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    UnLocke-ing learning in maths and science: the role of cognitive inhibition in developing counter-intuitive concepts

    Bell, D. and Mareschal, Denis and Unlocke Team, The (2021) UnLocke-ing learning in maths and science: the role of cognitive inhibition in developing counter-intuitive concepts. Journal of Emergent Science 20 , pp. 19-31. ISSN 2046-4754.

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    Abstract

    This paper draws on findings from educational neuroscience to provide insights into the role of cognitive inhibition in relation to overcoming misconceptions, and reports on the UnLocke Project, which aimed to develop a computer-based intervention to encourage children to engage their inhibitory control and improve their performance in science and maths.

    Metadata

    Item Type: Article
    School: School of Science > Psychological Sciences
    Research Centres and Institutes: Brain and Cognitive Development, Centre for (CBCD)
    Depositing User: Administrator
    Date Deposited: 19 Jul 2021 09:48
    Last Modified: 19 Jul 2021 09:48
    URI: https://eprints.bbk.ac.uk/id/eprint/45224

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