Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/5959
Title: | The neurological basis of intelligence: Implications for education – An abstract | Contributor(s): | Geake, John (author) | Publication Date: | 2005 | Handle Link: | https://hdl.handle.net/1959.11/5959 | Abstract: | This editorial reviews the neurological research covered in this issue of Gifted and Talented. Professor Geake reflects that one of the greatest challenges for cognitive neuroscience is to understand how the brain is intelligent. He reflects on the varied approaches in neuroimaging that produce statistical data that may inform correlations between neural structures and aspects of cognition being investigated. He explains how interpretations of the data are complicated and warns against over simplistic accounts of brain functioning such as brain gym, left-right brain thinking or VAK cognitive styles. Instead, intellectual challenge and the connection of concepts in the curriculum may be more significant research issues in the neurological basis in education. | Publication Type: | Journal Article | Source of Publication: | Gifted and Talented, 9(1), p. 8-8 | Publisher: | National Association for Gifted Chidren | Place of Publication: | United Kingdom | ISSN: | 1366-9524 | Fields of Research (FoR) 2008: | 179999 Psychology and Cognitive Sciences not elsewhere classified 130399 Specialist Studies in Education not elsewhere classified |
Socio-Economic Objective (SEO) 2008: | 939999 Education and Training not elsewhere classified | Peer Reviewed: | Yes | HERDC Category Description: | C5 Other Refereed Contribution to a Scholarly Journal | Publisher/associated links: | http://www.nagcbritain.org.uk/file_upload/nb.pdf http://www.tlrp.org/dspace/handle/123456789/1341 |
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Appears in Collections: | Journal Article School of Education |
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