ABSTRACT. Over the past decade, there has been increasing evidence describing the scope of educational neuroscience, improvements in cognitive function and educational practices, the educational relevance of neuroscientific investigations, and educators’ perceptions of the function of neuroscience and education. Applying new conceptual and methodological approaches, this study advances to the next level research on educators’ motivations for learning about neuroscience, the ways neuroscience can contribute to educational practice, the neurobiological systems that strengthen emotional functioning in social interactions, and the neurological connection between cognition and emotion. pp. 70–75

Keywords: cognitive neuroscience; educational practice; social interaction

How to cite: Pera, Aurel (2014), “The Integration of Cognitive Neuroscience in Educational Practice,” Contemporary Readings in Law and Social Justice 6(1): 70–75.

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