffaber, P. D.
kindergarten
automatic quantity processing
mathematics
spatial structuring ability
knowledge
cultural
embodied
internalized
isomorphic
see also usable knowledge
Koizumi, H.
Ky, K. N.
Kyoto University
laboratory school concept
Lagemann, E. C.
Lane, A. M.
Lang, P. J.
language
common
popular
production and perception of
language acquisition
language development
Lazarus, R. S.
learning
active
brain-based claims about
clinical
cognitive
cognitive neuroscience and
comprehensive observations and insights into
described in terms of social construction
educational questions about
emotional
ethnographic studies of
formal mathematical thinking and
high-efficiency
legislative laws that shape
mathematical
motivation for
passive
second-language
social
supported, stunted or halted
thinking and
understanding of
vague theories of
visual, auditory and kinesthetic
see also rote learning; STEM learning
learning-by-strategy
learning difficulties
diagnosis and remediation of
root cause of
see also special needs
learning disabilities
Learning Therapy
Ledoux, J. E.
Lee, Kerry
levels-of-action model
Leventhal, H.
Lewis, M. D.
limbic system
literacy
locomotion
logical positivism
Maeda, T.
malnutrition
Marini, Z. A.
Martin, S.
mathematics/mathematics education
ability impaired
cognitive skills critical for
improving the effectiveness of
learning and teaching
phylogenetic roots
typical and atypical development of skills
see also ENGRAM/ME; MENS; STEM learning
MBB (Mind, Brain, and Behavior)
MBE (Mind, Brain, and Education)
developing the field
important issues for
see also IMBES; RSN; Southwest Center
McCandliss, B. D.
meanings
memory
educational questions about
intensity of emotion enhances
long-term consolidation
non-declarative forms of
see also declarative memory; working memory
Mencl, W. E.
MENS (Mathematics Education and Neurosciences) Project
mental disorders
methodological innovations
MEXT (Japanese Ministry of Education, Sports, Culture, Science and Technology)
Mihail, T.
mind and body
mind-brain relationship
mindfulness meditation
mirror neurons
Moats, L.
Molfese, D. L.
moods
morality
motivation
neural basis of
understanding
see also MRTE
Mozart Effect
mRNA (messenger RNA)
MRTE (Motivational-Relational Theory of Emotions)
multivariate genetic analysis
music listening
Nagel, T.
National Institute for Physiological Sciences (Japan)
nature and nurture
NEnet (Bristol University Neuro-Educational network)
neocortex
neural bases
neural correlates
neural networks
neurobiology
neurochemistry
neurocognitive development
neuroconstructivism
neuroeducation
neurogenesis
neuroimaging techniques
neuromythologies
neuropedagogy
neuropsychology
educational
propensity to internalize actions of others
Neuroscience in Education (group)
neurotransmitters
Newtonian physics
Ng, Swee Fong
Nieder, A.
NIRS (near-infrared spectroscopic) imaging
NRC (US National Research Council)
NSP (numerical Stroop paradigm)
number processing
number sense
numeracy
observational-correlational-experimental loop
OECD Brain and Learning project (2007)
Ohman, A.
optical topography
Oxford Cognitive Neuroscience Education Forum
Panksepp, J.
paradigm wars
Park, H.
Parkinson, B.
Patten, K. E.
peer relationships
peripheral blood leukocytes
philosophy of mind
phylogenetic function
primal
physical deficits
physics
Piaget, J.
Piazza, M.
Pickering, S. J.
Pietromonaco, P.
Pinel, P.
Posner, M. I.
poverty
predispositions
biological
genetic
primitive reflexes
problem-solving
psychoactive drugs
psychological development
psychology
see also cognitive psychology; educational psychology; neuropsychology
psychometric objects
psychophysiology
Pugh, K.
quality control
randomized controlled trials
Rauscher, F. H.
Rawls, J.
reading
brain circuitry for
cognitive skills critical for
development of ability
neural basis for
neural correlates of
typical and atypical development of skills
understanding brain bases for decoding in
Reder L. M.
reductionism
REESE (Research and Evaluation on Education in Science and Engineering)
Revkin, S. K.
rewards
Reynolds, S.
Richardson, C.
Ricoeur, P.
RISTEX/JST
Ritalin
Rogers, E. M.
Rokutan, K.
Romania
Rosch, E.
Rose, L. T.
Rosen, J. B.
rote learning
RSN (MBE Research Schools Network)
Rueda, M. R.
Sabini, J.
Sadato, N.
SAMA (Somatic Appraisal Model of Affect)
Sandak, R.
Santiago Declaration, The (2007)
Sarkari, S.
Scherer, K. R.
Schlaggar, B. L.
Schneps, M. H.
Schoenfeld, A. H.
Schwartz, D. L.
Schwartz, M.
second language
self-education/self-learning
Sellars, W.
sense of self
sexual responsibility
Sha, L.
Shaw, G. L.
Shayer, M.
Shaywitz, B. A.
Shipman, K. L.
Shipulina, O. V.
Siddo, R. A.
Silk, J. S.
Silver, M.
Silvia, P. J.
Simon Fraser University
Educational Neuroscience Laboratory
Faculty of Education
Simos, P. G.
Singapore
Singhl, A.
Smith, L.
sociability
social development
social interaction
social neuroscience
social norms
social processing
socioeconomic factors
low status
software
Soltész, F.
somatic marker theory
see also SAMA
Southwest Center for MBE
spatial structuring ability
special needs see ADHD; Asperger’s; autism; dyscalculia; dyslexia
Spelke, E.
Spinoza, B.
standardized tests scores
statistical analysis
Stegall, S.
Steiben, J.
Stein, Z.
STEM (science, technology, engineering and mathematics) learning
stimulation
see also TMS
stimuli
analysis of
evaluation of
external
incoming
neocortex the most influential or evocative appraiser of
processing
repeated
responses to
self-preparation of
unrelated words
stress
striatum
Stroop paradigm see NSP
Swalehe, R. M.
Swithenby, S. J.
symbolic algebra
synaptogenesis
Szucs, D.
Tang, J.
Tanzania
Taylor, N.
teacher training
teaching
brain-based
improving understanding of
mathematics
temperament
Temple, E.
terrorists
Terry, P. C.
Thompson, E.
Thorndike, E. L.
TLRP see ESRC-TLRP
TMS (transcranial magnetic stimulation)
Tokuhama-Espinosa, T. N.
Tomasello, M.
Toronto
ToTCoP (Tokyo Twin Cohort Project)
Totterdall, P.
Tottori University
trigonometry
Tudusciuc, O.
Turkeltaub, P. E.
twins
see also ToTCoP
Tzur, G.
University of Texas
US National Science Foundation
usable knowledge
models generating/creating
Van Nes, F.
Varela, F. J.
Varma, S.
Vaughan, P. W.
Vuletic, L.
Vygotsky, L. S.
Waber, D.
Ward, J.
Watanabe, Y.
Weinberger, N. M.
Whitehead, A. N.
Willingham, D.
Wilson, A. J.
Winne, P. H.
Wolfe, P.
working memory
Wynn, K.
Yamagata, Z.
Yusa, N.
Zajonc, R. B.
Zaparyniuk, N. E.
Zazkis, R.
Zeman, J. L.
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