As children grow older, they tend to favour one hand over the other for certain tasks, particularly for writing or drawing. A child’s “handedness” is generally categorised as right, left or mixed, and tends to settle around the same time they acquire language – about four-years-old. It remains a persistent characteristic throughout our life. We now know that a child’s handedness says something about the organisation and function of their brain. See here for latest ideas on the development and evolution of handedness from Dr. Gillian Forrester (University of Westminster). Here are some of our recent papers in collaboration with Dr. Forrester:
The CEN Research Group, which is open to those interested in the latest developments in educational neuroscience, meets weekly at 4pm on Thursday afternoons.
Our spring schedule is now available here. Upcoming topics include the use of philosophy to develop reasoning skills in primary schools, spatial ability and science performance, chess in schools, and an investigation of cognitive deficits in children with cerebral palsy and how these impact mathematical ability.
The CEN Research Group is open to faculty members, postdoctoral fellows, and students at Birkbeck and UCL (especially those on the Educational Neuroscience and Developmental Sciences masters, and PhD students studying relevant topics). It is also open to educationalists, educational psychologists, and interested teachers. Meetings aim to enable an atmosphere of informal discussion of the latest findings in and challenges for neuroscience and psychology relevant to education. If you would like to attend, please contact us at: firstname.lastname@example.org
Two recent publications from the CEN illustrate how neuroscience methods can be linked to educational outcomes. These papers address, respectively, the implications of changes in brain plasticity for adult education, and why early diagnosed language delay in children sometimes resolves of its own accord and other times persists and requires intervention.
Knowland, V. C. P., & Thomas, M. S. C. (May, 2014). Educating the adult brain: How the neuroscience of learning can inform educational policy. International Review of Education.
Description: “The acquisition of new skills in adulthood can positively affect an individual’s quality of life, including their earning potential. In some cases, such as the learning of literacy in developing countries, it can provide an avenue to escape from poverty. In developed countries, job retraining in adulthood contributes to the flexibility of labour markets. For all adults, learning opportunities increase participation in society and family life. However, the popular view is that adults are less able to learn for an intrinsic reason: their brains are less plastic than in childhood. In this article, we review what is currently known from neuroscience research about how brain plasticity changes with age, with a particular focus on the ability to acquire new skills in adulthood. Anchoring our review in the examples of the adult acquisition of literacy and new motor skills, we address five specific questions: (1) Are sensitive periods in brain development relevant to learning complex educational skills like literacy? (2) Can adults become proficient in a new skill? (3) Can everyone learn equally effectively in adulthood? (4) What is the role of the learning environment? (5) Does adult education cost too much? We identify areas where further research is needed and conclude with a summary of principles for enhancing adult learning now established on a neuroscience foundation.”
Thomas, M. S. C. & Knowland, V. C. P. (April, 2014). Modelling mechanisms of persisting and resolving delay in language development. Journal of Speech, Language, and Hearing Research.
Description: “Purpose: This study employed neural network modeling to investigate the possible mechanistic basis of developmental language delay and test the viability of the hypotheses that persisting delay (PD) and resolving delay (RD) lie on a mechanistic continuum with normal development. Method: A population modeling approach was used to study individual rates of development in 1000 simulated individuals acquiring a notional language domain (here represented by English past tense). Variation was caused by differences in internal neurocomputational learning parameters, as well as the richness of the language environment. An early language delay group was diagnosed and individual trajectories then traced. Results: Quantitative variations in learning mechanisms were sufficient to produce PD and RD subgroups in similar proportions to empirical observations. In the model, persistent language delay was caused by limitations in processing capacity, while resolving delay was caused by low plasticity. Richness of the language environment did not predict the emergence of PD, but did predict the final ability levels of individuals with RD. Conclusion: Mechanistically, it is viable that PD and RD are only quantitatively different. There may be an interaction between environmental factors and outcome groups, with individuals with RD influenced more by the richness of the language environment.”
The schedule for the CEN Research Group meetings through to July is now available. Highlights include seminar presentations from Professor Susan Gathercole from University of Cambridge on interventions for working memory impairments in developmental disorders, and from Dr. Roi Cohen Kadosh from University of Oxford on whether neuroscience can enhance academic achievements. Other sessions consider mobile technology and deaf students, twin studies of reading development, spatial cognition and STEM education, and an e-learning tool for biochemical pathways. Sessions take place on Tuesday afternoons. See tab above for further details.
The CEN’s Professor Brian Butterworth, in collaboration with Prof. Yulia Kovas of Goldsmith’s College London, have just published a paper in the journal Science, entitled Understanding Neurocognitive Developmental Disorders Can Improve Education for All.
Professor Butterworth said “We now know that there are many disorders of neurological development that can give rise to learning disabilities, even in children of normal or even high intelligence, and that crucially these disabilities can also co-occur far more often that you’d expect based on their prevalence.
“We are also finally beginning to find effective ways to help learners with one or more specific learning disabilities [such as dyslexia, dyscalculia and autism], and although the majority of learners can usually adapt to the one-size-fits-all approach of whole class teaching, those with specific learning disabilities will need specialised support tailored to their unique combination of disabilities.”
See here for full UCL press release.
Appearing in the journal Trends in Neuroscience and Education:
Author: Michael S. C. Thomas. Title: Educational neuroscience in the near and far future: Predictions from the analogy with the history of medicine
Abstract: Educational neuroscience is an emerging field that, proponents argue, holds great promise for the future of education. Several commentators have drawn an analogy between what neuroscience might contribute to education in the future, and what science has historically contributed to medicine. In this article, I pursue the analogy in greater detail, in order to provide a glimpse of the possible implications of the discipline for education.
British Journal of Educational Psychology Monograph “Educational Neuroscience” based on CEN-BJEP conference in June 2010.
Details (including table of contents) available from this link