Connecting Neuroscientific Discoveries with the Value of a Higher Education Degree

Autor/in	Bresciani, Marilee J.
Titel	Connecting Neuroscientific Discoveries with the Value of a Higher Education Degree
Quelle	In: About Campus, 17 (2012) 5, S.27-29 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1002/abc.21096
Schlagwörter	Stellungnahme; Brain; Neurosciences; Higher Education; Critical Thinking; Brain Hemisphere Functions; Neurology; Neurological Organization; Accountability; Academic Achievement + Suchen Sie Ihr Suchwort? Gehirn; Neuroscience; Neurowissenschaften; Neurowissenschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritisches Denken; Neurologie; Verantwortung; Schulleistung
Abstract	While there are hypotheses and theories about which portions of the brain appear to regulate which types of thinking and emotion, people aren't sure how to "change" those parts of the brain to improve critical thinking. Furthermore, while recent studies point to something called neuroplasticity, which hypothesizes that what one does, what one thinks, and what one pays attention to changes the structure and function of the brain (a strong case for education), people still didn't have the data to inform how they specifically can do that. In this article, the author argues that demands for accountability can outstrip current science's ability to prove how education affects the brain. (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10