Can Cognitive Neuroscience Ground a Science of Learning?

February 1st, 2011 | RESEARCH

In this article, I review recent findings in cognitive neuroscience in learning, particularly in the learning of mathematics and of reading. I argue that while cognitive neuroscience is in its infancy as a field, theories of learning will need to incorporate and account for this growing body of empirical data.


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Team Members

Anthony Kelly, Author, George Mason University


Identifier Type: doi
Identifier: 10.1111/j.1469-5812.2010.00702.x
Identifier Type: issn
Identifier: 0013-1857

Publication: Educational Philosophy & Theory
Volume: 43
Number: 1
Page(s): 17

Related URLs

EBSCO Full Text


Audience: Educators | Teachers | General Public | Museum | ISE Professionals
Discipline: Education and learning science | General STEM | Life science | Literacy | Mathematics
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Higher Education Programs | Informal | Formal Connections | K-12 Programs | Media and Technology | Public Programs