Neuroscience in Education

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.

• INTRODUCTIONS ; 1. Neuroscience in Education: An (opinionated) Introduction ; 2. 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. Constructing connection: the evolving field of mind, brain, and education ; 4. Principles of Learning, Implications for Teaching? Cognitive Neuroscience and the Classroom ; THE CONTRIBUTION OF COGNITIVE NEUROSCIENCE TO UNDERSTANDING DOMAINS OF LEARNING ; 5. Reading in alphabetic writing systems: Evidence from cognitive neuroscience ; 6. Can teachers count on mathematical neurosciences? ; 7. Working Memory: The seat of learning and comprehension ; 8. Applications of cognitive science to education ; THE INFLUENCE OF NEUROGENETICS ON EDUCATION ; 9. Genetics and genomics: Good, bad and ugly ; 10. Genetic sciences for developmentalists: An example of reading ability and disability ; 11. Genetically-informed models for school and teaching ; MISUSE OF NEUROSCIENCE IN THE CLASSROOM ; 12. Neuroscience, education and educational efficacy research ; 13. Educational double-think ; 14. Rose-tinted? The use of coloured filters to treat reading difficulties ; 15. Don't try this at school: The attraction of 'alternative' educational techniques ; CURRENT CONJECTURES FROM EDUCATIONAL NEUROSCIENCE ; 16. Bridging between brain science and educational practice with Design Patterns ; 17. Assuring successful lifelong learning - can neuroscience provide the key? ; EDUCATIONAL COGNITIVE NEUROSCIENCE: DESIGNING AUTISM-FRIENDLY METHODS TO TEACH EMOTION RECOGNITION ; 18. Educational cognitive neuroscience: Designing autism-friendly methods to teach emotion recognition ; 19. Schools and the new ecology of the human mind ; 20. Brain-Science and Education in Japan ; FINAL REMARKS ; 21. The good, the bad and the ugly in neuroscience and education - an educator's perspective ; 22. Of all the conferences in all the towns in all the world, what in heaven's name brought us to neuroeducation?