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Gardner, Howard – Mind, Brain, and Education, 2020
The term "neuromyth" is becoming part of discourse in the field of mind, brain, and education. In this article, I review some problematic aspects of the practice, critique specific examples, and propose an alternative way of communicating with the public about findings in psychology and neuroscience.
Descriptors: Neurosciences, Misconceptions, Brain, Psychology
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Li, Lu; Gow, Andrew Douglas Isherwood; Zhou, Jiaxian – Mind, Brain, and Education, 2020
Humans are inherently emotional creatures due to our social nature, and emotions are able to influence how well we learn and even affect academic outcomes. Emotions are rarely a chief concern in educational settings, and we will discuss the mechanisms underlying how emotions are processed in the brain and how they influence the key aspects of…
Descriptors: Positive Attitudes, Neurosciences, Psychological Patterns, Learning Processes
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Carey, Lisa B.; Schmidt, Jonathan; Dommestrup, Aila K.; Pritchard, Alison E.; Stone, Maureen; Grasmick, Nancy; Mahone, E. Mark; Denckla, Martha B.; Jacobson, Lisa A. – Mind, Brain, and Education, 2020
The field of Mind, Brain, and Education (MBE) has debated the strategies and merit of training teachers in principles of neuroscience. A previous study argued for groups of teachers to be trained as "educational engineers" capable of translating the work of cognitive neuroscientists and education researchers into practical application.…
Descriptors: Brain Hemisphere Functions, Neurosciences, Faculty Development, Situated Learning
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Vaughn, Ashley R.; Brown, Rhonda D.; Johnson, Marcus L. – Mind, Brain, and Education, 2020
Although the field of educational neuroscience has grown in recent years, little research has been conducted on conceptual change and science learning through an educational neuroscience framework. Educational neuroscience is frequently used to study processes of language and mathematics cognition, but is not extensively applied to conceptual…
Descriptors: Concept Formation, Neurosciences, Scientific Concepts, Educational Psychology
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Tovazzi, Alice; Giovannini, Serena; Basso, Demis – Mind, Brain, and Education, 2020
Teachers often face situations that require them to apply knowledge about the mind and brain to education. Past studies have indicated that even if teachers show interest in cognitive neuroscience, they show high rates of adhesion to neuromyths. In the most commonly used questionnaire, however, respondents do not compare neuromyths and correct…
Descriptors: Comparative Analysis, Misconceptions, Neurosciences, Foreign Countries
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Atteveldt, Nienke; Peters, Sabine; De Smedt, Bert; Dumontheil, Iroise – Mind, Brain, and Education, 2020
The special issue resulting from the 2018 Earli-SIG22 conference reflects the current state of the field, the diversity of methods, the persevering limitations and promising directions towards solutions. About half of the empirical papers in this special issue that consist of three parts, uses behavioral, self-report or qualitative measures to…
Descriptors: Cognitive Processes, Brain, Neurosciences, Educational Research
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Atteveldt, Nienke; Tijsma, Geertje; Janssen, Tieme; Kupper, Frank – Mind, Brain, and Education, 2019
We propose a Responsible Research and Innovation (RRI) framework to improve the alignment between mind, brain, and education (MBE) research, the educational practice, and other societal stakeholders. RRI is an approach that has successfully been used in different research fields, but not yet in MBE research. After substantiating the need for, and…
Descriptors: Brain, Educational Research, Cognitive Processes, Neurosciences
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Wu, Ling; Kim, Minkang – Mind, Brain, and Education, 2019
Ongoing research is providing new insights into the biological rudiments of empathy and its neurobiological underpinnings. There is also growing awareness that tablet technology, when used educationally and ethically, can aid adolescents and young-adults' empathic learning. However, there has been little attempt globally to translate this new…
Descriptors: Empathy, Handheld Devices, Learning Processes, Preschool Children
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McMahon, Kendra; Yeh, Chloe Shu-Hua; Etchells, Peter J. – Mind, Brain, and Education, 2019
Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and…
Descriptors: Preservice Teacher Education, Neurosciences, Educational Practices, Misconceptions
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Krell, Jason; Todd, Anderson; Dolecki, Patrick K. – Mind, Brain, and Education, 2019
Modernizing classroom pedagogical practice requires openness to revisiting previously held assumptions and theories about what constitutes authentic teaching/learning cycles. The ever-growing gap between the number of stimuli that students are exposed to and their available attentional resources indicates that sustained attention may have…
Descriptors: Feedback (Response), Brain Hemisphere Functions, Decision Making, Teaching Methods
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Spreckelsen, Megan; Dove, Emma; Coolen, Ilse; Mills, Annelot; Dowker, Ann; Sylva, Kathy; Ansari, Daniel; Merkley, Rebecca; Murphy, Victoria; Scerif, Gaia – Mind, Brain, and Education, 2019
Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of "maths-talk" and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward…
Descriptors: Preschool Children, Numeracy, Neurosciences, Child Care
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Hobbiss, Michael H.; Massonnié, Jessica; Tokuhama-Espinosa, Tracey; Gittner, Alastair; De Sousa Lemos, Mónica Arson; Tovazzi, Alice; Hindley, Charlotte; Baker, Sharon; Sumeracki, Megan A.; Wassenaar, Thomas; Gous, Ignatius – Mind, Brain, and Education, 2019
Mind, Brain, and Education (MBE) science is by definition transdisciplinary. However, the communication and collaboration between constituent disciplines needed for true transdisciplinarity remains relatively rare. Consequently, many of the potential benefits of MBE science remain unrealized for parties on all sides of the discipline. The present…
Descriptors: Neurosciences, Interdisciplinary Approach, Researchers, Teachers
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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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