The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index.
Bridges over troubled waters: education and cognitive neuroscience
Open accessAbstract
Recently there has been growing interest in and debate about the relation between cognitive neuroscience and education. Our goal is to advance the debate beyond both recitation of potentially education-related cognitive neuroscience findings and the claim that a bridge between fields is chimerical. In an attempt to begin a dialogue about mechanisms among students, educators, researchers and practitioner-scientists, we propose that multiple bridges can be built to make connections between education and cognitive neuroscience, including teacher training, researcher training and collaboration. These bridges--concrete mechanisms that can advance the study of mind, brain and education--will benefit both educators and cognitive neuroscientists, who will gain new perspectives for posing and answering crucial questions about the learning brain.
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Cites
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Cited by
The Emotional Brain, Fear, and the Amygdala
LeDoux, J. (2003) · Cellular and Molecular Neurobiology · doi:10.1023/a:1025048802629 · Cited by 1,818
Physical education, school physical activity, school sports and academic performance
Trudeau, F., & Shephard, R. J. (2008) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/1479-5868-5-10 · Cited by 879
Metadata
- Authors
- Ansari, D., & Coch, D.
- Venue
- Trends in Cognitive Sciences
- Publisher
- Elsevier BV
- Published
- 2006-04
- Volume
- 10
- Issue
- 4
- Pages
- 146-151
- ISSN
- 1364-6613 (ISSN-L)
- OpenAlex
- W2127219431
- Cited by
- 329
- References
- 46
- FWCI
- 0.69
- Type
- journal article
- Language
- en
- Open access
- gold
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
