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ERIC Number: EJ835154
Record Type: Journal
Publication Date: 2007-Sep
Pages: 10
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1751-2271
How Educational Theories Can Use Neuroscientific Data
Willingham, Daniel T.; Lloyd, John W.
Mind, Brain, and Education, v1 n3 p140-149 Sep 2007
Although many articles have addressed the relationship of neuroscience and education at a theoretical level, none has considered as a practical matter how one integrates neuroscientific data into a behavioral theory that uses hypothetical constructs. We describe 4 techniques by which researchers may do so: (a) direct observation of hypothetical constructs in the brain, (b) validation of hypothetical constructs through brain imaging, (c) using neural architecture to infer a behavioral architecture, and (d) using well-developed knowledge of brain function to select among competing behavioral theories. A detailed examination of these 4 techniques indicates that they are amenable to educational research and, indeed, have been used to inform research and theory. We argue that these techniques are not applicable to all educational research problems, but rather they are appropriate to relatively low-level behaviors (e.g., reading) rather than complex behaviors (e.g., classroom management).
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A