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Lindgren, Robb; Morphew, Jason; Kang, Jina; Junokas, Michael – Mind, Brain, and Education, 2019
Research from brain science and the learning sciences support the notion that human cognition is grounded in our sensorimotor engagement with the physical world and that processes of learning can be shaped by our movements and actions. Increasing recognition that effective educational interventions can be seeded with embodied actions is paralleled…
Descriptors: Neurosciences, Schemata (Cognition), Sensory Integration, Nonverbal Communication
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Dahlstrom-Hakki, Ibrahim; Asbell-Clarke, Jodi; Rowe, Elizabeth – Mind, Brain, and Education, 2019
The value of neurocognitive measures to study memory, attention, cognition, and learning is well established. However, the vast majority of work using these tools is performed in tightly controlled lab experiments using simple lab stimuli. This article looks at the viability of using multimodal neurocognitive instruments to measure implicit…
Descriptors: Memory, Attention, Cognitive Processes, Learning
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Brookman-Byrne, Annie; Commissar, Lia – Mind, Brain, and Education, 2019
The 2018 EARLI SIG 22 Neuroscience and Education conference aimed to facilitate the discussion and sharing of research and translation in educational neuroscience. In this article, we first describe and evaluate the approach taken in organizing the conference, which followed recommendations from the educational neuroscience community. We then…
Descriptors: Neurosciences, Conferences (Gatherings), Ethics, Intention
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Catrysse, Leen; Gijbels, David; Donche, Vincent – Mind, Brain, and Education, 2019
In educational research, there is a growing interest in functional magnetic resonance imaging (fMRI) to examine students' levels of processing. As there is a growing interest in the use of fMRI, a systematic review was conducted to examine how deep and surface levels of processing are operationalized within the neuroscientific field. In addition,…
Descriptors: Diagnostic Tests, Brain Hemisphere Functions, Educational Research, Cognitive Processes
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Anderson, Ross C. – Mind, Brain, and Education, 2018
In this commentary, I build on recent interdisciplinary models for embodied cognition with additional perspectives from affective neuroscience, educational psychology, creativity theory, and science education. I invoke William James and John Dewey, pioneers of an embodied philosophy of mind, alongside recent affective neuroscience theory about the…
Descriptors: Creativity, Schemata (Cognition), Interdisciplinary Approach, Neurosciences
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Ruhaak, Amy E.; Cook, Bryan G. – Mind, Brain, and Education, 2018
Educational neuromyths are commonly accepted, erroneous beliefs based on misunderstandings of neuroscience that contribute to pseudoscientific practice within education. We examined the beliefs and perspectives of special education pre-service teachers related to educational neuromyths and corresponding instructional practices using a…
Descriptors: Incidence, Misconceptions, Preservice Teachers, Teaching Methods
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Martín-Lobo, Pilar; Santiago-Ramajo, Sandra; Vergara-Moragues, Esperanza – Mind, Brain, and Education, 2018
Progress in applied neuroscience and neuropsychology in the educational context has revealed efficient methodologies for preventing academic failure and developing the potential of students. The aim of this work is to adopt a neuropsychological perspective to study learning-related differences between students with learning difficulties (LD),…
Descriptors: Neurosciences, Neuropsychology, Academic Failure, Learning Problems
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Hauser, Marc D. – Mind, Brain, and Education, 2018
The mind and brain sciences have uncovered important details about the mechanisms underlying goal attainment, including strategies to overcome obstacles. A suite of self-regulatory strategies have made relatively little contact with education, despite cost-effective methods and striking results in both educational contexts as well as other areas…
Descriptors: General Education, Special Education, Goal Orientation, Metacognition
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Rosenberg-Lee, Miriam – Mind, Brain, and Education, 2018
The promise of educational neuroscience lies in its potential to uncover mechanistic insights into the science of learning. However, to realize that promise, the field must overcome a fundamental difference between the constituent disciplines: neuroscience is primarily concerned with understanding how the brain works; whereas education attempts to…
Descriptors: Neurosciences, Education, Brain, Training
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Horowitz-Kraus, Tzipi; DiCesare, Christopher; Kiefer, Adam W. – Mind, Brain, and Education, 2018
Dyslexia, or reading difficulty (RD), is characterized by slow, inaccurate reading and accompanied by deficit in executive functions (EF) and altered functional connectivity (FC) in the related networks (i.e., cingulo-opercular). Individuals with RD also present with altered oculomotor gaze patterns that include longer fixation times. The…
Descriptors: Correlation, Brain Hemisphere Functions, Cognitive Ability, Reading Difficulties
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Commissar, Lia; Brookman-Byrne, Annie – Mind, Brain, and Education, 2018
In September 2016, the International Mind, Brain, and Education Society (IMBES) biennial conference took place in Toronto, Canada. The pre-conference (organized by the Wellcome Trust) was designed to share new findings, lessons learned, and inspirational innovation within the field, and to encourage the community to not only identify current…
Descriptors: Educational Improvement, Conferences (Gatherings), Educational Innovation, Neurosciences
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Palmer, David – Mind, Brain, and Education, 2017
Brain studies have revealed that 2 neurological systems, one for "wanting" and one for "liking," are responsible for many instances of motivated behavior. If wanting and liking are fundamental elements of motivation, then we should also expect to see them represented in educational models of motivation for learning. However, it…
Descriptors: Student Motivation, Personality Traits, Neurosciences, Brain
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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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Shing, Yee Lee; Brod, Garvin – Mind, Brain, and Education, 2016
The encoding, consolidation, and retrieval of events and facts form the basis for acquiring new skills and knowledge. Prior knowledge can enhance those memory processes considerably and thus foster knowledge acquisition. But prior knowledge can also hinder knowledge acquisition, in particular when the to-be-learned information is inconsistent with…
Descriptors: Prior Learning, Memory, Brain Hemisphere Functions, Diagnostic Tests
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Knox, Rockey – Mind, Brain, and Education, 2016
The emerging field of mind, brain, and education (MBE) is grappling with core issues associated with its identity, scope, and method. This article examines some of the most pressing issues that structure the development of MBE as a transdisciplinary effort. Rather than representing the ongoing debates in MBE as superficial squabbles to eventually…
Descriptors: Cognitive Processes, Brain, Educational Research, Interdisciplinary Approach
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