Neuroscience, education and educational efficacy research

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

Abstract

There exists a plethora of commercial products that are claimed to be of assistance for children with educational difficulties, especially 'learning disabilities'. Typically, these products are claimed by their originators to be based on something neuroscientific, or at least to be 'inspired' by neuroscience. However, for many of these programmes, any true link with neuroscience is non-existent or tenuous at best. This chapter discusses the use of controlled trials and neuroscientific data to assess educational treatments.

LanguageEnglish
Title of host publicationNeuroscience in Education
Subtitle of host publicationThe good, the bad, and the ugly
EditorsSergio Della Sala, Mike Anderson
Place of PublicationNew York
PublisherOxford University Press
Pages215-221
Number of pages7
ISBN (Electronic)9780191739187
ISBN (Print)9780199600496
DOIs
Publication statusPublished - 24 May 2012

Fingerprint

Neuroscience
Efficacy
Education
Learning Disability
Controlled

Cite this

Coltheart, M., & McArthur, G. (2012). Neuroscience, education and educational efficacy research. In S. Della Sala, & M. Anderson (Eds.), Neuroscience in Education: The good, the bad, and the ugly (pp. 215-221). New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199600496.003.0061
Coltheart, Max ; McArthur, Genevieve. / Neuroscience, education and educational efficacy research. Neuroscience in Education: The good, the bad, and the ugly. editor / Sergio Della Sala ; Mike Anderson. New York : Oxford University Press, 2012. pp. 215-221
@inbook{9877b1b996f64ab99446b95334d216b8,
title = "Neuroscience, education and educational efficacy research",
abstract = "There exists a plethora of commercial products that are claimed to be of assistance for children with educational difficulties, especially 'learning disabilities'. Typically, these products are claimed by their originators to be based on something neuroscientific, or at least to be 'inspired' by neuroscience. However, for many of these programmes, any true link with neuroscience is non-existent or tenuous at best. This chapter discusses the use of controlled trials and neuroscientific data to assess educational treatments.",
author = "Max Coltheart and Genevieve McArthur",
year = "2012",
month = "5",
day = "24",
doi = "10.1093/acprof:oso/9780199600496.003.0061",
language = "English",
isbn = "9780199600496",
pages = "215--221",
editor = "{Della Sala}, Sergio and Mike Anderson",
booktitle = "Neuroscience in Education",
publisher = "Oxford University Press",
address = "United Kingdom",

}

Coltheart, M & McArthur, G 2012, Neuroscience, education and educational efficacy research. in S Della Sala & M Anderson (eds), Neuroscience in Education: The good, the bad, and the ugly. Oxford University Press, New York, pp. 215-221. https://doi.org/10.1093/acprof:oso/9780199600496.003.0061

Neuroscience, education and educational efficacy research. / Coltheart, Max; McArthur, Genevieve.

Neuroscience in Education: The good, the bad, and the ugly. ed. / Sergio Della Sala; Mike Anderson. New York : Oxford University Press, 2012. p. 215-221.

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

TY - CHAP

T1 - Neuroscience, education and educational efficacy research

AU - Coltheart, Max

AU - McArthur, Genevieve

PY - 2012/5/24

Y1 - 2012/5/24

N2 - There exists a plethora of commercial products that are claimed to be of assistance for children with educational difficulties, especially 'learning disabilities'. Typically, these products are claimed by their originators to be based on something neuroscientific, or at least to be 'inspired' by neuroscience. However, for many of these programmes, any true link with neuroscience is non-existent or tenuous at best. This chapter discusses the use of controlled trials and neuroscientific data to assess educational treatments.

AB - There exists a plethora of commercial products that are claimed to be of assistance for children with educational difficulties, especially 'learning disabilities'. Typically, these products are claimed by their originators to be based on something neuroscientific, or at least to be 'inspired' by neuroscience. However, for many of these programmes, any true link with neuroscience is non-existent or tenuous at best. This chapter discusses the use of controlled trials and neuroscientific data to assess educational treatments.

UR - http://www.scopus.com/inward/record.url?scp=84920473909&partnerID=8YFLogxK

U2 - 10.1093/acprof:oso/9780199600496.003.0061

DO - 10.1093/acprof:oso/9780199600496.003.0061

M3 - Chapter

SN - 9780199600496

SP - 215

EP - 221

BT - Neuroscience in Education

A2 - Della Sala, Sergio

A2 - Anderson, Mike

PB - Oxford University Press

CY - New York

ER -

Coltheart M, McArthur G. Neuroscience, education and educational efficacy research. In Della Sala S, Anderson M, editors, Neuroscience in Education: The good, the bad, and the ugly. New York: Oxford University Press. 2012. p. 215-221 https://doi.org/10.1093/acprof:oso/9780199600496.003.0061