In this article, I review recent findings in cognitive neuroscience in learning, particularly in the learning of mathematics and of reading. I argue that while cognitive neuroscience is in its infancy as a field, theories of learning will need to incorporate and account for this growing body of empirical data.
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Anthony Kelly
Author
George Mason University
Citation
DOI
:
10.1111/j.1469-5812.2010.00702.x
ISSN
:
0013-1857
Publication Name:
Educational Philosophy & Theory
Volume:
43
Number:
1
Page Number:
17
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