Neuroscience and Education: Prime Time to Build the Bridge

SIGMAN, MARIANO; PEÑA, MARCELA; GOLDIN, ANDREA PAULA; RIBEIRO, SIDARTA

NATURE NEUROSCIENCE.

NATURE PUBLISHING GROUP

Lugar: Londres; Año: 2014 vol. 17 p. 497 - 502

1097-6256

As neuroscience gains social traction and entices media attention, the notion that education has much to benefit from brainresearch becomes increasingly popular. However, it has been argued that the fundamental bridge toward education is cognitivepsychology, not neuroscience. We discuss four specific cases in which neuroscience synergizes with other disciplines to serveeducation, ranging from very general physiological aspects of human learning such as nutrition, exercise and sleep, to brainarchitectures that shape the way we acquire language and reading, and neuroscience tools that increasingly allow the earlydetection of cognitive deficits, especially in preverbal infants. Neuroscience methods, tools and theoretical frameworks havebroadened our understanding of the mind in a way that is highly relevant to educational practice. Although the bridge?s cement isstill fresh, we argue why it is prime time to march over it.