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Détail de l'auteur
Auteur A. P. MACKEY |
Documents disponibles écrits par cet auteur (1)
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Commentary: Broadening the scope of educational neuroscience, reflections on Thomas, Ansari, and Knowland (2019) / A. P. MACKEY in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)
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Titre : Commentary: Broadening the scope of educational neuroscience, reflections on Thomas, Ansari, and Knowland (2019) Type de document : Texte imprimé et/ou numérique Auteurs : A. P. MACKEY, Auteur Article en page(s) : p.493-495 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Educational neuroscience is more than the basic science of reading and math, and its translational potential extends far beyond the knowledge, and misconceptions, that have made their way into the classroom so far. Thomas, Ansari, and Knowland synthesize progress in educational neuroscience and set out an ambitious set of goals for its future. Their conceptualization of the field encourages scientists across disciplines to think about how their work can inform a more holistic understanding of how the brain shapes learning, and how learning shapes the brain. En ligne : https://dx.doi.org/10.1111/jcpp.13030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388
in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.493-495[article] Commentary: Broadening the scope of educational neuroscience, reflections on Thomas, Ansari, and Knowland (2019) [Texte imprimé et/ou numérique] / A. P. MACKEY, Auteur . - p.493-495.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.493-495
Index. décimale : PER Périodiques Résumé : Educational neuroscience is more than the basic science of reading and math, and its translational potential extends far beyond the knowledge, and misconceptions, that have made their way into the classroom so far. Thomas, Ansari, and Knowland synthesize progress in educational neuroscience and set out an ambitious set of goals for its future. Their conceptualization of the field encourages scientists across disciplines to think about how their work can inform a more holistic understanding of how the brain shapes learning, and how learning shapes the brain. En ligne : https://dx.doi.org/10.1111/jcpp.13030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388