Neuroplasticity: How the brain changes with learning
You cannot learn something without storing it in some form of memory for future use. From neuroscience, we know that memories are encoded by physical changes in the brain. In other words, your brain changes physically whenever you learn anything, and your brain continues to be moulded by experience and learning throughout your life.
A deeper understanding of how humans learn is urgently needed to better facilitate learning.
The science of learning: Fantastic initiatives and where to find them
Future of education and learning

The science of learning: Fantastic initiatives and where to find them

However academically debated, the relevance of neuroscience for education is accepted by policymakers and teachers worldwide. It seems intuitive that understanding the mechanisms underlying the ways the brain selects, retains, stores, retrieves and associates information, creates representations about the environment and uses them to regulate emotions, behaviour and solve problems of striking variety may inform teachers regarding the optimal design of a learning experience for the students.
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The neurodevelopmental underpinnings of children’s learning: Connectivity is key
Emerging technologies and learning / Learning difficulties

The neurodevelopmental underpinnings of children’s learning: Connectivity is key

The structure and function of the brain is continuously molded throughout the lifespan by mechanisms both external and internal to the individual. Learning is a powerful driver of neurobiological change, and is implemented through modification of connectivity within emergent neural networks. Neural systems perspectives of the brain are beginning to shed light on how typical and atypical learning manifest through development.
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Dimensional and categorical approaches to brain-behaviour relationships in reading disorder (dyslexia)
Future of education and learning / Learning difficulties

Dimensional and categorical approaches to brain-behaviour relationships in reading disorder (dyslexia)

Dyslexia is characterized by a persistent difficulty in achieving reading and literacy skills commensurate with expectations based on age- or abilities in other areas. Current research is showing that the underlying causes may be complex and best captured by dimensional, rather than categorical, perspectives on disorder.
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Co-occurring disorders of learning: Why they matter for practice and research in educational neuroscience
Future of education and learning / Learning difficulties / Early childhood development

Co-occurring disorders of learning: Why they matter for practice and research in educational neuroscience

Disorders of learning that manifest in classroom environments are some of the most frequently diagnosed conditions of childhood. An underappreciated aspect of these types of learning difficulties is that they are highly co-occurring within individuals.
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Neural and behavioral correlates of child maltreatment in the context of education
Learning difficulties / Emotions and learning / Quality, equity, and relevance of education and learning

Neural and behavioral correlates of child maltreatment in the context of education

The developing brain may be shaped by abusive environments to process information differently. Neural adaptations that are useful in an abusive environment may not be useful in classroom learning.
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Emergent literacy: Building a foundation for learning to read
Early childhood development / Effective teaching / Learning to read

Emergent literacy: Building a foundation for learning to read

The neural and behavioral foundations for learning to read are put into place well before formal schooling. Development of emergent literacy is a key concern for education stakeholders.
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Els exàmens com a font d’estrès: Com les avaluacions poden afectar l’aprenentatge a través de l’estrès
Emocions i aprenentatge / Aprenentatge eficaç al llarg de la vida / Qualitat, equitat i rellevància de l’educació i l’aprenentatge

Els exàmens com a font d’estrès: Com les avaluacions poden afectar l’aprenentatge a través de l’estrès

Les situacions estressants com els exàmens poden afectar el procés d’aprenentatge i la memòria de diferents maneres. Tanmateix, quan els estudiants han d’analitzar informació nova que sigui rellevant per a l’examen i aplicar els coneixements a una situació nova, aquestes avaluacions poden contribuir a reforçar les habilitats i a consolidar la memòria.
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Los exámenes como fuente de estrés: Cómo las evaluaciones pueden afectar el aprendizaje a través del estrés
Emociones y aprendizaje / Aprendizaje permanente eficaz / Calidad, equidad y relevancia de la educación y el aprendizaje

Los exámenes como fuente de estrés: Cómo las evaluaciones pueden afectar el aprendizaje a través del estrés

Las situaciones estresantes como los exámenes pueden afectar el proceso de aprendizaje y la memoria de diferentes maneras. Sin embargo, cuando se requiere que los estudiantes analicen información nueva relevante para el examen y apliquen conocimientos a una situación nueva, tales evaluaciones pueden contribuir a reforzar las habilidades y consolidar la memoria.
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