Neurological research has discovered much about how the brain works, Dr. Willis writes, but educators need to be cautious when applying this research to teaching. Following a brief explanation of the three most important technological advances in brain research (Positron Emission Tomography, Functional Magnetic Resonance Imaging, and Quantitative Encephalography), Dr. Willis argues that, although this brain-based research in learning has given educational researchers the means to translate neuroimaging data into classroom strategies designed to stimulate certain areas of the brain that appear to be metabolically activated during the stages of information processing, memory, and recall, the direct link from research to practical results remains at the level of guiding and of suggesting strategies. She concludes that a combination of the art of teaching and the science of how the brain responds metabolically to stimuli is the best guide for educators in their efforts to find the best neuro-"logical" ways to present information in ways that potentiate learning. (Contains 4 endnotes.)