Abstract
The benefits of incorporating findings from cognitive neuroscience into the field of educational psychology are considered. The first section begins with arguments against the idea that one can ignore the brain when positing a model of student learning or motivation. The second section describes limitations in the methods used to reveal brain-cognition relations. In the third section, properties of the brain and brain development are described. The fourth section summarizes the cognitive neuroscientific research on attention, memory, reading, and math. Finally, areas of future research in cognitive neuroscience are suggested that would help answer important questions about individual and developmental differences in student learning.
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Byrnes, J.P., Fox, N.A. The Educational Relevance of Research in Cognitive Neuroscience. Educational Psychology Review 10, 297–342 (1998). https://doi.org/10.1023/A:1022145812276
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DOI: https://doi.org/10.1023/A:1022145812276