Experimental contributions to cognitive neuroscience theories of memory: A special issue in recognition of the contribution of Andrew Mayes

2012 ◽  
Vol 50 (13) ◽  
pp. 2957-2960 ◽  
Author(s):  
Daniela Montaldi
Keyword(s):  
Cognitive Neuroscience ◽  
Special Issue

Thoughts for food in cognitive neuroscience: An introduction to the special issue

2016 ◽  
Vol 110 ◽  
pp. 1-3
Author(s):  
Raffaella I. Rumiati ◽  
Giuseppe di Pellegrino
Keyword(s):  
Cognitive Neuroscience ◽  
Special Issue

scholarly journals Special Issue: Neural Bases of Cognitive Processing

2021 ◽  
Vol 11 (10) ◽  
pp. 1286
Author(s):  
Francesco Di Russo ◽  
Stefania Lucia
Keyword(s):  
Cognitive Processing ◽  
Cognitive Neuroscience ◽  
Special Issue ◽  
Mental Processes ◽  
Brain Functions ◽  
Neural Bases ◽  
And Behavior

The main aim of Cognitive Neuroscience is investigating how brain functions lead to mental processes and behavior [...]

Preface to the special issue on computational cognitive neuroscience

2010 ◽  
Vol 1365 ◽  
pp. 1-2
Author(s):  
Suzanna Becker ◽  
David C. Noelle
Keyword(s):  
Cognitive Neuroscience ◽  
Special Issue

scholarly journals Editorial: Brain, mind and educational technology

2016 ◽  
Vol 32 (6) ◽  
Author(s):  
Jason M Lodge ◽  
Gregor Kennedy ◽  
Lori Lockyer
Keyword(s):  
Cognitive Neuroscience ◽  
Virtual Classroom ◽  
Educational Technologies ◽  
Educational Neuroscience ◽  
Special Issue ◽  
Digital Environments ◽  
Foundational Research ◽  
Improving Student Learning ◽  
The Brain ◽  
Insight Into

The emergence and growth of research in cognitive neuroscience over recent decades has led to important discoveries about how the brain and mind work. These discoveries have potential implications for the use of educational technologies and provide insight into possibilities for improving student learning in digital environments. Despite the promise of the emerging field of educational neuroscience, it is difficult to translate findings from the laboratory to the physical or virtual classroom. The articles in this special issue of AJET are attempts to bridge this gap. We hope that this special issue will serve as a catalyst for further work on the translation of foundational research on the brain and mind to learning design and teaching with educational technologies.

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