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Arndt, Petra A. – Mind, Brain, and Education, 2012
The design of learning spaces is rightly gaining more and more pedagogical attention, as they influence the learning climate and learning results in multiple ways. General structural characteristics influence the willingness to learn through emotional well-being and a sense of security. Specific structural characteristics influence cognitive…
Descriptors: Educational Environment, Child Development, Cognitive Processes, Interaction
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Hille, Katrin – Mind, Brain, and Education, 2011
Bringing research into educational practice is necessary but does not happen automatically. The Transfercenter for Neuroscience and Learning, at the University of Ulm in Germany, is set up to transfer (neuro)scientific knowledge into educational practice. In doing so we have learned why this does not happen automatically, and have tried to make…
Descriptors: Medical Research, Educational Practices, Foreign Countries, Neurology
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Battro, Antonio M. – Mind, Brain, and Education, 2010
Animals cannot teach as humans do. Therefore, we lack the experimental support of animal studies that are so important to understand the evolution of our basic learning skills but are useless to explore the development of the teaching skills, unique to humans. And most important: children teach! We have at least two new challenges in our Mind,…
Descriptors: Brain, Teaching Skills, Information Technology, Diagnostic Tests
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Theodoridou, Zoe D.; Triarhou, Lazaros C. – Mind, Brain, and Education, 2009
This article focuses on two early attempts at bridging neuroscience and education, made by Henry Herbert Donaldson (1857-1938), a neurologist, and Reuben Post Halleck (1859-1936), an educator. Their works, respectively entitled "The Growth of the Brain: A Study of the Nervous System in Relation to Education" (1895) and "The Education of the…
Descriptors: Anatomy, Brain, Cognitive Science, Neurology
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Rose, David; Dalton, Bridget – Mind, Brain, and Education, 2009
The digital age offers transformative opportunities for individualization of learning. First, modern imaging technologies have changed our understanding of learning and the sources and ranges of its diversity. Second, digital technologies make it possible to design learning environments that are responsive to individual differences. We draw on…
Descriptors: Learning Theories, Research and Development, Educational Technology, Access to Education
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Coch, Donna; Michlovitz, Stephen A.; Ansari, Daniel; Baird, Abigail – Mind, Brain, and Education, 2009
This article describes the efforts of a small group of educators and researchers to build a model for making connections across mind, brain, and education. With a common goal of sharing, strengthening, and building useable knowledge about child and adolescent learning and development, we focused on questions of mutual interest to educators and…
Descriptors: Preservice Teachers, Educational Research, Researchers, Brain
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Samuels, Boba M. – Mind, Brain, and Education, 2009
The new field of Mind, Brain, and Education (MBE)--sometimes called educational neuroscience--is posited as a mediator between neuroscience and education. Several foundational concerns, however, can be raised about this emerging field. The differences between neuroscience and education are many, including differences in their histories,…
Descriptors: Neurology, Cognitive Science, Brain, Interdisciplinary Approach
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Petitto, Laura-Ann – Mind, Brain, and Education, 2009
We discuss the fruits of educational neuroscience research from our laboratory and show how the typical maturational timing milestones in bilingual language acquisition provide educators with a tool for differentiating a bilingual child experiencing language and reading delay versus deviance. Further, early schooling in two languages…
Descriptors: Neurology, Monolingualism, Brain, Reading Instruction
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Gardner, Howard – Mind, Brain, and Education, 2008
Ethical quandaries abound in the emerging field of neuroeducation. Concepts and findings from the GoodWork[R] Project may help neuroeducators deal ethically with these quandaries. In particular, ethical work is easier to carry out when all stakeholders concur on the means and goals of the profession. Similarly, when professionals wear only one…
Descriptors: Ethics, Neurology, Education, Correlation
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Grigorenko, Elena L. – Mind, Brain, and Education, 2007
This article offers some thoughts on possible connections between genomics and education. Genomics is already revolutionizing the way medical care is delivered and distributed; it will inevitably affect children's developmental trajectories by introducing more pharmacological and behavioral therapies. Educators should be prepared to understand the…
Descriptors: Child Development, Adolescents, Therapy, Children