Can Cognitive Neuroscience Ground a Science of Learning?

Autor/in	Kelly, Anthony E.
Titel	Can Cognitive Neuroscience Ground a Science of Learning?
Quelle	In: Educational Philosophy and Theory, 43 (2011) 1, S.17-23 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2010.00702.x
Schlagwörter	Stellungnahme; Learning Theories; Cognitive Processes; Neurology; Neuropsychology; Literature Reviews; Meta Analysis; Mathematics Education; Reading; Educational Philosophy; Educational Theories; Science Education + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Cognitive process; Kognitiver Prozess; Neurologie; Neuropsychologie; Meta-analysis; Metaanalyse; Mathematische Bildung; Leseprozess; Lesen; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Naturwissenschaftliche Bildung
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 data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10