Applying Cognitive Neuroscience Research to Education: The Case of Literacy

Autor/inn/en	Katzir, Tami; Pare-Blagoev, Juliana
Titel	Applying Cognitive Neuroscience Research to Education: The Case of Literacy
Quelle	In: Educational Psychologist, 41 (2006) 1, S.53-74 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1207/s15326985ep4101_6
Schlagwörter	Literacy; Brain; Brain Hemisphere Functions; Educational Psychology; Neuropsychology; Dyslexia; Psychoeducational Methods; Educational Research + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Gehirn; Erziehungspsychologie; Pädagogische Psychologie; Neuropsychologie; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Bildungsforschung; Pädagogische Forschung
Abstract	Neuroscience has provided fascinating glimpses into the brain's development and function. Despite remarkable progress, brain research has not yet been successfully brought to bear in many fields of educational psychology. In this article, work on literacy serves as a test case for an examination of potential future bridges linking mind, brain, and educational psychology. This article proposes a model for integrating research in the cognitive neurosciences with educational psychology and reviews how neuroscience is providing new data relevant to 3 major controversies in the field of dyslexia. This article also discusses the relevance of these findings for psychoeducational assessment and instruction and suggests innovative venues for interdisciplinary research. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 or 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.erlbaum.com/journals.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10