Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Showing Is Knowing: The Potential and Challenges of Using Neurocognitive Measures of Implicit Learning in the Classroom

Showing Is Knowing: The Potential and Challenges of Using Neurocognitive Measures of Implicit... The value of neurocognitive measures to study memory, attention, cognition, and learning is well established. However, the vast majority of work using these tools is performed in tightly controlled lab experiments using simple lab stimuli. This article looks at the viability of using multimodal neurocognitive instruments to measure implicit knowledge in real‐world learning contexts. We focus on some of the most promising neurocognitive tools for this purpose, including eye‐tracking, electroencephalography (EEG), and functional near infra‐red spectroscopy (fNIRS). The specific challenges and potential of each tool are considered for use within learning contexts. These tools may be of particular importance to student populations that typically underperform on traditional learning assessments, including students with disabilities, English language learners, and students from low socioeconomic status backgrounds, among others. This review concludes with recommendations to the field for further work required to bring objective measures of implicit knowledge to real world learning contexts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Showing Is Knowing: The Potential and Challenges of Using Neurocognitive Measures of Implicit Learning in the Classroom

Loading next page...
 
/lp/wiley/showing-is-knowing-the-potential-and-challenges-of-using-sN27y9U5OB

References (99)

Publisher
Wiley
Copyright
Journal Compilation © 2019 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/mbe.12177
Publisher site
See Article on Publisher Site

Abstract

The value of neurocognitive measures to study memory, attention, cognition, and learning is well established. However, the vast majority of work using these tools is performed in tightly controlled lab experiments using simple lab stimuli. This article looks at the viability of using multimodal neurocognitive instruments to measure implicit knowledge in real‐world learning contexts. We focus on some of the most promising neurocognitive tools for this purpose, including eye‐tracking, electroencephalography (EEG), and functional near infra‐red spectroscopy (fNIRS). The specific challenges and potential of each tool are considered for use within learning contexts. These tools may be of particular importance to student populations that typically underperform on traditional learning assessments, including students with disabilities, English language learners, and students from low socioeconomic status backgrounds, among others. This review concludes with recommendations to the field for further work required to bring objective measures of implicit knowledge to real world learning contexts.

Journal

Mind, Brain, and EducationWiley

Published: Feb 1, 2019

There are no references for this article.