The neuroscience of conceptual learning in science and mathematics
Mareschal, Denis (2016) The neuroscience of conceptual learning in science and mathematics. Current Opinion in Behavioral Sciences 10 , pp. 114-118. ISSN 2352-1546.
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Learning new concepts in mathematics and science often involves inhibiting prior beliefs or direct perceptual information. Recent neuroimaging work suggests that experts simply get better at inhibiting these pre-potent responses rather than replacing prior concepts with the newer concepts. A review of both behavioral and neuroimaging evidence with children suggests that improving inhibitory control is a key factor in learning new scientific and mathematical facts. This finding has implications for how these subjects are taught in the classroom and provides corroborating evidence for practices already in place.
|School:||Birkbeck Schools and Departments > School of Science > Psychological Sciences|
|Research Centre:||Educational Neuroscience, Centre for, Brain and Cognitive Development, Centre for (CBCD)|
|Date Deposited:||27 Jun 2016 09:12|
|Last Modified:||09 Dec 2016 11:16|
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