Readership: Psychologists, educationists, teachers, students, policy makers, and neuroscientists .
Edited by Sergio Della Sala, Professor of Human Cognitive Neuroscience, University of Edinburgh, UK, and Mike Anderson, Winthrop Professor, The University of Western Australia, Australia
Sergio Della Sala is a trained Clinical Neurologist, Professor of Human Cognitive Neuroscience in the Psychology Department at the University of Edinburgh, UK and is holding an adjunct chair at the Psychology Department of the University of Western Australia. He is a Fellow of the British Psychological Society, of the Association for Psychological Science and of the Royal Society of Edinburgh, and Editor of Cortex. His research focuses on memory and memory impairments and on the cognitive deficits
associated with brain damage.
Mike Anderson is a Professor of Psychology and Director of the Neurocognitive Development Unit in the School of Psychology at the University of Western Australia. His research is based around his theory of intelligence and development and focuses most recently on the influence of the developing brain on intellectual functions in children.
1: Mike Anderson and Sergio Della Sala: Neuroscience in Education: An (opinionated) Introduction
2: Miriam Beauchamp and Catherine Beauchamp: Understanding the neuroscience and education connection: Themes emerging from a review of the literature
Theoretical approaches for developing the good, removing the bad and giving the ugly a makeover in neuroscience and education
3: Donna Coch and Daniel Ansari: Constructing connection: the evolving field of mind, brain, and education
4: Usha Goswami: Principles of Learning, Implications for Teaching? Cognitive Neuroscience and the Classroom
The contribution of cognitive neuroscience to understanding domains of learning
5: Jane Ashby and Keith Rayner: Reading in alphabetic writing systems: Evidence from cognitive neuroscience
6: Xavier Seron: Can teachers count on mathematical neurosciences?
7: Nelson Cowan: Working Memory: The seat of learning and comprehension
8: Henry Roediger III, Bridgid Finn, and Yana Weinstein: Applications of cognitive science to education
The influence of neurogenetics on education
9: Yulia Kovas and Robert Plomin: Genetics and genomics: Good, bad and ugly
10: Elena Grigorenko: Genetic sciences for developmentalists: An example of reading ability and disability
11: Tim Bates: Genetically-informed models for school and teaching
Misuse of Neuroscience in the classroom
12: Max Coltheart and Genevieve McArthur: Neuroscience, education and educational efficacy research
13: Michael Corballis: Educational double-think
14: Rob McIntosh and Stuart Ritchie: Rose-tinted? The use of coloured filters to treat reading difficulties
15: Stuart Ritchie, Eric Chudler, and Sergio Della Sala: Don't try this at school: The attraction of 'alternative' educational techniques
Current conjectures from educational neuroscience
16: Michael W. Connell, Zachary Stein, and Howard Gardner: Bridging between brain science and educational practice with Design Patterns
17: Christiane Spiel, Barbara Schober, Petra Wagner, and Monika Finsterwald: Assuring successful lifelong learning - can neuroscience provide the key?
Educational cognitive neuroscience: Designing autism-friendly methods to teach emotion recognition
18: Simon Baron-Cohen, Ofer Golan, Emma Ashwin: Educational cognitive neuroscience: Designing autism-friendly methods to teach emotion recognition
19: Domenico Parisi: Schools and the new ecology of the human mind
20: Hideaki Koizumi: Brain-Science and Education in Japan
21: Paul Howard-Jones: The good, the bad and the ugly in neuroscience and education - an educator's perspective
22: Mike Anderson and Mary Oliver: Of all the conferences in all the towns in all the world, what in heaven's name brought us to neuroeducation?