10 found
  1.  46
    Daniel Ansari, Bert de Smedt & Roland Grabner (2012). Neuroeducation–a Critical Overview of an Emerging Field. Neuroethics 5 (2):105-117.
    Abstract In the present article, we provide a critical overview of the emerging field of ‘neuroeducation’ also frequently referred to as ‘mind, brain and education’ or ‘educational neuroscience’. We describe the growing energy behind linking education and neuroscience in an effort to improve learning and instruction. We explore reasons behind such drives for interdisciplinary research. Reviewing some of the key advances in neuroscientific studies that have come to bear on neuroeducation, we discuss recent evidence on the brain circuits underlying reading, (...)
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  2.  39
    Daniel Ansari & Donna Coch (2006). Bridges Over Troubled Waters: Education and Cognitive Neuroscience. Trends in Cognitive Sciences 10 (4):146-151.
  3.  26
    Daniel Ansari (2012). Culture and Education: New Frontiers in Brain Plasticity. Trends in Cognitive Sciences 16 (2):93-95.
  4.  52
    Daniel Ansari, Donna Coch & Bert de Smedt (2011). Connecting Education and Cognitive Neuroscience: Where Will the Journey Take Us? Educational Philosophy and Theory 43 (1):37-42.
    In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience. As a consequence great hopes for the application of empirical research on the human brain to educational problems have been raised. In this article we contend that the expectation that results from cognitive neuroscience research will have a direct and immediate impact on educational practice are shortsighted and unrealistic. Instead, we argue that an infrastructure needs to be created, principally through interdisciplinary training, funding (...)
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  5.  5
    Erin A. Maloney, Evan F. Risko, Daniel Ansari & Jonathan Fugelsang (2010). Mathematics Anxiety Affects Counting but Not Subitizing During Visual Enumeration. Cognition 114 (2):293-297.
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  6.  12
    Daniel Ansari & Annette Karmiloff-Smith (2002). Atypical Trajectories of Number Development: A Neuroconstructivist Perspective. Trends in Cognitive Sciences 6 (12):511-516.
  7.  6
    Stephanie Bugden & Daniel Ansari (2011). Individual Differences in Children’s Mathematical Competence Are Related to the Intentional but Not Automatic Processing of Arabic Numerals. Cognition 118 (1):32-44.
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  8.  2
    Daniel Ansari & Donna Coch (2006). Diversity of Approaches: Science of Learning and Education. Trends in Cognitive Sciences 10 (4):146-151.
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  9.  4
    Daniel Ansari (2009). Are Non-Abstract Brain Representations of Number Developmentally Plausible? Behavioral and Brain Sciences 32 (3-4):329-330.
    The theory put forward by Cohen Kadosh & Walsh (CK&W) proposing that semantic representations of numerical magnitude in the parietal cortex are format-specific, does not specify how these representations might be constructed over the course of learning and development. The developmental predictions of the non-abstract theory are discussed and the need for a developmental perspective on the abstract versus non-abstract question highlighted.
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  10.  1
    Celia Goffin & Daniel Ansari (2016). Beyond Magnitude: Judging Ordinality of Symbolic Number is Unrelated to Magnitude Comparison and Independently Relates to Individual Differences in Arithmetic. Cognition 150:68-76.
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