History
Cognitive neuroscience, as defined by Wikipedia, is concerned with the underlying biological conditions underlying cognition. It addresses the questions of how cognitive functions are addressed by the brain, and the task of neural science then is to explain behavior in terms of the activities of the brain. In the end of the 18th century, Franz Joseph Gall, a physician and neuro-anatomist proposed that specific regions of the cerebral cortex controlled specific functions and that the cortex was divided.
We know that the brain operations responsible for our cognitive abilities occur primarily in the cerebral cortex (Kandel, 2000), and radiographic imaging techniques have made it possible to visualize these areas in living subjects. What has been a fascinating advance is that the brain can be imaged while performing specific tasks, and those tasks can be related to discrete regions of the brain. “Gall’s original idea that different regions are specialized for different functions is now accepted as one of the cornerstones of modern brain science” (Kandel, E., Schwarcz, J., Jessell, T. Principals of Neural Science, p.9).
PET scanning as shown below, identifies specific regions in the cortex light up when a word is spoken and listened to or read. These contrasting images illustrate how recognition of sensory information is distributed across different areas called networks. The distributed nature of recognition has a profound implication on individual differences.
We know that the brain operations responsible for our cognitive abilities occur primarily in the cerebral cortex (Kandel, 2000), and radiographic imaging techniques have made it possible to visualize these areas in living subjects. What has been a fascinating advance is that the brain can be imaged while performing specific tasks, and those tasks can be related to discrete regions of the brain. “Gall’s original idea that different regions are specialized for different functions is now accepted as one of the cornerstones of modern brain science” (Kandel, E., Schwarcz, J., Jessell, T. Principals of Neural Science, p.9).
PET scanning as shown below, identifies specific regions in the cortex light up when a word is spoken and listened to or read. These contrasting images illustrate how recognition of sensory information is distributed across different areas called networks. The distributed nature of recognition has a profound implication on individual differences.
The MRI brain images belowshows brain activity of 3 people performing the same task. The level of brain activity is designated in color, with blue indicating low activity (a practiced task); red indicating a high level of activity (a novel task) and yellow a extremely high level of activity ( a brand new task). When students perform the same academic task, the patterns of activity in their brains are as unique as their fingerprints.
Brain research shows that the complex abilities apparent in individual kids are reflected on the inside, as well as the outside. Parts of the brain involved in reading, math, music, and personal relationships are different -- larger or smaller, more or less active -- in every child. These circuits are independent, so even if a child struggles in one domain, like reading, he may have a neurological advantage in others. (Edutopia, Brain Imagery Probes the Idea of Diverse Intelligences)
Pioneers of Neuroscience
Russian psychologist Leo Vygotsky (1896-1934) describes the three prerequisites for learning (Rose, 2008) as; recognition of information to be learned, application of strategies to process that information and an engagement with the learning task.
He proposed that the development of higher cognitive functions in children that saw the emergence of the reasoning, happened through practical activity in a social environment. Vygotsky poisted the concept of the Zone of Proximal Development, which refers to the way learners learn best, in an environment of both challenge and support, and with links to previous learning.
He proposed that the development of higher cognitive functions in children that saw the emergence of the reasoning, happened through practical activity in a social environment. Vygotsky poisted the concept of the Zone of Proximal Development, which refers to the way learners learn best, in an environment of both challenge and support, and with links to previous learning.
John Dewey (1859-1952)
John Dewey believed education must engage with and expand the learners experience, and those methods that are used to educate must provide for exploration, thinking and reflection.
“ Neuroscience now supports the sort of active learning Dewey fostered as the way people naturally learn.” (Zull, 2002)
John Dewey believed education must engage with and expand the learners experience, and those methods that are used to educate must provide for exploration, thinking and reflection.
“ Neuroscience now supports the sort of active learning Dewey fostered as the way people naturally learn.” (Zull, 2002)
Jean Piaget (1896-1980)
Jean Piaget is recognized as the leading theorist in developmental psychology. Piaget believed that the principle of education in the schools should be creating men women who are capable of doing new things, not simply repeating what other generations have done.
He refers to an educational system where the environment, curriculum, materials and instruction are consistent with the students physical and cognitive abilities, as well as their social and emotional needs (Good and Kromhout, 1978).
Jean Piaget is recognized as the leading theorist in developmental psychology. Piaget believed that the principle of education in the schools should be creating men women who are capable of doing new things, not simply repeating what other generations have done.
He refers to an educational system where the environment, curriculum, materials and instruction are consistent with the students physical and cognitive abilities, as well as their social and emotional needs (Good and Kromhout, 1978).