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Can Cognitive Neuroscience Ground a Science of Learning?
Educational Philosophy and Theory 43 (1):17-23 (2011)
Abstract
In this article, I review recent findings in cognitive neuroscience in learning, particularly in the learning of mathematics and of reading. I argue that while cognitive neuroscience is in its infancy as a field, theories of learning will need to incorporate and account for this growing body of empirical dataOther Versions
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Citations of this work
Confusions that make us think? An invitation for public attention to conceptual confusion on the neuroscience-education bridge.Joyce Leysen - 2021 - Educational Philosophy and Theory 53 (14):1464-1476.
References found in this work
Core systems of number.Stanislas Dehaene, Elizabeth Spelke & Lisa Feigenson - 2004 - Trends in Cognitive Sciences 8 (7):307-314.
The Number Sense: How the Mind Creates Mathematics.Stanislas Dehaene - 1999 - British Journal of Educational Studies 47 (2):201-203.
Memory systems do not divide on consciousness: Reinterpreting memory in terms of activation and binding.L. M. Reder, H. Park & P. D. Kieffaber - 2009 - Psychological Bulletin 135 (1).
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