title: Bridges over troubled waters: education and cognitive neuroscience.
abstract: Recently there has been growing interest in and debate about the relation between cognitive neuroscience and education. Our goal is to advance the debate beyond both recitation of potentially education-related cognitive neuroscience findings and the claim that a bridge between fields is chimerical. In an attempt to begin a dialogue about mechanisms among students, educators, researchers and practitioner-scientists, we propose that multiple bridges can be built to make connections between education and cognitive neuroscience, including teacher training, researcher training and collaboration. These bridges--concrete mechanisms that can advance the study of mind, brain and education--will benefit both educators and cognitive neuroscientists, who will gain new perspectives for posing and answering crucial questions about the learning brain.
authors.affiliation: Dartmouth College, Department of Education, HB 6103, Hanover, New Hampshire 03755, USA. Daniel.Ansari@Dartmouth.edu
authors.forename: Daniel
authors.initials: D
authors.lastname: Ansari
authors.forename: Donna
authors.initials: D
authors.lastname: Coch
mesh_terms: D001921:Brain / Q000502:physiology; D003071:Cognition / Q000502:physiology*; D006801:Humans; D009488:Neurosciences / Q000193:education*; D012108:Research Personnel; D013663:Teaching