How the brain processes quantitative information-new studies

New research summarized at Science Daily that is providing new insights into how the brain processes quantiative/numerical (Gq/Gf-RQ) information. Below is the first paragraph of the article.

• Two studies in the January 18, 2007, issue of the journal Neuron, published by Cell Press, shed significant light on how the brain processes numerical information--both abstract quantities and their concrete representations as symbols. The researches said their findings will contribute to understanding how the brain processes quantitative information as well as lead to studies of how numerical representation in the brain develops in children. Such studies could aid in rehabilitating people who suffer from dyscalculia--an inability to understand, remember, and manipulate numbers. The researchers also said their findings offer insight into the mystery of how the brain learns to associate abstract symbols precisely with quantities.

Scientific American also provides coverage of these two studies

Technorati Tags: psychology, educational psychology, education, school psychology, special education, LD, learning disabilities, dyscalculia, Gq, Gf, quantitative, math, numerical, neuropsychology, information processing

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Application of cognitive neuroscience research to education: Good overview/intro article

Following up on yesterday's small burst of posts regarding the fact/fiction surrounding the implications of brain-based (i.e., based on neuroscience) for education, I found the following very good overview article. Although not exhaustive or a definitive statement of the state-of-the-art of the neuroscience of education, I think this is a very good introductory overview article. I found the overview of neuroscience methods particulary good. I had not appreciated the differential sensitivity of different brain study methodologies as a function of temporal and spatial sensitivity (see above figure). Readers interested in the application of neuroscience research to the study of severe reading (dyslexia) and math (dyscalculia) disabilities will find the later half of the article interesting, although I believe these disability-related reviews are more illustrative than definitive (does not integrate all relevant neuroscience research findings regarding these forms of learning disabilites)

• Katzir, T & Paré-Blagoev, J. (2006) Applying Cognitive Neuroscience Research to Education: The Case of Literacy. Educational Psychologist, 41(1`), 53,74 (click here to view)
  

Abstract

• Neuroscience has provided fascinating glimpses into the brain’s development and function. Despite remarkable progress, brain research has not yet been successfully brought to bear in many fields of educational psychology. In this article, work on literacy serves as a test case for an examination of potential future bridges linking mind, brain, and educational psychology. This article proposes a model for integrating research in the cognitive neurosciences with educational psychology and reviews how neuroscience is providing new data relevant to 3 major controversies in the field of dyslexia. This article also discusses the relevance of these findings for psychoeducational assessment and instruction and suggests innovative venues for interdisciplinary research.

Technorati Tags: psychology, educational psychology, neuropsyhchology, neuroscience, neurology, cognition, cognitive, intelligence, IQ, achievement, learning, dyslexia, dyscalculia, learning disabilities, reading, math, fMRI, brain, IQ Brain Clock, IQs Corner

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