Background Self‐related information is difficult to ignore and forget, which brings valuable
implications for educational practice. Self‐referential encoding techniques involve …

Este trabajo se plantea como una breve revisión crítica sobre algunos de los temas actuales
que se están estudiando en la intersección entre neurociencia, educación y ética. El primer …

The value of neurocognitive measures to study memory, attention, cognition, and learning is
well established. However, the vast majority of work using these tools is performed in tightly …

The present paper assembles contributions from the areas of education, psychology,
cognitive science, and of course, neuroeducation itself to introduce the basic principles of …

Background Researchers routinely cite neuromyths and neurorealism as barriers preventing
teachers from effectively applying brain research to practice. A primary goal within …

El progreso de la neuroeducación en los últimos años ha tenido incidencia en la
comprensión actual de la educación. Como ciencia interdisciplinar, la neuroeducación ha …

Neuromyths are misinterpretations of neuroscientific knowledge that may negatively affect
the development of science-based education. They arise from complex scientific advances …

The interdisciplinary field of neuroeducation is built on the connections among
neuroscience, cognitive science, psychology, and education in an effort to create a new …

Despite the breadth and depth of educational neuroscience research and teachers' interest
in neuroscience, teachers often have limited access to reputable sources. As a result …

We live in a time of multiple neuro-ontologies where one academic discipline after the other
adds on the prefix 'neuro-'to emphasize a new awareness of the significance of …