News, events, and commentary on bridging neuroscience and education

TES talks to…Sarah-Jayne Blakemore

by Helen Amass

TES | March 17, 2017

If you are of the opinion that a school entrance exam provides an accurate measure of a child’s innate intellectual ability, you might want to reconsider your stance fairly quickly. It is, according to cognitive neuroscientist Sarah-Jayne Blakemore, completely wrong.

The Distracted Classroom

by James Lang

The Chronicle of Higher Education | March 13, 2017

Distraction occurs when we are pursuing a goal that really matters and something blocks our efforts to achieve it. The more powerful the goals we establish for ourselves, and the more we feel ownership over those goals, the more we are able to pursue them in the face of both internal and external distractions.

Teachers must ditch 'neuromyth' of learning styles, say scientists

by Sally Weale

The Guardian | March 13, 2017

Teaching children according to their individual “learning style” does not achieve better results and should be ditched by schools in favor of evidence-based practice, according to leading scientists. Thirty eminent academics from the worlds of neuroscience, education, and psychology have signed a letter to the Guardian voicing their concern about the popularity of the learning style approach among some teachers.

All Learning is Brain Learning

by Cindy Wooldridge

The Learning Scientists blog | February 23, 2017

Any time we learn, our brains change. We know from behavioral studies that sleep enhances the learning that takes place during waking hours. It is possible that the mechanism by which sleep enhances memory is by reducing the unimportant information we acquire during the day so that they do not interfere with our recall.

Can Students Accurately Evaluate their own Test Performance?

by Yana Weinstein

Learning Scientists blog | February 16, 2017

Improving the accuracy of students’ self-evaluations is very difficult, even when a major focus of the class is to emphasize the importance of accurate self-evaluations, suggests a recent study.

Searching for Effective Interventions in Dyslexia

by Kayt Sukel

The Dana Foundation | February 2, 2017

Experimental trials of methods of sound discrimination and visual discrimination suggest new methods to try to help children read.

Music as the Brain’s Universal Language

by Kayt Sukel

The Dana Foundation | January 24, 2017

In his recent research, Dana Foundation grantee Charles Limb found that musicians used the language areas of their brains when performing instrumental improvisation. In our new Scientist Q&A, he ponders the question: Could music be the mind’s universal language?

Society for the Neuroscience of Creativity 2017

Society for the Neuroscience of Creativity | January 23, 2017

The 2017 meeting of the Society for the Neuroscience of Creativity will be held on Friday, March 24th, 2017 in San Francisco, CA at the San Francisco Conservatory of Music as a satellite event to the Cognitive Neuroscience Society meeting (3/25-3/28).

This Is Your Brain On Dyslexia

Forbes | January 5, 2017

New work from researchers at Boston University, the MGH Institute of Health Professions, and MIT suggests that people with dyslexia experience reduced levels of performance when performing certain activities that require neural adaptation.

Music and the Arts Promote Heathy Cognitive Function

by Bill Glovin

Dana Foundation Blog | November 16, 2016

In addition to anecdotal evidence and common sense, improved imaging and sound wave technology has helped neuroscientists demonstrate that arts and music boost cognitive function across social economic class, age, gender, and ethnicity. We report from the Society for Neuroscience Annual Meeting.

Far Transfer of Brain Training

by Guy McKhann, M.D.

Brain in the News | November 6, 2016

There could be some benefits to brain training, but not exactly what the companies who make the products profess.

Closing the Language Skills Gap Among Children

by Nicky Penttila

The Dana Foundation | October 11, 2016

Many children are at a disadvantage even before they walk into an early Head Start or pre-K program.What do we know and what can be done to mitigate the long-term effects of this deficit? A researcher, an outreach specialist, and a federal official discussed data, programs, and policy during a recent forum in Washington, DC.

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