In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience. As a consequence great hopes the application of empirical research on human brain to educational problems raised. this article we contend that expectation results from neuroscience will direct immediate impact practice are shortsighted unrealistic. Instead, argue an infrastructure needs be created, principally through interdisciplinary training, funding programs allow...

In a dichotic listening paradigm, event-related potentials (ERPs) were recorded to linguistic and nonlinguistic probe stimuli embedded in 2 different narrative contexts as they either attended or unattended. adults, the typical N1 attention effect was observed for both types of probes: Probes superimposed on elicited an enhanced negativity compared same probes when Overall, this sustained greater over medial left lateral sites, but more posteriorly distributed longer duration probes....

We employed a visual rhyming priming paradigm to characterize the development of brain systems important for phonological processing in reading. studied 109 righthanded, native English speakers within eight age groups: 7-8, 9-10, 11-12, 13-14, 15-16, 17-18, 19-20, and 21-23. Participants decided whether two written words (prime-target) rhymed (JUICE-MOOSE) or not (CHAIR-MOOSE). In similar studies adults, main event-related potential (ERP) effects have been described: negative slow wave...

Abstract In order to compare processing across operations, we recorded event‐related potentials ( ERP s) elicited by both problems and solutions in addition, subtraction, multiplication, division conditions a delayed answer verification task. Amplitudes of an early negativity, P 300, late positive component LPC ) were sensitive the correctness presented answers within operations differed only for incorrect solutions. The negativity resembled N 270 rather than 400. amplitude 300 problem...

Previous event-related potential studies have indicated that both a widespread N400 and an anterior N700 index differential processing of concrete abstract words, but the nature these components in relation to concreteness imagery has been unclear. Here, we separated effects word task demands on single paradigm with within-subjects, between-tasks design carefully controlled stimuli. The was larger words than visualization condition surface condition, no interaction. A marked elicited only by...

The majority of teacher preparation programs do not address neuroscience in their curricula. This is curious, as learning occurs the brain context and teachers fundamentally foster facilitate learning. On one hand, merging knowledge into training fraught with challenges, such reconciling how scientific evidence viewed used education, overcoming neuromyths, acknowledging lack direct connection between laboratory findings classroom practices, coordinating across different levels analysis...

Abstract In an investigation of the N400 component, event-related potentials (ERPs) elicited by 4 types word stimuli (real words, pseudowords, random letter strings, and false fonts) 3 picture pictures, pseudopictures, parts) presented in separate lists were recorded from 10- 11-year-old children. All anteriorly distributed negativity peaking at about 400 msec (antN400). Words pseudowords similar ERPs, whereas ERPs to strings differed those both fonts. dual anterior negativities (N350 N430)....

Abstract In a simple prime–target auditory rhyming event-related potential (ERP) paradigm with adults and 6-, 7-, 8-year-old children, nonword stimuli (e.g., nin–rin, ked–voo) were used to investigate neurocognitive systems involved in their development across the early school years. Even absent semantic content, typical CNV primes late effect (RE) targets evident all age groups. The RE consisted of more negative response nonrhyming as compared over posterior sites, reversal this pattern at...

Abstract In an investigation of the development fine‐tuning for word processing across late elementary school years as indexed by posterior N1 and P2 components ERP waveform, third, fourth, fifth graders a comparison group adults viewed words, pseudowords, nonpronounceable letter strings, false font strings in semantic categorization task. adults, was larger to later words compared finely tuned effect lexicality reflecting specialization processing. contrast, each children, than coarse...

In a simple auditory rhyming paradigm requiring button–press response (rhyme/nonrhyme) to the second word (target) of each spoken stimulus pair, both early (P50, N120, P200, N240) and late (CNV, N400, P300) components ERP waveform evidenced considerable change from middle childhood adulthood. addition, behavioral accuracy reaction time improved with increasing age. contrast, size, distribution latency several effects (including posterior N400 effect, left hemisphere anterior on P50 latency,...

Abstract In an event‐related potentials study of brain–behavior relations during learning‐to‐read, girls in first grade viewed known words, unknown difficult and nonwords presented list form. Participants were divided into low‐ability high‐ability reading groups based on standardized test scores. During the 300‐ to 600‐ms epoch, readers lacked a substantial N400 while evidenced large, widely distributed negativity all word types. 600‐ 1,000‐ms showed effects repetition did not. The findings...

ABSTRACT— This article describes the efforts of a small group educators and researchers to build model for making connections across mind, brain, education. With common goal sharing, strengthening, building useable knowledge about child adolescent learning development, we focused on questions mutual interest researchers. We describe our develop vocabulary language create opportunities dialogue discussion, including classes talks in‐service preservice teachers, research laboratories open...

Abstract While behavioral and educational data characterize a fourth grade shift in reading development, neuroscience evidence is relatively lacking. We used the N400 component of event‐related potential waveform to investigate development single word processing across upper elementary years, comparison adult readers. presented third graders, fifth college students with well‐controlled list real words, pseudowords, letter strings, false font animal name targets. Words pseudowords elicited...