The Teaching Brain

Battro, Antonio M.

doi:10.1111/j.1751-228x.2009.01080.x

Cited by 31 publications

(27 citation statements)

References 7 publications

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“…Indeed, Battro's review of the teaching brain identifies the use of wearable brain image technologies in classrooms as a major new challenge for the field of Mind, Brain and Education (Battro 2010). Whereas studies discussed above used high-quality multiple electrode EEG apparatus, simple EEG devices now retail from below $100.…”

Section: Neurofeedbackmentioning

confidence: 98%

The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning

Howard-Jones

Ott

Leeuwen

et al. 2014

Learning, Media and Technology

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There is increasing interest in the application of cognitive neuroscience in educational thinking and practice, and here we review findings from neuroscience that demonstrate its potential relevance to technology-enhanced learning (TEL). First, we identify some of the issues in integrating neuroscientific concepts into TEL research. We caution against seeking prescriptive neuroscience solutions for TEL and emphasize the need, instead, to conceptualize TEL at several different levels of analysis (brain, mind and behaviour, including social behaviour). Our review emphasizes the possibility of combining TEL and neuroscience concepts in adaptive educational systems, and we consider instances of interdisciplinary technology-based interventions drawing on neuroscience and aimed at remediating developmental disorders. We also consider the potential relevance of findings from neuroscience for the development of artificial agency, creativity, collaborative learning and neural insights into how different types of multimodality may influence learning, which may have implications for the future developments of tangibles. Finally, we identify a range of reasons why dialogue between neuroscience and the communities involved with technology and learning is likely to increase in the future.

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Section: Neurofeedbackmentioning

confidence: 98%

The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning

Howard-Jones

Ott

Leeuwen

et al. 2014

Learning, Media and Technology

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“…We suggest that teaching research can benefit from an integrated multidisciplinary effort. Domains that have potential to add to our basic knowledge about teaching include the ontogenetic development of human teaching (Davis‐Unger & Carlson, , ; Strauss et al, ), anthropology (Greenfield, ), cultural evolution (Mesoudi, Whiten, & Laland, ), cognitive evolution (Arbilly, Motro, Feldman, & Lotem, ; Shultz, Nelson, & Dunbar, ), nonhuman animal teaching (comparative psychology) (Thornton & Raihani, , ), brain sciences (Battro, , ), artificial intelligence (Dessus, Mandin, & Zampa, ), cognitive archeology from prehistoric periods (Goren‐Inbar, ), psycholinguistics (Bartsch, Wright, & Estes, ), philosophy (Scheffler, ), intelligent tutoring systems (Kopp, Britt, Millis, & Graesser, ), computer–human interface systems, silicon–biology interfaces, and more.…”

Section: A Panoramic View Of Teachingmentioning

confidence: 99%

Teaching Is a Natural Cognitive Ability for Humans

Strauss

Ziv

2012

Mind Brain and Education

130

147

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We suggest that a multidisciplinary approach to teaching has potential to widen its scope. In that vein, we revisit our original claim that teaching is a natural cognitive ability among humans. We elaborate on three requirements for such an ability and report that, first, teaching strategies may be developmentally reliable. Findings indicate a possible normative developmental trajectory from age one year through adulthood. Second, teaching seems to be species‐typical, that is, it is a universal human achievement. Third, human teaching with a theory of mind (ToM) is species‐unique. Nonhuman animals may teach without a ToM.

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“…Developmental psychologists believe that ToM enables teachers to plan, evaluate, and reorganize their teaching to meet the needs of the learner (Strauss, Ziv, & Stein, ). Biologists agree that animals do not have ToM; animals do not modify their teaching based on the learner's ability and progress (Battro, ; Heyes, ; Penn & Povinelli, ; Premack & Premack, ; Premack, n.d. ; Strauss et al, ; Thornton & Raihani, ).…”

Section: Defining Teaching: It Is Not Just Semanticsmentioning

confidence: 99%

“…It is likely that we can observe the brain activity underlying specific teaching interactions with new neuroimaging technology (Battro, ). Prior technology has restricted research from capturing the complexity of the social interaction of teaching.…”

Section: The Teaching Brain: Developing a Comprehensive Modelmentioning

confidence: 99%

The Teaching Brain and the End of the Empty Vessel

Rodríguez¹

2012

Mind Brain and Education

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I am excited to present this special section that explores the teaching brain. The goal of the series is to facilitate a transition in the lens on teaching from an empty vessel to a phenomenon as dynamic, variable, and context‐dependent as learning. This transformation will likely push all of us to reevaluate our understanding and research on teaching. Over the coming year, each issue will provide several articles that seek to shed light on a different aspect of this burgeoning new area of research. This issue opens the series with a piece designed to lay out the conceptual framework and evidence base for a new way to think about teaching: the teaching brain. Next, Michael Chazan gives an archeological grounding for the existence of teaching in the earliest ancestors of Homo sapiens. Sidney Strauss and Margalit Ziv then describe how teaching is a fundamental human cognitive ability. Together, these articles begin to create a paradigm shift in the definition of teaching. We look forward to an exciting journey.

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The Teaching Brain

Cited by 31 publications

References 7 publications

The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning

The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning

Teaching Is a Natural Cognitive Ability for Humans

The Teaching Brain and the End of the Empty Vessel

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