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The effects of handwriting experience on functional brain development in pre-literate children
Publication date: December 2012 Source:Trends in Neuroscience and Education, Volume 1, Issue 1 Author(s): Karin H. James , Laura Engelhardt In an age of increasing technology, the possibility that typing on a keyboard will replace handwriting raises questions about the future usefulness of handwriting skills. Here we present evidence that brain activation during letter perception is influenced in different, important ways by previous handwriting of letters versus previous typing or tracing of those same letters. Preliterate, five-year old children printed, typed, or traced letters and shapes, then were shown images o...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Relationships between approximate number system acuity and early symbolic number abilities
Publication date: December 2012 Source:Trends in Neuroscience and Education, Volume 1, Issue 1 Author(s): Christophe Mussolin , Julie Nys , Jacqueline Leybaert , Alain Content The present study assessed the relationships between approximate and exact number abilities in children with little formal instruction to ask (1) whether individual differences in acuity of the approximate system are related to basic abilities with symbolic numbers; and (2) whether the link between non-symbolic and symbolic number performance changes over the development. To address these questions, four different age groups of 3- to 6-year-o...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Embodiment theory and education: The foundations of cognition in perception and action
Publication date: December 2012 Source:Trends in Neuroscience and Education, Volume 1, Issue 1 Author(s): Markus Kiefer , Natalie M. Trumpp Recent theories propose that cognition is embodied in the sense that it is critically based on reinstatements of external (perception) and internal states (proprioception) as well as bodily actions that produce simulations of previous experiences. The present article provides a comprehensive overview of the latest research on embodied cognition in the domains of event memory, memory for concrete, abstract and number concepts as well as reading and writing. Psychological and neuro...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Fingerprints of developmental dyslexia
Publication date: December 2012 Source:Trends in Neuroscience and Education, Volume 1, Issue 1 Author(s): Stefan Heim , Marion Grande Developmental dyslexia is a reading disorder—but what are the underlying cognitive and neurobiological mechanisms? The variety of different explanations in the literature ranges from phonological abilities via sensory (auditory, visual) processing to attention, learning, and cross-modal integration. Here, we suggest that it is advantageous to accept the variability encountered in dyslexia. Different cognitive profiles, or “fingerprints”, characterise groups of dyslexic individual...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Education and the social brain
Publication date: December 2012 Source:Trends in Neuroscience and Education, Volume 1, Issue 1 Author(s): Matthew D. Lieberman The study of the social brain offers a number of opportunities for enhancing classroom education. This review focuses on the mentalizing network, a set of brain regions that support thinking about the thoughts, feelings, and goals of others. This network typically competes with brain regions supporting analytical thought and memorization. Rather than treating classroom learning and socializing as antithetical to one another, this paper suggests our natural social tendencies can be leveraged to...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Education and neuroscience
Publication date: December 2012 Source:Trends in Neuroscience and Education, Volume 1, Issue 1 Author(s): Manfred Spitzer (Source: Trends in Neuroscience and Education)
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Live vs. video presentation techniques in the observational learning of motor skills
Publication date: March 2013 Source:Trends in Neuroscience and Education, Volume 2, Issue 1 Author(s): Hassan Rohbanfard , Luc Proteau The results of recent neuroimaging studies have revealed that activation of the action observation network (AON) is larger during live observation than video observation, as well as during observation from a first-person perspective compared to a third-person perspective. In the present study, we assessed whether this larger activation of the AON resulted in better learning of a motor skill. Six groups of participants (control, physical practice, live observation-1st person, live obse...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Educational neuroscience in the near and far future: Predictions from the analogy with the history of medicine
Publication date: March 2013 Source:Trends in Neuroscience and Education, Volume 2, Issue 1 Author(s): Michael S.C. Thomas Educational neuroscience is an emerging field that, proponents argue, holds great promise for the future of education. Several commentators have drawn an analogy between what neuroscience might contribute to education in the future, and what science has historically contributed to medicine. In this article, I pursue the analogy in greater detail, in order to provide a glimpse of the possible implications of the discipline for education. (Source: Trends in Neuroscience and Education)
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Does math education modify the approximate number system? A comparison of schooled and unschooled adults
Publication date: March 2013 Source:Trends in Neuroscience and Education, Volume 2, Issue 1 Author(s): Julie Nys , Paulo Ventura , Tania Fernandes , Luis Querido , Jacqueline Leybaert , Alain Content Does math education contribute to refine the phylogenetically inherited capacity to approximately process large numbers? The question was examined in Western adults with different levels of math education. Unschooled adults who never received math education were compared to unschooled-instructed adults who did not attend regular school but received math education in adulthood, and to schooled adults who attended regu...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Communicating brains from neuroscience to phenomenology
Publication date: March 2013 Source:Trends in Neuroscience and Education, Volume 2, Issue 1 Author(s): Ulm Manfred Spitzer (Source: Trends in Neuroscience and Education)
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Experimental observations of the effects of physical exercise on attention, academic and prosocial performance in school settings
Publication date: March 2013 Source:Trends in Neuroscience and Education, Volume 2, Issue 1 Author(s): Ursula S. Spitzer , Wildor Hollmann German school authorities do not place much emphasis on physical exercise although it is known that concentration improves, and stress and aggression decrease through exercise. We performed three experimental observations (EO) implemented in everyday school settings to investigate the effects of physical exercise on attention, academic and prosocial performance. In the first EO we examined the effect of a long-term exercise intervention on these variables in 6th grade students at ...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Walk the number line – An embodied training of numerical concepts
Publication date: June 2013 Source:Trends in Neuroscience and Education, Volume 2, Issue 2 Author(s): Tanja Link , Korbinian Moeller , Stefan Huber , Ursula Fischer , Hans-Christoph Nuerk Basic numerical representations such as the spatial representation of number magnitude seem to develop during early childhood and predict later arithmetic abilities. Moreover, the concept of embodied cognition suggests that seemingly abstract representations may be based on bodily experiences. An embodied intervention program was developed addressing the spatial representation of number magnitude. First-graders were trained to in...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia
Publication date: June 2013 Source:Trends in Neuroscience and Education, Volume 2, Issue 2 Author(s): Michèle M.M. Mazzocco , Pekka Räsänen In the last 20 years, longitudinal studies have demonstrated that it is important to attend to the stability of mathematical performance over time as a facet of dyscalculia, that the manifestation of mathematics difficulties changes with development, and that individual differences in cognitive profiles and learning trajectories observed in children with mathematics difficulties implicate differences between dyscalculic and non-dyscalculic subgroups. Intra-individual differenc...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

Developmental trajectories of grey and white matter in dyscalculia
Publication date: June 2013 Source:Trends in Neuroscience and Education, Volume 2, Issue 2 Author(s): Ashish Ranpura , Elizabeth Isaacs , Caroline Edmonds , Mary Rogers , Julie Lanigan , Atul Singhal , Jon Clayden , Chris Clark , Brian Butterworth Developmental dyscalculia is a significant neural deficit with broad social impact. A number of techniques have been used to identify the brain basis of dyscalculia, and many of these have highlighted the role of the intraparietal sulci and a left fronto-parietal network in the representation of core number skills. These studies offer conflicting explanations of the ...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research

How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
Publication date: June 2013 Source:Trends in Neuroscience and Education, Volume 2, Issue 2 Author(s): Bert De Smedt , Marie-Pascale Noël , Camilla Gilmore , Daniel Ansari Many studies tested the association between numerical magnitude processing and mathematics achievement, but results differ depending on the number format used. For symbolic numbers (digits), data are consistent and robust across studies and populations: weak performance correlates with low math achievement and dyscalculia. For non-symbolic formats (dots), many conflicting findings have been reported. These inconsistencies might be explained by me...
Source: Trends in Neuroscience and Education - November 7, 2014 Category: Neuroscience Source Type: research