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  1. Neuroeducación en diálogo: neuromitos en el proceso de enseñanza-aprendizaje y en la educación moral.Daniel Pallarés-Domínguez - 2016 - Pensamiento 72 (273):941-958.
    Este trabajo se plantea como una breve revisión crítica sobre algunos de los temas actuales que se están estudiando en la intersección entre neurociencia, educación y ética. El primer objetivo es reflexionar sobre la relación que mantienen supuestos básicos que definen la conceptualización actual de la neuroeducación. Manteniendo un diálogo interdisciplinar, el segundo objetivo será analizar algunos de los neuromitos en el proceso de enseñanza-aprendizaje. El tercer objetivo es descubrir ciertos neuromitos en la educación moral, especialmente a partir de lo (...)
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  • Applications of Functional Near-Infrared Spectroscopy in Studying Cognitive Development: The Case of Mathematics and Language.Mojtaba Soltanlou, Maria A. Sitnikova, Hans-Christoph Nuerk & Thomas Dresler - 2018 - Frontiers in Psychology 9.
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  • Neuroscience for Educators: What Are They Seeking, and What Are They Finding?Cayce J. Hook & Martha J. Farah - 2013 - Neuroethics 6 (2):331-341.
    What can neuroscience offer to educators? Much of the debate has focused on whether basic research on the brain can translate into direct applications within the classroom. Accompanying ethical concern has centered on whether neuroeducation has made empty promises to educators. Relatively little investigation has been made into educators’ expectations regarding neuroscience research and how they might find it professionally useful. In order to address this question, we conducted semi-structured interviews with 13 educators who were repeat attendees of the Learning (...)
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  • A Reinforcement-Based Learning Paradigm Increases Anatomical Learning and Retention—A Neuroeducation Study.Sarah J. Anderson, Kent G. Hecker, Olave E. Krigolson & Heather A. Jamniczky - 2018 - Frontiers in Human Neuroscience 12.
  • The Differential Time Course for Consonant and Vowel Processing in Arabic: Implications for Language Learning and Rehabilitation.Sami Boudelaa - 2014 - Frontiers in Psychology 5.
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  • Educational Neuroscience: Its Position, Aims and Expectations.Anna van der Meulen, Lydia Krabbendam & Doret de Ruyter - 2015 - British Journal of Educational Studies 63 (2):229-243.
  • Deneurologizing Education? From Psychologisation to Neurologisation and Back.Jan De Vos - 2015 - Studies in Philosophy and Education 34 (3):279-295.
    The long standing reign of psychology as the privileged partner of education has, arguably, now been superseded by the neurosciences. Given that this helped to drive the emergent field of neuroeducation, it is crucial to ask what changes in education, if anything does in fact change, when the hitherto hegemonic psychologising discourse is substituted for a neurological one. The primary contention of this paper is that with the neuro-turn a process of “neurologisation” has also been initiated, which can be analysed (...)
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  • Responsible Reporting: Neuroimaging News in the Age of Responsible Research and Innovation.Irja Marije de Jong, Frank Kupper, Marlous Arentshorst & Jacqueline Broerse - 2016 - Science and Engineering Ethics 22 (4):1107-1130.
    Besides offering opportunities in both clinical and non-clinical domains, the application of novel neuroimaging technologies raises pressing dilemmas. ‘Responsible Research and Innovation’ aims to stimulate research and innovation activities that take ethical and social considerations into account from the outset. We previously identified that Dutch neuroscientists interpret “responsible innovation” as educating the public on neuroimaging technologies via the popular press. Their aim is to mitigate hype, an aim shared with the wider emerging RRI community. Here, we present results of a (...)
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