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Jessica E Bartley, Emily R Boeving, Michael C Riedel, Katherine L Bottenhorn, Taylor Salo, Simon B Eickhoff, Eric Brewe, Matthew T Sutherland, Angela R Laird
Problem solving is a complex skill engaging multi-stepped reasoning processes to find unknown solutions. The breadth of real-world contexts requiring problem solving is mirrored by a similarly broad, yet unfocused neuroimaging literature, and the domain-general or context-specific brain networks associated with problem solving are not well understood. To more fully characterize those brain networks, we performed activation likelihood estimation meta-analysis on 280 neuroimaging problem solving experiments reporting 3166 foci from 1919 individuals across 131 papers...
September 2018: Neuroscience and Biobehavioral Reviews
Sarah J Anderson, Kent G Hecker, Olave E Krigolson, Heather A Jamniczky
In anatomy education, a key hurdle to engaging in higher-level discussion in the classroom is recognizing and understanding the extensive terminology used to identify and describe anatomical structures. Given the time-limited classroom environment, seeking methods to impart this foundational knowledge to students in an efficient manner is essential. Just-in-Time Teaching (JiTT) methods incorporate pre-class exercises (typically online) meant to establish foundational knowledge in novice learners so subsequent instructor-led sessions can focus on deeper, more complex concepts...
2018: Frontiers in Human Neuroscience
Eric Shyman
Autism spectrum disorder (ASD) and its corresponding conditions have been investigated from a multitude of perspectives resulting in varying understandings of its origin, its outplay, its prognosis, and potential methods of intervention and education for individuals with the disorder. One area that has contributed significantly to providing a different type of understanding is that of neuroscience, and specifically neuroimaging. This paper will offer a selective literature review of research that investigates the role of emotional processing in ASD, and how a deepening of this line of understanding can be used to inform more comprehensive educational practices...
November 17, 2017: Brain Sciences
Marietta Papadatou-Pastou, Eleni Haliou, Filippos Vlachos
Although very often teachers show a great interest in introducing findings from the field of neuroscience in their classrooms, there is growing concern about the lack of academic instruction on neuroscience on teachers' curricula because this has led to a proliferation of neuromyths. We surveyed 479 undergraduate (mean age = 19.60 years, SD = 2.29) and 94 postgraduate students (mean age = 28.52 years, SD = 7.16) enrolled in Departments of Education at the University of Thessaly and the National and Kapodistrian University of Athens...
2017: Frontiers in Psychology
A R Giovagnoli, V Manfredi, A Parente, L Schifano, S Oliveri, G Avanzini
This controlled randomized single-blind study evaluated the effects of cognitive training (CT), compared to active music therapy (AMT) and neuroeducation (NE), on initiative in patients with mild to moderate Alzheimer's disease (AD). Secondarily, we explored the effects of CT on episodic memory, mood, and social relationships. Thirty-nine AD patients were randomly assigned to CT, AMT, or NE. Each treatment lasted 3 months. Before, at the end, and 3 months after treatment, neuropsychological tests and self-rated scales assessed initiative, episodic memory, depression, anxiety, and social relationships...
August 2017: Neurological Sciences
Jared C Horvath, Gregory M Donoghue
In Education and the Brain: A Bridge Too Far, John Bruer argues that, although current neuroscientific findings must filter through cognitive psychology in order to be applicable to the classroom, with increased knowledge the neuroscience/education bridge can someday be built. Here, we suggest that translation cannot be understood as a single process: rather, we demonstrate that at least four different 'bridges' can conceivably be built between these two fields. Following this, we demonstrate that, far from being a matter of information lack, a prescriptive neuroscience/education bridge (the one most relevant to Bruer's argument) is a practical and philosophical impossibility due to incommensurability between non-adjacent compositional levels-of-organization: a limitation inherent in all sciences...
2016: Frontiers in Psychology
Christa Stubenrauch, Helga Krinzinger, Kerstin Konrad
Psychiatric disorders in childhood and adolescence, in particular attention deficit disorder or specific learning disorders like developmental dyslexia and developmental dyscalculia, affect academic performance and learning at school. Recent advances in neuroscientific research have incited an intensive debate both in the general public and in the field of educational and instructional science as well as to whether and to what extent these new findings in the field of neuroscience might be of importance for school-related learning and instruction...
July 2014: Zeitschrift Für Kinder- und Jugendpsychiatrie und Psychotherapie
Gerry Leisman, Raed Mualem, Calixto Machado
ADD/ADHD is the most common and most studied neurodevelopmental problem. Recent statistics from the U.S. Center for Disease Control state that 11% or approximately one out of every nine children in the US and one in five high school boys are diagnosed with ADD/ADHD. This number is thought to be increasing at around 15-20% per year. The US National Institute of Mental Health's Multi-modal Treatment Study has shown that medication has no long-term benefit for those with ADHD. To effectively address ADD/ADHD from within the framework of child public health, an interdisciplinary strategy is necessary that is based on a neuroeducational model that can be readily implemented on a large-scale within the educational system...
2013: Frontiers in Public Health
Amélie Lubin, Sandrine Rossi, Grégory Simon, Céline Lanoë, Gaëlle Leroux, Nicolas Poirel, Arlette Pineau, Olivier Houdé
Are individual differences in numerical performance sustained by variations in gray matter volume in schoolchildren? To our knowledge, this challenging question for neuroeducation has not yet been investigated in typical development. We used the Voxel-Based Morphometry method to search for possible structural brain differences between two groups of 10-year-old schoolchildren (N = 22) whose performance differed only in numerical transcoding between analog and symbolic systems. The results indicated that children with low numerical proficiency have less gray matter volume in the parietal (particularly in the left intraparietal sulcus and the bilateral angular gyri) and occipito-temporal areas...
2013: Frontiers in Psychology
M E M De Biase, F Politti, E T Palomari, T E P Barros-Filho, O P De Camargo
OBJECTIVE: To study increases in electromyographic (EMG) response from the right and left rectus femoris muscles of individuals with long-term cervical spinal cord injuries after EMG biofeedback treatment. DESIGN: Repeated measure trials compared EMG responses before and after biofeedback treatment in patients with spinal cord injuries. MAIN OUTCOME MEASURES: The Neuroeducator was used to analyse and provide feedback of the EMG signal and to measure EMG response...
June 2011: Physiotherapy
Ian M Devonshire, Eleanor J Dommett
As a relatively young science, neuroscience is still finding its feet in potential collaborations with other disciplines. One such discipline is education, with the field of neuroeducation being on the horizon since the 1960s. However, although its achievements are now growing, the partnership has not been as successful as first hopes suggested it should be. Here the authors discuss the theoretical barriers and potential solutions to this, which have been suggested previously, with particular focus on levels of research in neuroscience and their applicability to education...
August 2010: Neuroscientist: a Review Journal Bringing Neurobiology, Neurology and Psychiatry
Wieslaw L Nowinski, A Thirunavuukarasuu, Ihar Volkau, Rafail Baimuratov, Qingmao Hu, Aamer Aziz, Su Huang
Of the existing atlases of the brain anatomy and cerebrovasculature, none integrates the anatomy and vasculature by providing for direct manipulation of three-dimensional (3D) cerebral models. An atlas-based application was developed in four steps: (a) construction of 3D anatomic models, (b) construction of 3D vascular models, (c) interactive spatial coregistration of the anatomic and vascular models, and (d) development of functionality and a user interface for the application. Three-dimensional anatomic models were imported from an electronic brain atlas database derived from classic print atlases...
January 2005: Radiographics: a Review Publication of the Radiological Society of North America, Inc
Wieslaw L Nowinski, Dmitry Belov
The article introduces an atlas-assisted method and a tool called the Cerefy Neuroradiology Atlas (CNA), available over the Internet for neuroradiology and human brain mapping. The CNA contains an enhanced, extended, and fully segmented and labeled electronic version of the Talairach-Tournoux brain atlas, including parcelated gyri and Brodmann's areas. To our best knowledge, this is the first online, publicly available application with the Talairach-Tournoux atlas. The process of atlas-assisted neuroimage analysis is done in five steps: image data loading, Talairach landmark setting, atlas normalization, image data exploration and analysis, and result saving...
September 2003: NeuroImage
W L Nowinski, A Fang, B T Nguyen, J K Raphel, L Jagannathan, R Raghavan, R N Bryan, G A Miller
For the purpose of developing multiple, complementary, fully labeled electronic brain atlases and an atlas-based neuroimaging system for analysis, quantification, and real-time manipulation of cerebral structures in two and three dimensions, we have digitized, enhanced, segmented, and labeled the following print brain atlases: Co-Planar Stereotaxic Atlas of the Human Brain by Talairach and Tournoux, Atlas for Stereotaxy of the Human Brain by Schaltenbrand and Wahren, Referentially Oriented Cerebral MRI Anatomy by Talairach and Tournoux, and Atlas of the Cerebral Sulci by Ono, Kubik, and Abernathey...
1997: Computer Aided Surgery: Official Journal of the International Society for Computer Aided Surgery
H Stadler
In contrast to medical science, education has so far undertaken but little analysis of its tasks in neurological rehabilitation, although these are manifold and essential in achieving successful outcomes. While specific remedial services have been made available to persons with congenital brain damage in the schools for the mentally retarded, a need to catch up in this respect is obvious for persons with acquired brain damage. Extension of the network of neurological rehabilitation facilities has engendered a challenge to (special) education, which now is in the process of developing neuroeducational concepts for therapy and instruction...
May 1996: Die Rehabilitation
W M Cruickshank
No abstract text is available yet for this article.
June 1981: Journal of Learning Disabilities
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