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  1.  18
    Daniel Ansari & Donna Coch (2006). Bridges Over Troubled Waters: Education and Cognitive Neuroscience. Trends in Cognitive Sciences 10 (4):146-151.
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  2.  44
    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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  3.  10
    Donna Coch (2007). Neuroimaging Research with Children: Ethical Issues and Case Scenarios. Journal of Moral Education 36 (1):1-18.
    There are few available resources for learning and teaching about ethical issues in neuroimaging research with children, who constitute a special and vulnerable population. Here, a brief review of ethical issues in developmental research, situated within the emerging field of neuroethics, highlights the increasingly interdisciplinary nature of research with children. Traditional boundaries between behavioural, psychological, neuroscientific and educational research are being blurred by multidisciplinary studies of learning and human development. Developmental and educational researchers need to be aware of the ethical (...)
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  4. 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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  5.  8
    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.
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