Can Cognitive Neuroscience Ground a Science of Learning?

Educational Philosophy and Theory 43 (1):17-23 (2011)
Abstract
In this article, I review recent findings in cognitive neuroscience in learning, particularly in the learning of mathematics and of reading. I argue that while cognitive neuroscience is in its infancy as a field, theories of learning will need to incorporate and account for this growing body of empirical data
Keywords mathematics  reading  learning  cognitive neuroscience
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