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Homer, Bruce D.; Ober, Teresa M.; Rose, Maya C.; MacNamara, Andrew; Mayer, Richard E.; Plass, Jan L. – Mind, Brain, and Education, 2019
Adolescence is a period of rapid cognitive change, including an initial increase in speed of cognitive processing and a more gradual increase in efficiency of cognitive processing. This study examined how neurophysiological changes associated with adolescent development can inform the design of game-based executive function (EF) training. Two…
Descriptors: Accuracy, Computer Games, Cognitive Development, Cognitive Processes
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Antonenko, Pavlo D.; Davis, Robert; Wang, Jiahui; Celepkolu, Mehmet – Mind, Brain, and Education, 2019
As teammates adjust their cognition and behavior, synchronizations of information can be observed across verbal, postural, and neurophysiological systems. This study explored the synchrony of mutually interacting brains, or team neurosynchrony, during cyber-enabled collaborative problem solving. Mixed-sex dyads defined and solved an authentic…
Descriptors: Brain, Teamwork, Cooperative Learning, Problem Solving
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Romero-Hall, Enilda; Scott, JoAnne – Mind, Brain, and Education, 2017
Cultural stereotypes rooted in both antiquated data and misinterpretation of data have long perpetuated the belief that older adults are unable to learn new concepts because they are doomed to lose brain cells at an alarming rate during their geriatric years. However, advances in neurophysiological technologies that allow researchers to observe…
Descriptors: Older Adults, Aging (Individuals), Neurology, Physiology
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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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van Leeuwen, Theo H.; Manalo, Emmanuel; van der Meij, Jan – Mind, Brain, and Education, 2015
There is considerable interest in the cultivation of student graphic literacy among educators and researchers, especially in the sciences. Previous research, however, has shown that many students manifest difficulties in using diagrammatic representations. One explanation that has been proposed to account for these difficulties is that certain…
Descriptors: Science Education, Diagnostic Tests, Brain, Visual Aids
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Horvath, Jared Cooney – Mind, Brain, and Education, 2014
Many concepts have been published relevant to improving the design of PowerPoint[TM] (PP) presentations for didactic purposes, including the redundancy, modality, and signaling principles of multimedia learning. In this article, we review the recent neuroimaging findings that have emerged elucidating the neural structures involved in many of these…
Descriptors: Visual Aids, Teaching Methods, Neurology, Brain
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Grabner, Roland H.; Saalbach, Henrik; Eckstein, Doris – Mind, Brain, and Education, 2012
Behavioral studies on bilingual learning have revealed cognitive costs (lower accuracy and/or higher processing time) when the language of application differs from the language of learning. The aim of this functional magnetic resonance imaging (fMRI) study was to provide insights into the cognitive underpinnings of these costs (so-called…
Descriptors: Mathematics Education, Bilingual Education, Bilingual Education Programs, Arithmetic
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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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Pollack, Courtney – Mind, Brain, and Education, 2012
The ability to represent numerical quantities in symbolic form is a necessary foundation for mathematical competence. Variables are particularly important symbolic representations for learning algebra and succeeding in higher mathematics, but the mechanisms of how students link a variable to what it represents are not well understood. Research…
Descriptors: Mathematics Education, Symbols (Mathematics), Algebra, Neurology
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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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Serpati, Lauren; Loughan, Ashlee R. – Mind, Brain, and Education, 2012
Pickering and Howard-Jones (2007) reported educators' enthusiasm for NeuroEducation from a sample of teachers attending neuroscience professional development courses. Their results revealed teachers: (1) are enthusiastic about the role of neuroscience in education; (2) believe an understanding of the brain for educational program development is…
Descriptors: Evidence, Research Problems, Program Development, Faculty Development
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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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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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Aoki, Ryuta; Funane, Tsukasa; Koizumi, Hideaki – Mind, Brain, and Education, 2010
Recent advances in technologies for neuroscientific research enable us to investigate the neurobiological substrates of the human ethical sense. This article introduces several findings in "the brain science of ethics" obtained through "brain-observation" and "brain-manipulation" approaches. Studies over the past decade have revealed that several…
Descriptors: Neurology, Brain Hemisphere Functions, Ethics, Scientific Research
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