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.

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.

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.

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.

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.

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.

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.

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.