認知神經科學(一):注意力、發展與學習

This course will provide an overview of the fundamentals of cognitive neuroscience and introduce the brain networks underlying the development of attention and learning and their relationships. We will also evaluate previous studies that attempt to bridge cognitive neuroscience and education. By the end of the course, students will have a basic understanding of the brain structures and functions and how they support attention and develop over time. Students will also learn about the recent developments in cognitive neuroscience that may have potential applications to education and learning. They will develop their own reflection and critical evaluation on the ongoing debates about using cognitive neuroscience research to inform education and learning.

Lectures Classroom and small-group discussions

Class attendance and participation (20%) Online quizzes (15%) Thought questions (15%) Mid-term paper (25%) Mini-review (25%)

Course text: Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2013). Cognitive Neuroscience: The Biology of the Mind (4th ed.). New York: W. W. Norton & Company. Journal papers: Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., ... & Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later. Proceedings of the National Academy of Sciences, 108(36), 14998-15003. Dougherty, M.R., & Robey, A. (2018). Neuroscience and education: A bridge astray? Current Directions in Psychological Science, 27(6), 401-406. Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J., & Hilton, K. A. (2008). Attentional and executive function behaviours in children with poor working memory. Learning and individual differences, 18(2), 214-223. Gonon, F., Bezard, E., & Boraud, T. (2011). Misrepresentation of neuroscience data might give rise to misleading conclusions in the media: The case of attention deficit hyperactivity disorder. PloS One, 6(1), e14618. Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The brain basis for integrated social, emotional and academic development: How emotions and social relationships drive learning. The Aspen Institute National Commission on Social, Emotional and Academic Development. Lee, H. W., & Juan, C. H. (2013). What can cognitive neuroscience do to enhance our understanding of education and learning? Journal of Neuroscience and Neuroengineering, 2(4), 393-399. Morton, J. B., & Harper, S. N. (2007). What did Simon say? Revisiting the bilingual advantage. Developmental Science, 10(6), 719-726. OECD. (2007). Understanding the brain: The birth of a learning science. Paris: Organisation for Economic Co-operation and Development. Perry, B. D. (2002). Childhood experience and the expression of genetic potential: What childhood neglect tells us about nature and nurture. Brain and Mind, 3, 79-100. Raz, A., & Buhle, J. (2006). Typologies of attentional networks. Nature Reviews Neuroscience, 7, 367-379. Rueda, M. R., & Posner, M. I. (2013). Development of attention networks. The Oxford Handbook of Developmental Psychology, 1, 683-705. In Philip David Zelazo (ed.) The Oxford Handbook of Developmental Psychology, Vol. 1: Body and Mind. Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, E. A. (2016). Do “brain-training” programs work? Psychological Science in the Public Interest, 17(3), 103-186. Willingham, D. T., & Lloyd, J. W. (2007). How educational theories can use neuroscientific data. Mind, Brain, and Education, 1(3), 140-149.

時間

By appointment