Neuroscience and education: prime time to build the bridge

dc.contributor.authorSigman, Mariano
dc.contributor.authorPeña, Marcela
dc.contributor.authorGoldin, Andrea P
dc.contributor.authorRibeiro, Sidarta Tollendal Gomes
dc.date.accessioned2014-03-28T11:38:43Z
dc.date.available2014-03-28T11:38:43Z
dc.date.issued2014-03-26
dc.description.abstractAs neuroscience gains social traction and entices media attention, the notion that education has much to benefit from brain research becomes increasingly popular. However, it has been argued that the fundamental bridge toward education is cognitive psychology, not neuroscience. We discuss four specific cases in which neuroscience synergizes with other disciplines to serve education, ranging from very general physiological aspects of human learning such as nutrition, exercise and sleep, to brain architectures that shape the way we acquire language and reading, and neuroscience tools that increasingly allow the early detection of cognitive deficits, especially in preverbal infants. Neuroscience methods, tools and theoretical frameworks have broadened our understanding of the mind in a way that is highly relevant to educational practice. Although the bridge’s cement is still fresh, we argue why it is prime time to march over it.pt_BR
dc.identifier.citationSIGMAN, M.; PEÑA, M.; GOLDIN, Andrea P., RIBEIRO, S. Neuroscience and education: prime time to build the bridge. Nature Neuroscience, v. 17, n. 04, mar. 2014pt_BR
dc.identifier.issn1097-6256
dc.identifier.urihttps://repositorio.ufrn.br/jspui/handle/1/11797
dc.language.isoengpt_BR
dc.publisherNature Neurosciencept_BR
dc.rightsAcesso Abertopt_BR
dc.subjectNeurociênciapt_BR
dc.subjectEducaçãopt_BR
dc.subjectNeurosciencept_BR
dc.subjectEducationpt_BR
dc.titleNeuroscience and education: prime time to build the bridgept_BR
dc.typearticlept_BR

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