Showing Is Knowing: The Potential and Challenges of Using Neurocognitive Measures of Implicit Learning in the Classroom

Autor/inn/en	Dahlstrom-Hakki, Ibrahim; Asbell-Clarke, Jodi; Rowe, Elizabeth
Titel	Showing Is Knowing: The Potential and Challenges of Using Neurocognitive Measures of Implicit Learning in the Classroom
Quelle	In: Mind, Brain, and Education, 13 (2019) 1, S.30-40 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dahlstrom-Hakki, Ibrahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12177
Schlagwörter	Memory; Attention; Cognitive Processes; Learning; Measurement Techniques; Knowledge Level; Eye Movements; Diagnostic Tests; Spectroscopy; Disabilities; English Language Learners; Low Income Students; At Risk Students; Neurosciences + Suchen Sie Ihr Suchwort? Gedächtnis; Aufmerksamkeit; Cognitive process; Kognitiver Prozess; Lernen; Messtechnik; Wissensbasis; Augenbewegung; Diagnostic test; Diagnostischer Test; Spektroskopie; Handicap; Behinderung; Neuroscience; Neurowissenschaften; Neurowissenschaft
Abstract	The value of neurocognitive measures to study memory, attention, cognition, and learning is well established. However, the vast majority of work using these tools is performed in tightly controlled lab experiments using simple lab stimuli. This article looks at the viability of using multimodal neurocognitive instruments to measure implicit knowledge in real-world learning contexts. We focus on some of the most promising neurocognitive tools for this purpose, including eye-tracking, electroencephalography (EEG), and functional near infra-red spectroscopy (fNIRS). The specific challenges and potential of each tool are considered for use within learning contexts. These tools may be of particular importance to student populations that typically underperform on traditional learning assessments, including students with disabilities, English language learners, and students from low socioeconomic status backgrounds, among others. This review concludes with recommendations to the field for further work required to bring objective measures of implicit knowledge to real world learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01