Mareschal Denis - Educational Neuroscience

This edition first published 2013
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Library of Congress Cataloging-in-Publication Data

Educational neuroscience / edited by Denis Mareschal, Brian Butterworth, Andy Tolmie.
pages cm
Includes bibliographical references and index.

ISBN 978-1-119-97319-5 (cloth) ISBN 978-1-118-72589-4 (pbk.) 1. Educational
psychologyHandbooks,
manuals, etc. 2. LearningPhysiological aspects
Handbooks, manuals, etc. 3. Cognitive neuroscienceHandbooks, manuals, etc. 4. NeurosciencesHandbooks, manuals, etc. I. Mareschal, Denis,
editor of compilation. II. Butterworth, Brian, editor of compilation. III. Tolmie, Andrew, editor of compilation.
LB1051.E348 2013
370.15dc23

2013025391

A catalogue record for this book is available from the British Library.

Cover image: the concept of learning process of children VLADGRIN/Shutterstock
Cover design by Cyan Design
CEN Logo Designer: Storm Thorgerson at Stormstudios

To all the learners and teachers who contributed to the work described in this book

Sarah-Jayne Blakemore, Institute of Cognitive Neuroscience, University College London

Anna Blasi, Centre for Brain and Cognitive Development, Birkbeck University of London

John T. Bruer, James S. McDonnell Foundation

Brian Butterworth, Institute of Cognitive Neuroscience, University College London

Kathrin Cohen Kadosh , Department of Experimental Psychology, University of Oxford

Michelle de Haan, University College London Institute of Child Health

Frederic Dick , Birkbeck/UCL Centre for NeuroImaging, Birkbeck University of London

Chris Donlan , Division of Psychology and Language Sciences, University College London

Clare Elwell , Department of Medical Physics and Bioengineering, University College London

Liory Fern-Pollak, Centre for Cognition and NeuroImaging, Brunel University

Jonathan Fugelsang, Department of Psychology, University of Waterloo

Tobias Grossmann, Max Planck Institute for Human Cognitive & Brain Sciences

Mark H. Johnson, Centre for Brain and Cognitive Development, Birkbeck University of London

Alice Jones, Department of Psychology, Goldsmiths College, University of London

Victoria Knowland, Language and Communication Sciences, City University, London

Yulia Kovas, Department of Psychology, Goldsmiths College, University of London

Diana Laurillard, London Knowledge Lab, Institute of Education, University of London

Sarah Lloyd-Fox, Centre for Brain and Cognitive Development, Birkbeck University of London

Sergei Malykh, Laboratory for Cognitive Investigations and Behavioral Genetics, Tomsk State University; Laboratory of Developmental Behavioral Genetics, Psychological Institute of Russian Academy of Education

Denis Mareschal, Centre for Brain and Cognitive Development, Birkbeck University of London

Jackie Masterson, Department of Psychology and Human Development, Institute of Education, University of London

Debbie Mills, School of Psychology, Bangor University

Stephen A. Petrill, Department of Human Development and Family Science, Ohio State University

Michael I. Posner, Department of Psychology,University of Oregon

Catherine L. Sebastian, Department of Psychology, Royal Holloway, University of London

Michael S. C. Thomas, Developmental Neurocognition Lab, Birkbeck University of London

Andy Tolmie, Department of Psychology and Human Development, Institute of Education, University of London

Sashank Varma, Department of Educational Psychology, University of Minnesota

Educational Neuroscience is intended as a reference tool for use by active researchers and practitioners alike. It reflects the activities of the Centre for Educational Neuroscience (CEN), a joint venture between Birkbeck University of London, University College London, and the Institute of Education, all based in Central London. We are very grateful to these institutions for their continuing support of the CEN, whose mission is not just to further our understanding of how neural and biological processes can help understand learning in the classroom, but also to ensure that there is a real dialogue between educational practitioners and basic science researchers. We are also grateful to the following individuals for their help in reading and fine-tuning the chapters within this volume: Caspar Addyman, Gizelle Anzures, Jasmine Cockcroft, Teodora Gliga, Victoria Knowland, Nick Lange, Manuela Mielke, Greg Pascoe, Daisy Powell, Angelica Ronald, Michael Thomas, and Rachel Wu.

Michael I. Posner

It is the goal of this book to summarize the methods employed and the evidence so far collected to support educational neuroscience. Each chapter deals with infancy, childhood, and adult education. A foreword, however, is free to attempt to imagine an educational system that may never really exist, but could be reasonably implied by what is already known. Below I have tried to help the reader separate fantasy from reality by using real references to mark what has actually taken place and separate it from what I think might someday happen.