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Cognitive neuroscience of education: Promises and challenges

Mon, April 15, 8:00 to 9:30am, Hyatt Regency, Floor: Bay (Level 1), Bayview B


The emergence of new neuroimaging tools in the last 25 years or so has offer new insights on how the brain develops and learns in the classroom and outside of the classrooms. Because these tools are non-invasive, they can be used in longitudinal studies to undercover the effect at the brain level of different types of pedagogical interventions and/or cognitive and socio-emotional training. Taken together these new corpus of data and findings have for the most part confirmed pedagogical intuition of teachers in their classrooms but also raise awareness on the role of high-order cognitive processes such as cognitive control and self-control on a number of fundamental school learning. The major challenges as the field of cognitive neuroscience moves forward is (a) to better take into account the role played on the social context on all the neurocognitive processes important for learning and (b) to determine to what extent findings obtain in the lab can be translated in the classroom. I will present findings from lab and classroom participative studies from my lab addressing these two challenges.