I was drawn to this article by the title but was disappointed to find it was a clumsy effort to disguise some questionable cognitive psychology as neuroscience. Now, yes, phenomena like neuroplasticity can inform pedagogy. But 'working memory' is not a part of neuroscience; it's part of cognitive load theory. And out the other end come approaches that more fictional than learning styles, like "training individuals to regulate their brain activity to improve cognitive performance." Hey, I'm for brain-computer interfaces as much as the next guy. But I have no illusion that learning systems "adapt to individual learners' needs and preferences based on real-time data on brain activity and learning patterns."
Today: 13 Total: 373 [Direct link] [Share]
