1. BJEP Current Trends Conference Series 2010 Educational Neuroscience: An Emerging Discipline

2. EDUCATIONAL NEUROSCIENCE:An Emerging Discipline Dyscalculics have reduced grey matter density here 3. Gap between basic research and educational applications From Scopus data base No. of papers Year 4. Gap between basic research and educational applications From Scopus data base No. of papers Year Published studies of brain activity in children AND education child AND fMRI OR ERP 5. To bridge the gap we need to build a new discipline 6. Cognitive neuroscience Pedagogic intervention Behavioural data Educational Psychology Educational Neuroscience Informs Generates Informs Informs Informs Informs Informs Informs 7. Embedding the new discipline

The Centre for Educational Neuroscience

• UCL-Birkbeck-IOE collaboration since 2008

• Workshops, seminars, meetings, courses, researchstudies

• Website( www.educationalneuroscience.org )

• Wikipedia article( http://en.wikipedia.org/wiki/Educational_Neuroscience )

8. Educational Neuroscience&EducationalPsychology Norah Frederickson, UCL 9. The Rationale

Neuroscience has the potential to make important contributions to education. These potential contributions are of at least three kinds:

novel understanding about the biological and environmental processes determining learning;

the identification of early neural markers for educational risk; and

neural methods for evaluating different teaching approaches, remediation packages or educational debates

( Foresight Project ReportSR-E1, p2)

10. The Challenge

The Foresight Report recognises that the potential of neuroscience is not yet realized, and identifies a key challenge:

The rather different philosophies underpinning education and the natural sciences are impeding this engagement (Ib).

This conference brings together Educationalists, Neuroscientists and Psychologists to promote dialogue in attempting to tackle this challenge.

11. The challenge of applying psychology

You make a great, a very great mistake if you think that psychology, being the science of minds laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate classroom use.Psychology is a science and teaching is an art: and sciences never generate arts directly out of themselves.An intermediary inventive mind, must make the application, by using its originality.

James, 1899 (pp.23-24)

12. Educational Psychologists a crucial link ?

A group of professionals who apply psychology to promote childrens learning and development, predominately within educational settings and working with teachers

Educational Psychologists could be ideally placed to play a crucial role in the development of Educational Neuroscience.

13. Interactive factors (IF) frameworkSource: Frederickson & Cameron (1999) 14. Trauma, abuse, etc. (Dodge) Coercive parenting(Patterson) Hostile attribution biases/motives Biased responseevaluations Amygdala dysfunction Frontal dysfunction Dysfunctional VIM (Blair) Executive dysfunction (Caspi & Moffit) Antisocial behaviour (CP/APD) Particular cognitive processing. Integrative causal model on conduct disorder (From Krol, Morton & De Bruyn, 2004) 15.

How should educational psychologists use neuroscience?

What use is neuroscience to educationalpsychologists?

What do educational psychologists want toknow from neuroscientists?

How can educational psychologists helpneuroscientists to help them?

Anticipating Question Time Housekeeping 16. BJEP Current Trends Conference Series 2010 How should Educational Psychologists use Neuroscience?