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This special section explicitly introduces aspects of Mind, Brain, and Education (MBE) in order to help those new to the field develop a better understanding of and participate effectively in MBE. Researchers, policy makers, and practitioners who are already active in MBE will also benefit from...
This article considers the appeal of cognitive neuroscience research to the general public within the context of the deep puzzles involved in using our minds to understand how our minds work. It offers a few promising examples of findings that illuminate the ways of the mind and reveal these...
A reciprocal relationship informing both research and practice is one of the primary goals in the emerging field of Mind, Brain, and Education (MBE), yet the field has little documentation and analysis of such collaborations. In this article, we present case studies of three research–practice...
Educational tools claiming to use “right‐brain techniques” are increasingly shaping school curricula. By implying a strong scientific basis, such approaches appeal to educators who rightly believe that knowledge of the brain should guide curriculum development. However, the notion of...
The last decade has produced an explosion in neuroscience research examining young children's early processing of language that has implications for education. Noninvasive, safe functional brain measurements have now been proven feasible for use with children starting at birth. In the arena of...
Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes...
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