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ERIC Number: EJ1206755
Record Type: Journal
Publication Date: 2019-Feb
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1751-2271
Showing Is Knowing: The Potential and Challenges of Using Neurocognitive Measures of Implicit Learning in the Classroom
Dahlstrom-Hakki, Ibrahim; Asbell-Clarke, Jodi; Rowe, Elizabeth
Mind, Brain, and Education, v13 n1 p30-40 Feb 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 knowledge in real-world learning contexts. We focus on some of the most promising neurocognitive tools for this purpose, including eye-tracking, electroencephalography (EEG), and functional near infra-red spectroscopy (fNIRS). The specific challenges and potential of each tool are considered for use within learning contexts. These tools may be of particular importance to student populations that typically underperform on traditional learning assessments, including students with disabilities, English language learners, and students from low socioeconomic status backgrounds, among others. This review concludes with recommendations to the field for further work required to bring objective measures of implicit knowledge to real world learning contexts.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1417456|DRL1417967