5 found
Sort by:
  1. 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 (...)
    Direct download (7 more)  
     
    My bibliography  
     
    Export citation  
  2. Donna Coch (2007). Neuroimaging Research with Children: Ethical Issues and Case Scenarios. Journal of Moral Education 36 (1):1-18.
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  3. Daniel Ansari & Donna Coch (2006). Bridges Over Troubled Waters: Education and Cognitive Neuroscience. Trends in Cognitive Sciences 10 (4):146-151.
    Direct download (4 more)  
     
    My bibliography  
     
    Export citation  
  4. Daniel Ansari & Donna Coch (2006). Diversity of Approaches: Science of Learning and Education. Trends in Cognitive Sciences 10 (4):146-151.
    No categories
    Direct download  
     
    My bibliography  
     
    Export citation  
  5. Donna Coch & Kurt W. Fischer (1998). Discontinuity and Variability in Relational Complexity: Cognitive and Brain Development. Behavioral and Brain Sciences 21 (6):834-835.
    Relational complexity theory has important virtues, but the present model omits key aspects and evidence. In contrast, skill theory specifies (1) a detailed series of developmental changes in relational complexity from birth to age 30, (2) processes of interaction of content and structure that produce variability in complexity, (3) the role of cortical development, and (4) empirical criteria for complexity levels, including developmental discontinuities. Many findings support these specifications.
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation