Neuroeducation refers to the application of neurobiological and neuropsychological findings to improve an individual’s ability to learn (D’Amato 1990). It represents the melding of learning with the brain. Individuals have a unique ability to learn new information which is improved considerably when it is linked to neuropsychological processing (Rodgers 2015).
Due to an increased understanding of the science of learning, neuroeducation translates findings from the neurosciences to the field of education. In fact, learning in the brain can be documented via brain-imaging techniques. Neuroeducation is an approach which teaches individuals about classroom neuropsychological processing while also considering psychotherapeutic functioning in order to decrease distress among individuals (Hardiman et al. 2012).
References
D’Amato, R. C. (1990). A neuropsychological approach to school psychology. School Psychology Quarterly, 5, 141–160.
Hardiman, M., Rinne, L., Gregory, E., & Yarmolinskaya, J. (2012). Neuroethics, neuroeducation, and classroom teaching: Where the brain sciences meet pedagogy. Neuroethics, 5(2), 135–143. doi:http://dx.doi.org.tcsedsystem.idm.oclc.org/10.1007/s12152-011-9116-6.
Rodgers, D. L. (2015). The biological basis of learning: Neuroeducation through simulation. Simulation and Gaming, 46(2), 175–186.
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Broomfield, A.M., D’Amato, R.C. (2017). Neuroeducation. In: Kreutzer, J., DeLuca, J., Caplan, B. (eds) Encyclopedia of Clinical Neuropsychology. Springer, Cham. https://doi.org/10.1007/978-3-319-56782-2_9154-1
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DOI: https://doi.org/10.1007/978-3-319-56782-2_9154-1
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Neuroeducation- Published:
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DOI: https://doi.org/10.1007/978-3-319-56782-2_9154-2
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DOI: https://doi.org/10.1007/978-3-319-56782-2_9154-1