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BJEP Current Trends Conference
Series 2010
Educational Neuroscience:
An Emerging Discipline
EDUCATIONAL NEUROSCIENCE:
An Emerging Discipline
“K N O C K”
“K N O C K ED”
Environmental variability
(e.g., socio-economi...
Gap between basic research and educational
applications
From Scopus data base
No.ofpapers
Year
Gap between basic research and educational
applications
From Scopus data base
No.ofpapers
Year
Published studies of
brain ...
To bridge the gap we need to
build a new discipline
Cognitive
neuroscience
Pedagogic
intervention
Behavioural data
Educational
Psychology
Informs
Generates
Informs
Informs
In...
Embedding the new discipline
 The Centre for Educational Neuroscience
 UCL-Birkbeck-IOE collaboration since 2008
 Works...
Educational Neuroscience
&
Educational Psychology
Norah Frederickson, UCL
The Rationale
“Neuroscience has the potential to make important
contributions to education. These potential contributions ...
The Challenge
The Foresight Report recognises that the potential of
neuroscience is not yet realized, and identifies a key...
The challenge of applying psychology
“You make a great, a very great mistake if you think that
psychology, being the scien...
Educational Psychologists
– a crucial link ?
• A group of professionals who apply psychology to
promote children’s learnin...
Interactive factors (IF) framework
Source: Frederickson & Cameron (1999)
Trauma,
abuse, etc.
(Dodge)
Coercive
parenting
(Patterson)
Hostile attribution
biases/motives
Biased
response
evaluations
...
• How should educational psychologists use
neuroscience?
• What use is neuroscience to educational
psychologists?
• What d...
BJEP Current Trends Conference
Series 2010
How should Educational
Psychologists use
Neuroscience?
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  1. 1. BJEP Current Trends Conference Series 2010 Educational Neuroscience: An Emerging Discipline
  2. 2. EDUCATIONAL NEUROSCIENCE: An Emerging Discipline “K N O C K” “K N O C K ED” Environmental variability (e.g., socio-economic status) Genetic variability (polygenic model) Dyscalculics have reduced grey matter density here
  3. 3. Gap between basic research and educational applications From Scopus data base No.ofpapers Year
  4. 4. Gap between basic research and educational applications From Scopus data base No.ofpapers Year Published studies of brain activity in children AND education child AND fMRI OR ERP
  5. 5. To bridge the gap we need to build a new discipline
  6. 6. Cognitive neuroscience Pedagogic intervention Behavioural data Educational Psychology Informs Generates Informs Informs Informs Informs Informs Informs Educational Neuroscience
  7. 7. Embedding the new discipline  The Centre for Educational Neuroscience  UCL-Birkbeck-IOE collaboration since 2008  Workshops, seminars, meetings, courses, research studies  Website (www.educationalneuroscience.org)  Wikipedia article (http://en.wikipedia.org/wiki/Educational_Neuroscience)
  8. 8. Educational Neuroscience & Educational Psychology Norah Frederickson, UCL
  9. 9. The Rationale “Neuroscience has the potential to make important contributions to education. These potential contributions are of at least three kinds: • novel understanding about the biological and environmental processes determining learning; • the identification of early neural markers for educational risk; and • neural methods for evaluating different teaching approaches, remediation packages or educational debates” (Foresight Project Report SR-E1, p2)
  10. 10. The Challenge The Foresight Report recognises that the potential of neuroscience is not yet realized, and identifies a key challenge: “The rather different philosophies underpinning education and the natural sciences are impeding this engagement” (Ib). This conference brings together Educationalists, Neuroscientists and Psychologists to promote dialogue in attempting to tackle this challenge.
  11. 11. The challenge of applying psychology “You make a great, a very great mistake if you think that psychology, being the science of minds’ laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate classroom use. Psychology is a science and teaching is an art: and sciences never generate arts directly out of themselves. An intermediary inventive mind, must make the application, by using its originality.” James, 1899 (pp.23-24)
  12. 12. Educational Psychologists – a crucial link ? • A group of professionals who apply psychology to promote children’s learning and development, predominately within educational settings and working with teachers • Educational Psychologists could be ideally placed to play a crucial role in the development of Educational Neuroscience.
  13. 13. Interactive factors (IF) framework Source: Frederickson & Cameron (1999)
  14. 14. Trauma, abuse, etc. (Dodge) Coercive parenting (Patterson) Hostile attribution biases/motives Biased response evaluations Amygdala dysfunction Frontal dysfunction Dysfunctional VIM (Blair) Executive dysfunction (Caspi & Moffit) Antisocial behaviour (CP/APD) Particular cognitive processing. Integrative causal model on conduct disorder (From Krol, Morton & De Bruyn, 2004)
  15. 15. • How should educational psychologists use neuroscience? • What use is neuroscience to educational psychologists? • What do educational psychologists want to know from neuroscientists? • How can educational psychologists help neuroscientists to help them? Anticipating Question Time Housekeeping
  16. 16. BJEP Current Trends Conference Series 2010 How should Educational Psychologists use Neuroscience?

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