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    Neuroethics, Neuroeducation, and Classroom Teaching: Where the Brain Sciences Meet Pedagogy. [REVIEW]Mariale Hardiman, Luke Rinne, Emma Gregory & Julia Yarmolinskaya - 2012 - Neuroethics 5 (2):135-143.
    The popularization of neuroscientific ideas about learning—sometimes legitimate, sometimes merely commercial—poses a real challenge for classroom teachers who want to understand how children learn. Until teacher preparation programs are reconceived to incorporate relevant research from the neuro- and cognitive sciences, teachers need translation and guidance to effectively use information about the brain and cognition. Absent such guidance, teachers, schools, and school districts may waste time and money pursuing so called brain-based interventions that lack a firm basis in research. Meanwhile, the (...)
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  2. Profound Loss of General Knowledge in Retrograde Amnesia: Evidence From an Amnesic Artist.Emma Gregory, Michael McCloskey & Barbara Landau - 2014 - Frontiers in Human Neuroscience 8.
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    Mirror-Image Confusions: Implications for Representation and Processing of Object Orientation.Emma Gregory & Michael McCloskey - 2010 - Cognition 116 (1):110-129.
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  4. New Learning of Music After Bilateral Medial Temporal Lobe Damage: Evidence From an Amnesic Patient.Jussi Valtonen, Emma Gregory, Barbara Landau & Michael McCloskey - 2014 - Frontiers in Human Neuroscience 8.