Ethical dimensions of translational developmental neuroscience research in autism

Whether online edutainment gaming can enhance intelligence, student learning, or scholastic performance remains hotly debated in education research circles. In response to this academic issue, and in order to address a number of educational policy questions asked of the authors by several government organisations, the authors have developed the online e@Leader edutainment gaming platform as a solution. Their e@Leader program is the first comprehensive ‘learning by gaming’ system to also be designed according to the findings of advanced machine learning and cognitive developmental neuroscience research. In 2008, the first empirical evidence was generated with its use, and together with its built-in assessment system, integrated into the school curriculum. Beyond this existence proof of concept, and practical program application for educational use, results of beta-testing with the e@Leader system across primary schools in two countries support the claim for tutored online educational gaming in enhancing intelligence, active student learning, and scholastic performances in English and math.

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A Call for Greater Attention to Culture in the Study of Brain and Development

10.31234/osf.io/jdpqs ◽

2020 ◽

Author(s):

Yang Qu ◽

Nathan Jorgensen ◽

Eva H. Telzer

Keyword(s):

Cognitive Neuroscience ◽

Cultural Psychology ◽

Developmental Psychology ◽

Interdisciplinary Approach ◽

Cultural Neuroscience ◽

Cultural Issues ◽

Developmental Neuroscience ◽

Neuroscience Research ◽

Meta Analyses ◽

Developmental Cognitive Neuroscience

Despite growing research on neurobiological development, little attention has been paid to cultural and ethnic variation in neurodevelopmental processes. We present an overview of the current state of developmental cognitive neuroscience, with respect to its attention to cultural issues. Analyses based on 80 publications represented in 5 recent meta-analyses related to adolescent developmental neuroscience show that 99% of the publications utilized samples in Western countries. Only 22% of studies provided a detailed description of participants’ racial/ethnic background and 18% for socioeconomic status. Results reveal a trend in developmental cognitive neuroscience research: not only is this body of research mostly derived from Western samples, but the race/ethnicity of the majority of participants is unknown. To achieve a holistic perspective on brain development in different cultural contexts, we propose and highlight an emerging interdisciplinary approach – developmental cultural neuroscience – the intersection of developmental psychology, cultural psychology, and cognitive neuroscience. Developmental cultural neuroscience aims to elucidate cultural similarities and differences in neural processing across the lifespan. We call attention to the importance of incorporating culture into the empirical investigation of neurodevelopment.

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Enhancing Intelligence, English and Math Competencies in the Classroom via e@Leader Integrated Online Edutainment Gaming and Assessment

Cases on Assessment and Evaluation in Education ◽

10.4018/978-1-4666-2621-8.ch012 ◽

2012 ◽

pp. 277-303 ◽

Cited By ~ 1

Author(s):

Anthony R. Dickinson ◽

Diane Hui

Keyword(s):

Student Learning ◽

Primary Schools ◽

School Curriculum ◽

Assessment System ◽

Developmental Neuroscience ◽

Neuroscience Research ◽

Scholastic Performance ◽

Practical Program ◽

Program Application ◽

Beta Testing

Whether online edutainment gaming can enhance intelligence, student learning, or scholastic performance remains hotly debated in education research circles. In response to this academic issue, and in order to address a number of educational policy questions asked of the authors by several government organisations, the authors have developed the online e@Leader edutainment gaming platform as a solution. Their e@Leader program is the first comprehensive ‘learning by gaming’ system to also be designed according to the findings of advanced machine learning and cognitive developmental neuroscience research. In 2008, the first empirical evidence was generated with its use, and together with its built-in assessment system, integrated into the school curriculum. Beyond this existence proof of concept, and practical program application for educational use, results of beta-testing with the e@Leader system across primary schools in two countries support the claim for tutored online educational gaming in enhancing intelligence, active student learning, and scholastic performances in English and math.

Download Full-text

Cerebral palsy: towards developmental neuroscience

Developmental Medicine & Child Neurology ◽

10.1017/s0012162205000836 ◽

2005 ◽

Vol 47 (7) ◽

pp. 435-435 ◽

Cited By ~ 5

Author(s):

Ingeborg Krägeloh-Mann

Keyword(s):

Cerebral Palsy ◽

Developmental Neuroscience

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Social Psychology and Noninvasive Electrical Stimulation

European Psychologist ◽

10.1027/1016-9040/a000247 ◽

2016 ◽

Vol 21 (1) ◽

pp. 30-40 ◽

Cited By ~ 6

Author(s):

Paulo S. Boggio ◽

Gabriel G. Rêgo ◽

Lucas M. Marques ◽

Thiago L. Costa

Keyword(s):

Social Psychology ◽

Social Neuroscience ◽

Special Focus ◽

Social Pain ◽

Substantial Evidence ◽

Social Decision ◽

Correlational Research ◽

Neuroscience Research ◽

Social Decision Making ◽

Brain Behavior

Abstract. Social neuroscience and psychology have made substantial advances in the last few decades. Nonetheless, the field has relied mostly on behavioral, imaging, and other correlational research methods. Here we argue that transcranial direct current stimulation (tDCS) is an effective and relevant technique to be used in this field of research, allowing for the establishment of more causal brain-behavior relationships than can be achieved with most of the techniques used in this field. We review relevant brain stimulation-aided research in the fields of social pain, social interaction, prejudice, and social decision-making, with a special focus on tDCS. Despite the fact that the use of tDCS in Social Neuroscience and Psychology studies is still in its early days, results are promising. As better understanding of the processes behind social cognition becomes increasingly necessary due to political, clinical, and even philosophical demands, the fact that tDCS is arguably rare in Social Neuroscience research is very noteworthy. This review aims at inspiring researchers to employ tDCS in the investigation of issues within Social Neuroscience. We present substantial evidence that tDCS is indeed an appropriate tool for this purpose.

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