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Applying Neuroscientific Findings to Education: The Good, the Tough, and the Hopeful
Author(s) -
Christoff Kalina
Publication year - 2008
Publication title -
mind, brain, and education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.624
H-Index - 35
eISSN - 1751-228X
pISSN - 1751-2271
DOI - 10.1111/j.1751-228x.2008.00031.x
Subject(s) - psychology , cognition , neuroplasticity , context (archaeology) , cognitive neuroscience , cognitive psychology , task (project management) , neuroscience , cognitive science , developmental psychology , biology , paleontology , management , economics
— Advances in neuroscience during the past century have yielded important insights into mental functioning, but their implications for the field of education have remained largely unexplored. In a bold attempt to bridge this gap, Immordino‐Yang presents findings from 2 boys, Nico and Brooke, each of whom lost half of his brain. The remarkable recovery of functions in the 2 boys highlights the degree to which children’s emotional and social experiences shape brain development, as well as the importance of plasticity. Immordino‐Yang places emphasis on cognitive plasticity—the ability to use different strategies in solving a task—which is clearly evident in the boys’ performance. It is possible, however, that neural plasticity may have occurred as well, either prior to or after surgery. Although it may not be possible to distinguish between cognitive and neural plasticity at this point, Immordino‐Yang makes a crucial contribution. By placing these findings in an educational context and presenting their implications in a clear and compelling fashion, she successfully brings neuroscience and education a notch closer.