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Kelleher, Ian; Whitman, Glenn – Mind, Brain, and Education, 2018
Mind, brain, and education (MBE) science research continues to produce valuable results about brain development and the learning process--research that can and should inform education reform. Given the link between teacher efficacy and student learning outcomes, MBE is a discipline with considerable promise to help close gaps in school and teacher…
Descriptors: Brain, Cognitive Science, Teacher Effectiveness, Correlation
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Ergas, Oren; Berkovich-Ohana, Aviva – Mind, Brain, and Education, 2017
Since the turn of the millennium, there has been a surge of interest in diverse forms of spontaneous thinking, such as mind-wandering, and their associated brain networks. Studies demonstrate the pervasiveness of these phenomena as well as their effects on education-relevant domains such as academic skills, well-being, creativity, executive…
Descriptors: Cognitive Processes, Executive Function, Neurology, Phenomenology
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Stringer, Steve; Tommerdahl, Jodi – Mind, Brain, and Education, 2015
As the field of Mind, Brain, and Education seeks new ways to credibly bridge the gap between neuroscience, the cognitive sciences, and education, various connections are being developed and tested. This article presents a framework and offers examples of one approach, predictive modeling within a virtual educational system that can include…
Descriptors: Cognitive Processes, Brain, Neurosciences, Cognitive Science
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Pasquinelli, Elena – Mind, Brain, and Education, 2012
Neuroeducation--a recent approach to educational policy--claims that a bridge should be established between education and mind-brain sciences, with the double aim of devising educational methods that work and of understanding why they work. The success of this encounter depends, among other conditions, on getting the science "right"; otherwise,…
Descriptors: Brain, Cognitive Science, Education, Misconceptions
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Girgis, Fady – Mind, Brain, and Education, 2012
The surgical removal of brain tissue for the treatment of temporal lobe epilepsy can be either nonselective, as with an anterior temporal lobectomy (ATL), or selective, as with a selective amygdalohippocampectomy (SAH). Although seizure outcomes are similar with both procedures, cognitive and memory outcomes remain a matter of debate. This study…
Descriptors: Evidence, Epilepsy, Surgery, Memory
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Magsamen, Susan H.; Battro, Antonio M. – Mind, Brain, and Education, 2011
Understanding how the arts can enhance learning has long been discussed and debated among educators, students, parents, artists, art historians, and philosophers. Many anecdotal examples reference the value and benefits of the arts in a range of fields and learning domains. Emerging methodologies in the brain sciences have added new perspectives…
Descriptors: Creative Thinking, Cognitive Science, Learning Processes, Psychoeducational Methods
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Howard-Jones, Paul; Demetriou, Skevi; Bogacz, Rafal; Yoo, Jee H.; Leonards, Ute – Mind, Brain, and Education, 2011
Reinforcement learning involves a tight coupling of reward-associated behavior and a type of learning that is very different from that promoted by education. However, the emerging understanding of its underlying processes may help derive principles for effective learning games that have, until now, been elusive. This article first reviews findings…
Descriptors: Educational Games, Rewards, Positive Reinforcement, Psychoeducational Methods
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Changeux, Jean Pierre – Mind, Brain, and Education, 2011
Works of art can be viewed as elements of a human-specific nonverbal communication system, distinct from language. First, the cognitive abilities and skills required for art creation and perception are built from a cascade of events driven by a "genetic envelope". Essential for the understanding of artistic creation is its epigenetic variability.…
Descriptors: Nonverbal Communication, Art Education, Artists, Art
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Croft, James – Mind, Brain, and Education, 2011
Neuroaesthetics is a burgeoning new interdisciplinary research space in which cognitive science, psychology, neuroscience, and philosophy intersect in order to better inform our understanding of aesthetic experience. The purpose of this study is to analyze high-profile work in neuroaesthetics in the light of recent research into interdisciplinary…
Descriptors: Interdisciplinary Approach, Cognitive Psychology, Epistemology, Aesthetics
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Rinne, Luke; Gregory, Emma; Yarmolinskaya, Julia; Hardiman, Mariale – Mind, Brain, and Education, 2011
Advocates of the arts agree that the K-12 curriculum should include dedicated time for arts instruction. Some have argued further that knowledge and skills acquired through the arts transfer to nonarts domains. Others claim that evidence of this kind of transfer is limited and instead argue that the arts cultivate valuable dispositions that help…
Descriptors: Evidence, Fine Arts, Elementary Secondary Education, Long Term Memory
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Ronstadt, Katie; Yellin, Paul B. – Mind, Brain, and Education, 2010
It has been suggested that the field of Mind, Brain, and Education (MBE) requires a stable infrastructure for translating research into practice. Hinton and Fischer (2008) point to the academic medical center as a model for similar translational work and suggest a similar approach for linking scientists to research schools. We propose expanding…
Descriptors: Medical Education, Learning Problems, Cooperation, Brain
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Fischer, Kurt W.; Goswami, Usha; Geake, John – Mind, Brain, and Education, 2010
The primary goal of the emerging field of educational neuroscience and the broader movement called Mind, Brain, and Education is to join biology with cognitive science, development, and education so that education can be grounded more solidly in research on learning and teaching. To avoid misdirection, the growing worldwide movement needs to avoid…
Descriptors: Genetics, Brain, Cognitive Psychology, Cognitive Processes
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Gardner, Howard – Mind, Brain, and Education, 2009
Work in the new area of Mind, Brain, and Education (MBE) raises epistemological and ethical issues. With respect to epistemology, the norms of the component disciplines must be honored and the resulting amalgam must be more than a mere sum of the parts. With respect to ethics, the roles of scientist, educator, and practitioner each raise ethical…
Descriptors: Ethics, Epistemology, Brain, Interdisciplinary Approach
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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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