- Browse
Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse By Descriptor
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Facebook
X (Twitter)
44.048 - Using Neuroscience Methods to Study Learning: Focus on the Process, Not Just the Outcomes
Sat, April 29, 2:45 to 4:15pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 208Session Type: Symposium
Abstract
This symposium brings together psychologists, neuroscientists, educational technologists, computer scientists, and research methodologists that employ neuroscience methods to glean insights about the process of learning rather than merely measure outcomes, which has been the common practice in educational research. These interdisciplinary synergies address President Obama’s BRAIN initiative whose goal is to support research to “better understand how we think, learn, and remember” (Whitehouse, 2014). Each of the five studies in this symposium used an authentic learning task and explored learning using neuroscience methods to circumvent the limitations of self-reports (the dominant data source in educational research) to understand the role of attentional and cognitive factors that influence learning in a 21st century learning environment with diverse groups of learners.
Sub Unit
Chair
Papers
Converging Behavioral and Psychophysiological Measures: Evaluating the Effectiveness of Multimedia Learning Conditions With Dyslexic Learners - Jiahui Wang, University of Florida; Kara M. Dawson, University of Florida; Pasha Antonenko, University of Florida; Kendra Saunders, University of Florida; Linda Lombardino, University of Florida; Albert Dieter Ritzhaupt, University of Florida; Nihan Agacli-Dogan, University of Florida; Li Cheng, University of Florida; Wenjing Luo, University of Florida; Robert Davis, University of Florida; Carole R. Beal, University of Florida; Andreas Keil, University of Florida
Visuospatial Abilities of Scientists and Students With and Without Dyslexia - Matthew H. Schneps, University of Massachusetts - Boston; Marc Pomplun, University of Massachusetts - Boston; L. Todd Rose, Harvard University; Chen Chen, Harvard University; Gerhard Sonnert, Harvard University; Amanda S. Heffner-Wong, Harvard University; Jennifer M. Thomson, Harvard Graduate School of Education; Linda Hecker, Michigan State University; Manju Banerjee, University of Connecticut; Lincoln Greenhill, Harvard-Smithsonian Center for Astrophysics
Brain-to-Brain Synchrony Predicts Student Engagement and Social Dynamics in the Classroom: A Crowdsourcing Neuroscience Study - Lu Wan, University of Florida; Suzanne Dikker, New York University; Ido Davidesco, New York University; Lisa Kaggen, Stanford University; Matthias Oostrik, Oostrik Industries; Jess Rowland, University of Florida; Jay Van Bavel, New York University; David Poeppel, New York University; Mingzhou Ding, University of Florida
Using Alpha Event-Related Desynchronization to Explore Individual and Team Neurodynamics - Pasha Antonenko, University of Florida; Robert Davis, University of Florida; Mehmet Celepkolu, University of Florida; Jiahui Wang, University of Florida; Nancy Jean Ruzycki, University of Florida; Christine Davis, University of Florida
A Comparison of Pedagogical Approaches in Science Teaching and Learning via Cognitive Demand and Cognitive Dynamics Using Hemodynamic Response - Richard Lamb, Washington State University - Pullman