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Neuromodulation: A Glance to the Future From the Junction of Education and Neuroscience

Yıl 2021, Cilt: 19 Sayı: 1, 542 - 567, 25.06.2021
https://doi.org/10.37217/tebd.868102

Öz

Recent years have seen a major growth of global interest in the biological basis of cognitive processes. Leading psychologists and neuroscientists have begun to come together to unlock the mystery of human cognition via widespread and coordinated efforts. The field educational neuroscience reflected this global trend as a highly regarded discussion platform, driven by the fact that neuroscience knowledge can be translated into education via multiple routes. However, an evidence-based discussion platform does not currently exist in Turkey, neither a field of practice. The present study aims to provide a glimpse about the extent of this gap. Consisting of two main subsections, the present study first reviews the current projects aiming to translate neuroscience knowledge into education. Then, the second section outlines the future prospects and renders the ways in which current neuroscience knowledge is pertinent to education in the context of neuromodulation.

Destekleyen Kurum

UK Economic and Social Research Council (ESRC)

Proje Numarası

ES/P000592

Kaynakça

  • Ansari, D. (2008). Effects of development and enculturation on number representation in the brain. Nature Reviews Neuroscience, 9, 278-291.
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  • Artemenko, C., Soltanlou, M., Bieck, S. M., Ehlis, A. C., Dresler, T., & Nuerk, H. C. (2019). Individual differences in math ability determine neurocognitive processing of arithmetic complexity: A combined fNIRS-EEG study. Frontiers in Human Neuroscience, 13, 227. https://doi.org/10.3389/fnhum.2019.00227
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  • Bard, I., Gaskell, G., Allansdottir, A., da Cunha, R. V., Eduard, P., Hampel, J., Hildt, E., …, & Zwart, H. (2018). Bottom-up ethics -neuroenhancement in education and employment. Neuroethics, 11(3), 309–322.
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  • Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, 429. https://doi.org/10.3389/fpsyg.2012.00429
  • Demir, M., Usta, M., Yayla, A., Taşkın, N., Hastunç, Y., & Alav, Ö. (2016). Çeşitli nöro-bilişsel ve nöro-pedagojik uygulama ve modalitelerin bilişsel becerilerin gelişimi üzerindeki etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 679-696.
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  • Dietz, P., Soyka, M., & Franke, A. G. (2016). Pharmacological neuroenhancement in the field of economics - poll results from an online survey. Frontiers in Psychology, 7, 520. https://doi.org/10.3389/fpsyg.2016.00520
  • Dubinsky, J. M., Guzey, S. S., Schwartz, M. S., Roehrig, G., MacNabb, C., …, & Cooper, J. L. (2019). Contributions of neuroscience knowledge to teachers and their practice. The Neuroscientist, 25(5), 394‐407.
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  • Elliott, R., Sahakian B. J., Matthews, K., Bannerjea, A., Rimmer, J., & Robbins, T. W. (1997). Effects of methylphenidate on spatial working memory and planning in healthy young adults. Psychopharmacology, 131, 196 –206.
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Nöromodülasyon: Eğitim ve Nörobilim Kavşağından Geleceğe Bakış

Yıl 2021, Cilt: 19 Sayı: 1, 542 - 567, 25.06.2021
https://doi.org/10.37217/tebd.868102

Öz

Bilişsel süreçlerin biyolojik temellerini ele alan çalışmalara olan ilgide küresel bir artış görülmektedir. Disiplinler arası platformlarda eğitimci, psikolog ve nörologlar yaygın ve koordineli çabalarla insan bilişinin gizemini çözmek için bir araya gelmektedir. Bu küresel ilginin bir yansıması olarak eğitim nörobilimi uygulama alanı ortaya çıkmış ve nörobilim alanında gelişen bilgi birikiminin eğitime nasıl transfer edilebileceğine ilişkin bir tartışma platformuna öncülük etme misyonunu yüklenmiştir. Ülkemizde henüz beyin araştırmaları ile eğitimsel çabaları sistematik biçimde birleştiren bir alan uygulaması mevcut değildir. Bu çalışma, bu açığın boyutları hakkında fikir vermeyi hedeflemektedir. İki bölümden oluşan makale ilk etapta güncel eğitim nörobilimi araştırmalarını ve alandaki gelişmeleri okuyuculara aktarmayı hedeflemektedir. İkinci bölüm, geleceğe odaklanmış öncül nörobilim araştırmalarını analiz etmekte ve bunların eğitime olan potansiyel etkilerini nöromodülasyon teknolojileri bağlamında tartışmaktadır.

Proje Numarası

ES/P000592

Kaynakça

  • Ansari, D. (2008). Effects of development and enculturation on number representation in the brain. Nature Reviews Neuroscience, 9, 278-291.
  • Ansari, D., Fugelsang, J. A., Dhital, B., & Venkatraman, V. (2006). Dissociating response conflict from numerical magnitude processing in the brain: An event-related fMRI study. Neuroimage, 32(2), 799-805.
  • Artemenko, C., Soltanlou, M., Bieck, S. M., Ehlis, A. C., Dresler, T., & Nuerk, H. C. (2019). Individual differences in math ability determine neurocognitive processing of arithmetic complexity: A combined fNIRS-EEG study. Frontiers in Human Neuroscience, 13, 227. https://doi.org/10.3389/fnhum.2019.00227
  • Asbury, K., & Plomin, R. (2014). G is for Genes: The impact of genetics on education and achievement. UK: Wiley.
  • Babcock, Q., & Byrne, T. (2000). Student perceptions of methylphenidate abuse at a public liberal arts college. Journal of American College Health, 49(3), 143–145.
  • Bard, I., Gaskell, G., Allansdottir, A., da Cunha, R. V., Eduard, P., Hampel, J., Hildt, E., …, & Zwart, H. (2018). Bottom-up ethics -neuroenhancement in education and employment. Neuroethics, 11(3), 309–322.
  • Bishop, D. V. M. (2014). What is educational neuroscience https://figshare.com/articles/What_is_educational_neuroscience_/1030405 sayfasından erişilmiştir.
  • Blakemore, S. J., & Frith, U. (2005). The learning brain: Lessons for education. UK: Blackwell.
  • Bourdieu, P., & Passeron, J. (1990). Reproduction in education, society and culture. UK: Sage.
  • Bowers, J. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 600-612.
  • Bruer J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26(8), 1–13.
  • Bruer, J. T. (2013). Afterword. D. Mareschal, B. Butterworth, & A. Tolmie (Eds.), Educational neuroscience içinde (s. 349-363). UK: Wiley Blackwell.
  • Clark, K. B., Naritoku, D. K., Smith, D. C., Browning, R. A., & Jensen, R. A. (1999). Enhanced recognition memory following vagus nerve stimulation in human subjects. Nature Neuroscience, 2(1), 94–98.
  • Coffman, B. A., Clark, V. P., & Parasuraman, R. (2014). Battery powered thought: enhancement of attention, learning, and memory in healthy adults using transcranial direct current stimulation. NeuroImage, 85, 895–908.
  • Cohen-Kadosh, R., Cohen-Kadosh. K., Schuhmann, T., Kaas, A., Goebel, R., Henik, A., & Sack, A. T. (2007). Virtual dyscalculia induced by parietal-lobe TMS impairs automatic magnitude processing. Current Biology, 17(8), 689-693.
  • DARPA (2016a). Boosting synaptic plasticity to accelerate learning. https://www.darpa.mil/news-events/2016-03-16 sayfasından erişilmiştir.
  • DARPA (2016b). Implantable ‘neural dust’ enables precise wireless recording of nerve activity. https://www.darpa.mil/news-events/2016-08-03 sayfasından erişilmiştir.
  • Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. Cognitive Neuropsychology, 20, 487-506.
  • Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, 429. https://doi.org/10.3389/fpsyg.2012.00429
  • Demir, M., Usta, M., Yayla, A., Taşkın, N., Hastunç, Y., & Alav, Ö. (2016). Çeşitli nöro-bilişsel ve nöro-pedagojik uygulama ve modalitelerin bilişsel becerilerin gelişimi üzerindeki etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(2), 679-696.
  • Démonet, J. F., Taylor, M. J., & Chaix, Y. (2004). Developmental dyslexia. Lancet, 363, 1451-1460.
  • Dick, F., Lloyd-Fox, S., Blasi, A., Elwell, C., & Mills, D. (2013). Neuroimaging methods. D. Mareschal, B. Butterworth & A. Tolmie (Eds.), Educational neuroscience içinde (s. 13-45). UK: Wiley Blackwell.
  • Dietz, P., Soyka, M., & Franke, A. G. (2016). Pharmacological neuroenhancement in the field of economics - poll results from an online survey. Frontiers in Psychology, 7, 520. https://doi.org/10.3389/fpsyg.2016.00520
  • Dubinsky, J. M., Guzey, S. S., Schwartz, M. S., Roehrig, G., MacNabb, C., …, & Cooper, J. L. (2019). Contributions of neuroscience knowledge to teachers and their practice. The Neuroscientist, 25(5), 394‐407.
  • Dündar-Coecke, S. (2021). Future avenues for education and neuroenhancement. New Ideas in Psychology, 63, 100875. https://doi.org/10.1016/j.newideapsych.2021.100875
  • Elliott, R., Sahakian B. J., Matthews, K., Bannerjea, A., Rimmer, J., & Robbins, T. W. (1997). Effects of methylphenidate on spatial working memory and planning in healthy young adults. Psychopharmacology, 131, 196 –206.
  • Emondi, A. (2020). Next-generation nonsurgical neurotechnology. https://www.darpa.mil/program/next-generation-nonsurgical-neurotechnology sayfasından erişilmiştir.
  • Farah, M. J., Illes, J., Cook-Deegan, R., Gardner, H., Kandel, E., King, P., …, & Wolpe, P. R. (2004). Neurocognitive enhancement: What can we do and what should we do? Nature Reviews Neuroscience, 5(5), 421‐425.
  • Fischer, K. W., Goswami, U., Geake, J., & The Task Force on the Future of Educational Neuroscience. (2010). The future of educational neuroscience. Mind, Brain, and Education, 4(2), 68–80.
  • Fell, J., Staresina, B. P., Do Lam, A. T., Widman, G., Helmstaedter, C., Elger, C. E., & Axmacher, N. (2012). Memory modulation by weak synchronous deep brain stimulation: A pilot study. Brain Stimulation, 6(3), 270–273.
  • Franke, A. G., Bonertz, C., Christmann, M., Huss, M., Fellgiebel, A., Hildt, E., & Lieb, K. (2011). Non-medical use of prescription stimulants and illicit use of stimulants for cognitive enhancement in pupils and students in Germany. Pharmacopsychiatry, 44(2), 60-66.
  • Goswami, U. (2004). Neuroscience and education. British Journal of Educational Psychology, 74(1), 1-14.
  • Goswami, U. (2015). Sensory theories of developmental dyslexia: Three challenges for research. Nature Reviews Neuroscience, 16, 43-54.
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  • Joseph, J. E., Noble, K., & Eden, G. F. (2001). The neurobiological basis for reading. Journal of Learning Disabilities, 34, 566–579.
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  • Koçak, G. (2020). Beyin araştırmalarının eğitime yansımaları: Geleceğin eğitimi üzerine. Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 9(11), 1-16.
  • Koyuncu, B. (2017). Eğitimsel sinirbilim neuroeducation: Eğitimciler neden sinirbilim verilerinden yararlanmalıdır? Türk Akademik Yayınlar Dergisi, 1(1), 22-34.
  • Lacruz, M. E., Valentín, A., Seoane, J. J., Morris, R. G., Selway, R. P., & Alarcón, G. (2010). Single pulse electrical stimulation of the hippocampus is sufficient to impair human episodic memory. Neuroscience, 170(2), 623-632.
  • Laffere, A., Dick, F., Holt, L. L., & Tierney, A. (2021). Attentional modulation of neural entrainment to sound streams in children with and without ADHD. NeuroImage, 224, 117396.
  • Liakoni, E., Schaub, M. P., Maier, L. J., Glauser, G. V., & Liechti, M. E. (2015). The use of prescription drugs, recreational drugs, and "soft enhancers" for cognitive enhancement among Swiss secondary school students. PLOS ONE, 10(10), e0141289.
  • Looi, C. Y., Lim, J., Sella, F., Lolliot, S., Duta, M., Avramenko, A. A., & Cohen-Kadosh, R. (2017). Transcranial random noise stimulation and cognitive training to improve learning and cognition of the atypically developing brain: A pilot study. Scientific Reports, 7(1), 4633.
  • Lyytinen, P., Eklund, K., & Lyytinen, H. (2005). Language development and literacy skills in late talking toddlers with and without familial risk for dyslexia. Annals of Dyslexia, 55, 166-192.
  • Macdonald, K., Germine, L., Anderson, A., Christodoulou, J., & McGrath, L. M. (2017). Dispelling the myth: Training in education or neuroscience decreases but does not eliminate beliefs in neuromyths. Frontiers in Psychology, 8, 1314. https://doi.org/10.3389/fpsyg.2017.01314
  • Mareschal, D., Butterworth, B., & Tolmie, A. (2013). Educational neuroscience. Oxford, UK: Wiley Blackwell.
  • Mayer, R. E. (1998). Does the brain have a place in educational psychology? Educational Psychology Review, 10, 389–396.
  • Mehta, M. A., Owen, A. M., Sahakian, B. J., Mavaddat, N., Pickard, J. D., & Robbins, T. W. (2000). Methylphenidate enhances working memory by modulating discrete frontal and parietal lobe regions in the human brain. The Journal of Neuroscience, 20, 1-6.
  • Michael, K., & Michael, M. G. (2007). Homo-electricus and the continued speciation of humans. M. Quigley (Ed.). The encyclopaedia of information ethics and security içinde (s. 312-318). USA: IGI Global.
  • Michel, C. M., Murray, M. M., Lantz, G., Gonzalez, S., Spinelli, L., & Grave de Peralta, R. (2004). EEG source imaging. Clinical Neurophysiology, 115(10), 2195–2222.
  • Molfese, D. L. (2000). Predicting dyslexia at 8 years of age using neonatal brain response. Brain & Language, 72(3), 238-245.
  • Murphy, E., Iles, J., & Reiner, P. B. (2008). Neuroethics of neuromarketing. Journal of Consumer Behaviour, 7(4-5), 293-302.
  • Musk, E. (2019). Neuralink: An integrated brain-machine interface platform with thousands of channels. Journal of Medical Internet Research, 21(10), e16194.
  • Nelson, J. T., McKinley, R. A., Golob, E. J., Warm, J. S., & Parasuraman, R. (2014). Enhancing vigilance in operators with prefrontal cortex transcranial direct current stimulation (tDCS). NeuroImage, 85, 911–919.
  • Noble, K., Houston, S., Brito, N., Bartsch, H., Kan, E., …, & Sowell, E. R. (2015) Family income, parental education and brain structure in children and adolescents. Nature Neuroscience, 18, 773–778.
  • Pais-Vieira, M., Lebedev, M., Kunicki, C., Wang, J., & Nicolelis, M. A. L. (2013). A brain-to-brain interface for real-time sharing of sensorimotor information. Scientific Reports, 3, 1319.
  • Pugh, K. (2006). A neurocognitive overview of reading acquisition and dyslexia across languages. Developmental Science, 9(5), 448-450.
  • Ruf, S., Fallgatter, A. J., & Plewnia, C. (2017). Augmentation of working memory training by transcranial direct current stimulation (tDCS). Scientific Reports, 7, 876. https://doi.org/10.1038/s41598-017-01055-1
  • Seo, D., Neely, R. M., Shen, K., Singhal, U., Alon, E., Rabaey, J. M., ..., & Maharbiz, M. M. (2016). Wireless recording in the peripheral nervous system with ultrasonic neural dust. Neuron, 91(3), 529‐539.
  • Smedt, B. (2020). Sources of variability in mathematical development. M. S. C. Thomas, D. Mareschal, & I. Dumontheil (Eds.), Educational neuroscience: Development across the life span içinde (s. 169-194). London: Routledge.
  • Snowball, A., Tachtsidis, I., Popescu, T., Thompson, J., Delazer, M., Zamarian, L., ..., & Kadosh, R. C. (2013). Long-term enhancement of brain function and cognition using cognitive training and brain stimulation. Current Biology, 23, 987-992.
  • Stern, E. (2005). Brain goes to school. Trends in Cognitive Sciences, 9(12), 563-565.
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  • The Academy of Medical Sciences (2007). Drug’s futures: public engagement on the future of brain science, addiction and drugs. https://acmedsci.ac.uk/file-download/34265-524414fc8746a.pdf sayfasından erişilmiştir.
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  • Thomas, M. S. C., & Ansari, D. (2020). Educational neuroscience: why is neuroscience relevant to education? M. S. C. Thomas, D. Mareschal, & I. Dumontheil (Eds.), Educational neuroscience: Development across the life span içinde (s. 3-22). London: Routledge.
  • Thomas, M. S. C., Ansari, D., & Knowland, V. C. P. (2019), Annual Research Review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60, 477-492.
  • Thomas, M. S. C., Mareschal, D., & Dumontheil, I. (2020). Educational neuroscience: Development across the life span. London: Routledge.
  • Thorndike, E. L. (1926). Educational psychology. Volume 1: The original nature of man. New York, USA: Teachers College.
  • Tolmie, A., & Dündar-Coecke, S. (2020). Lifespan conceptual development in science: brain and behaviour. M. S. C. Thomas, D. Mareschal, & I. Dumontheil (Eds.), Educational neuroscience: development across the life span içinde (s. 193-220). UK: Routledge.
  • Tong, X., & McBridge, C. (2020). Neuroscience in reading and reading difficulties. M. S. C. Thomas, D. Mareschal, & I. Dumontheil (Eds.), Educational neuroscience: Development across the life span içinde (s. 123-143). London: Routledge.
  • Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6(7), 767-773.
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  • Yoo, S. S., Kim, H., Filandrianos, E., Taghados, S. J., & Park, S. (2013). Non-invasive brain-to-brain interface (BBI): establishing functional links between two brains. PLOS ONE, 8, e60410.
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Selma Dündar-coecke 0000-0003-2987-170X

Proje Numarası ES/P000592
Yayımlanma Tarihi 25 Haziran 2021
Gönderilme Tarihi 25 Ocak 2021
Kabul Tarihi 16 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 19 Sayı: 1

Kaynak Göster

APA Dündar-coecke, S. (2021). Nöromodülasyon: Eğitim ve Nörobilim Kavşağından Geleceğe Bakış. Türk Eğitim Bilimleri Dergisi, 19(1), 542-567. https://doi.org/10.37217/tebd.868102

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