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 (...) circuits underlying reading, mathematical abilities as well as the potential to use neuroscience to design training programs of neurocognitive functions, such as working memory, that are expected to have effects on overall brain function. Throughout this review we describe how such research can enrich our understanding of the acquisition of academic skills. Furthermore, we discuss the potential for modern brain imaging methods to serve as diagnostic tools as well as measures of the effects of educational interventions. Throughout this discussion, we draw attention to limitations of the available evidence and propose future avenues for research. We also discuss the challenges that face this growing discipline. Specifically, we draw attention to unrealistic expectations for the immediate impact of neuroscience on education, methodological difficulties, and lack of interdisciplinary training, which results in poor communication between educators and neuroscientists. We point out that there should be bi-directional and reciprocal interactions between both disciplines of neuroscience and education, in which research originating from each of these traditions is considered to be compelling in its own right. While there are many obstacles that lie in the way of a productive field of neuroeducation, we contend that there is much reason to be optimistic and that the groundwork has been laid to advance this field in earnest. Content Type Journal Article Category Original Paper Pages 1-13 DOI 10.1007/s12152-011-9119-3 Authors Daniel Ansari, Numerical Cognition Laboratory, Department of Psychology, The University of Western Ontario, Westminster Hall, London, ON N6A 3K7, Canada Bert De Smedt, Parenting and Special Education Research Group, Katholieke Universiteit Leuven, Leuven, Belgium Roland H. Grabner, Institute for Behavioral Sciences, Swiss Federal Institute of Technology (ETH) Zurich, Zurich, Switzerland Journal Neuroethics Online ISSN 1874-5504 Print ISSN 1874-5490. (shrink)
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  2.  38
    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.  51
    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. 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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