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Scientific and Pragmatic Challenges for Bridging Education and Neuroscience

SASHANK VARMA is a research associate at the Stanford Center for Innovations in Learning, 450 Serra Mall, Building 160, Stanford, CA 94305; sashank{at}stanford.edu. His research, using both experimental and computational approaches, focuses on complex forms of cognition, such as sentence comprehension, mathematical reasoning, and problem solving

Bruce D. McCandliss

BRUCE D. MCCANDLISS is an associate professor of psychology at the Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, 1300 York Avenue, Box 140, New York, NY 10021; bdm2001{at}med.cornell.edu. His research applies cognitive neuroscience tools to contribute to the understanding of changes in brain function across learning, education, and development, especially as they relate to speech perception, reading, and math

Daniel L. Schwartz

DANIEL L. SCHWARTZ is a professor of education at Stanford University, School of Education, 485 Lasuen Mall, Stanford, CA 94305; daniel.schwartz{at}stanford.edu. His research focuses on student understanding and representation and the ways that technology can facilitate learning; he works at the intersection of cognitive science, computer science, and education, examining cognition and instruction in individual, cross-cultural, and technological settings

Educational neuroscience is an emerging effort to integrate neuroscience methods, particularly functional neuroimaging, with behavioral methods to address issues of learning and instruction. This article consolidates common concerns about connecting education and neuroscience. One set of concerns is scientific: in-principle differences in methods, data, theory, and philosophy. The other set of concerns is pragmatic: considerations of costs, timing, locus of control, and likely payoffs. The authors first articulate the concerns and then revisit them, reinterpreting them as potential opportunities. They also provide instances of neuroscience findings and methods that are relevant to education. The goal is to offer education researchers a window into contemporary neuroscience to prepare them to think more specifically about the prospects of educational neuroscience.

Key Words: brain • development • dyscalculia • dyslexia • education • math • mathematics • neuroscience • reading

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