
Contents
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The Basics of the Developing and Learning Brain The Basics of the Developing and Learning Brain
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The Building Blocks of the Brain The Building Blocks of the Brain
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Brain Maturation and Ontogenesis Brain Maturation and Ontogenesis
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Sensitive Periods of Development, Learning, and Neuroplasticity Sensitive Periods of Development, Learning, and Neuroplasticity
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Environment and the Brain Environment and the Brain
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Reading Reading
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The Importance of Reading Acquisition The Importance of Reading Acquisition
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Learning to Read: Cognitive Aspects Learning to Read: Cognitive Aspects
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Domain-Specific: Language-Related Cognitive Aspects Domain-Specific: Language-Related Cognitive Aspects
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Domain-General Cognitive Abilities: The Case of Executive Functions Domain-General Cognitive Abilities: The Case of Executive Functions
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Learning to Read: Brain Aspects Learning to Read: Brain Aspects
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General Description of Reading Networks in the Brain—Expert Readers General Description of Reading Networks in the Brain—Expert Readers
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Brain Plasticity and Skill Acquisition Brain Plasticity and Skill Acquisition
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When Learning to Read Goes Wrong: Developmental Dyslexia When Learning to Read Goes Wrong: Developmental Dyslexia
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Brain Bases of Developmental Dyslexia Brain Bases of Developmental Dyslexia
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Cognitive Bases of Developmental Dyslexia Cognitive Bases of Developmental Dyslexia
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Remediation Perspectives Remediation Perspectives
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Mathematics Mathematics
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What Numerical Competencies Do Children Possess? What Numerical Competencies Do Children Possess?
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Domain-Specific Prerequisites for the Acquisition of Mathematical Competencies Domain-Specific Prerequisites for the Acquisition of Mathematical Competencies
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The Approximate Number System Hypothesis The Approximate Number System Hypothesis
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Symbolic Number Knowledge Hypothesis Symbolic Number Knowledge Hypothesis
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How Can We Characterize the Mental Number Representation? How Can We Characterize the Mental Number Representation?
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Implications for Mathematical Education Implications for Mathematical Education
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Executive Functions in School Learning Executive Functions in School Learning
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A Brief Definition A Brief Definition
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Evidence for the Role of Inhibitory Control in School Learning Evidence for the Role of Inhibitory Control in School Learning
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Rational Number Rational Number
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Arithmetic Word Problems Arithmetic Word Problems
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Deductive Reasoning Deductive Reasoning
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Learning to Inhibit Misleading Heuristics to Overcome Errors in the Classroom Learning to Inhibit Misleading Heuristics to Overcome Errors in the Classroom
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A Note of Caution to Bridge the Gap between Cognitive Neuroscience and Education A Note of Caution to Bridge the Gap between Cognitive Neuroscience and Education
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Authors’ Note Authors’ Note
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References References
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The Learning Brain: A New Perspective for Education
Get accessUniversité de Paris, LaPsyDÉ, CNRS, F-75005 Paris, France
Université de Paris, LaPsyDÉ, CNRS, F-75005 Paris, France
Université de Paris, LaPsyDÉ, CNRS, F-75005 Paris, France and Institut Universitaire de France, France
Université de Paris, LaPsyDÉ, CNRS, F-75005 Paris, France
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Published:20 November 2023
Cite
Abstract
In this chapter, the authors first present the latest findings regarding the developing and the learning brain, and in particular that such development is nonlinear and dynamic and more affected by the environment than originally conceived. The authors then provide a comprehensive review of the latest findings on the domain-specific and domain-general neurocognitive processes involved in learning to read and learning mathematics in typically developing children and children with learning disabilities. In the fourth part of the chapter, the authors focus on the role of executive functions and inhibitory control more specifically, in school learning, such as arithmetic word problem and deductive reasoning. In addition, the authors present evidence that pedagogical interventions based on teaching to inhibit a given misleading strategy can be effective in helping students overcome systematic errors in different school learning. The authors conclude this chapter by providing a note of caution and a framework to bridge the gap between educational neuroscience in the lab and pedagogical practice in the classroom. More specifically, the authors argue that translating findings from cognitive neuroscience into intervention is a complex and arduous process that takes time but is worth a try given the importance of reading, mathematical, and reasoning skills in industrialized societies and the struggles that many students experience in learning these cultural tools.
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