Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-15T04:14:45.945Z Has data issue: false hasContentIssue false
  • English
  • Français

Mind, brain, and teaching: Some directions for future research

Published online by Cambridge University Press:  08 June 2015

Elena Pasquinelli ,
Tiziana Zalla ,
Katarina Gvodzic ,
Cassandra Potier-Watkins  and
Manuela Piazza
Elena Pasquinelli
Affiliation:
Fondation La main à la pâte, 92120 Montrouge – France. elena.pasquinelli@fondation-lamap.orghttps://sites.google.com/site/elenapasquinelli/ Institut Jean Nicod (CNRS), Department of Cognitive Studies, Ecole Normale Superieure, 75005 Paris, France. tiziana.zalla@gmail.comkatarina.gvozdic@gmail.comcassandrapotierwatkins@gmail.comhttp://www.institutnicod.org/membres/membres-associes-342/pasquinelli-elena/?lang=frhttp://www.institutnicod.org/membres/membres-permanents/zalla-tiziana/?lang=fr
Tiziana Zalla
Affiliation:
Institut Jean Nicod (CNRS), Department of Cognitive Studies, Ecole Normale Superieure, 75005 Paris, France. tiziana.zalla@gmail.comkatarina.gvozdic@gmail.comcassandrapotierwatkins@gmail.comhttp://www.institutnicod.org/membres/membres-associes-342/pasquinelli-elena/?lang=frhttp://www.institutnicod.org/membres/membres-permanents/zalla-tiziana/?lang=fr
Katarina Gvodzic
Affiliation:
Institut Jean Nicod (CNRS), Department of Cognitive Studies, Ecole Normale Superieure, 75005 Paris, France. tiziana.zalla@gmail.comkatarina.gvozdic@gmail.comcassandrapotierwatkins@gmail.comhttp://www.institutnicod.org/membres/membres-associes-342/pasquinelli-elena/?lang=frhttp://www.institutnicod.org/membres/membres-permanents/zalla-tiziana/?lang=fr
Cassandra Potier-Watkins
Affiliation:
Institut Jean Nicod (CNRS), Department of Cognitive Studies, Ecole Normale Superieure, 75005 Paris, France. tiziana.zalla@gmail.comkatarina.gvozdic@gmail.comcassandrapotierwatkins@gmail.comhttp://www.institutnicod.org/membres/membres-associes-342/pasquinelli-elena/?lang=frhttp://www.institutnicod.org/membres/membres-permanents/zalla-tiziana/?lang=fr
Manuela Piazza
Affiliation:
INSERM Cognitive Neuroimaging Unit, NeuroSpin Center, F-91191 Gif-sur-Yvette, France. manuela.piazza@unitn.ithttp://manuelapiazza.wix.com/main Center for Mind/Brain Sciences, University of Trento, Corso Bettini, 31, 38068 Rovereto, Trento, Italy.
Get access Rights & Permissions [Opens in a new window]

Abstract

In line with Kline's taxonomy, highlighting teaching as an array of behaviors with different cognitive underpinnings, we advocate the expansion of a specific line of research on mind, brain, and teaching. This research program is devoted to the understanding of the neurocognitive mechanisms and the evolutionary determinants of teaching skills, with the ultimate goal of helping teachers improve teaching quality.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 38 , 2015 , e54
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bargh, J. & Schul, Y. (1989) On the cognitive benefits of teaching. Journal of Educational Psychology 72(5):593–604.Google Scholar
Barnett, S. A. (1973) Homo docens. Journal of Biosocial Science 5:393–403.Google Scholar
Battro, A. M. (2010) The teaching brain. Mind, Brain, and Education 4(1):28–33.CrossRefGoogle Scholar
Brabeck, M. (2008) Why we need “translational” research: Putting clinical findings to work in classrooms. Education Week 27(38):36.Google Scholar
Bressoux, P. & Bianco, M. (2004) Long-term teacher effects on pupils' learning gains. Oxford Review of Education 30(3):327–45.CrossRefGoogle Scholar
Bressoux, P., Kramarz, F. & Prost, C. (2008) Teachers' Training, Class Size and Students' Outcomes: Learning from Administrative Forecasting Mistakes. IZA (Institute for the Study of Labor, Bonn).Google Scholar
Brown, A. L. & Palincsar, A. S. (1989) Guided, cooperative learning and individual knowledge acquisition. In: Knowing, learning, and instruction: Essays in Honor of Robert Glaser, ed. Resnick, L. B., Ch. 13, pp. 393–451. Erlbaum.Google Scholar
Caro, T. M. & Hauser, M. D. (1992) Is there teaching in nonhuman animals? The Quarterly Review of Biology 67(2):151–74. Available at: http://www.jstor.org/stable/10.2307/2831436 Google Scholar
Charman, T., Jones, C. R., Pickles, A., Simonoff, E., Baird, G. & Happé, F. (2011) Defining the cognitive phenotype of autism. Brain Research 22(1380):10–21.Google Scholar
Chetty, R., Friedman, J. & Rockof, J. (2011) The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood. NBER Working Paper Series, Paper No. 17699. National Bureau of Economic Research. Available at: http://www.nber.org/papers/w17699.pdf National Bureau of Economic Research.Google Scholar
Csibra, G. (2007) Teachers in the wild. Trends in Cognitive Sciences 11:95–96.CrossRefGoogle ScholarPubMed
Csibra, G. & Gergely, G. (2009) Natural pedagogy. Trends in Cognitive Sciences 13(4):148–53.CrossRefGoogle ScholarPubMed
Dawkins, R. & Krebs, J. R. (1978) Animal signals: Information or manipulation. In: Behavioural ecology: An evolutionary approach, pp. 282–309. Blackwell Scientific.Google Scholar
Dekker, S., Lee, N., Howard-Jones, P. & Jolles, J. (2012) Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology 3(article 429). doi: 10.3389/fpsyg.2012.00429. [Online journal].Google Scholar
Fernald, A. (1992) Human maternal vocalizations to infants as biologically relevant signals: An evolutionary perspective. In: The adapted mind, ed. Barkow, J. H., Cosmides, L. & Tooby, J.. Oxford University Press.Google Scholar
Fischer, K., Daniel, D. B., Immordino-Yang, M. E., Stern, E., Battro, A. & Koizumi, H. (2007) Why mind, bran, and education? Why now? Mind, Brain, and Education 1(1):1–2.Google Scholar
Fogarty, L., Strimling, P. & Laland, K. N. (2011) The evolution of teaching. Evolution 65(10):2760–70. doi:10.1111/j.1558-5646.2011.01370.x.CrossRefGoogle ScholarPubMed
Harris, D. N. & Sass, T. R. (2011) Teacher training, teacher quality and student achievement. Journal of Public Economics 95(7–8):798–812.CrossRefGoogle Scholar
Harris, P. L. & Corriveau, K. H. (2011) Young children's selective trust in informants. Philosophical Transactions of the Royal Society B 366:1179–87. doi:10.1098/rstb.2010.0321.Google Scholar
Hoppitt, W. J. E., Brown, G. R., Kendal, R., Rendell, L., Thornton, A., Webster, M. M. & Laland, K. N. (2008) Lessons from animal teaching. Trends in Ecology and Evolution 23(9):486–93. doi:10.1016/j.tree.2008.05.008.Google Scholar
Kane, T. J. & Staiger, D. O. (2008) Estimating teacher impacts on student achievement : An experimental evaluation. NBER Working Paper Series, Paper No. 14607. National Bureau of Economic Research. Available at : http://www.nber.org/papers/w14607 CrossRefGoogle Scholar
Konstantopoulos, S. (2007) How long do teacher effects persist? IZA Discussion Paper Series, DP No. 2893, June 2007. IZA (Institute for the Study of Labor, Bonn, Germany). Available at: http://ftp.iza.org/dp2893.pdf Google Scholar
Krebs, J. R. & Dawkins, R. (1984) Animal signals: Mind reading and manipulation. In: Behavioural ecology, ed. Krebs, J. R. & Davies, N. B., pp. 380–402. Sinauer.Google Scholar
Nye, B., Hedges, L. V. & Konstantopoulos, S. (2004) How large are teacher effects. Educational Evaluation and Policy Analysis 26(3):237–57.CrossRefGoogle Scholar
Olson, D. R. & Bruner, J. S. (1996) Folk psychology and folk pedagogy. In: Handbook of education and human development: New models of learning, teaching and schooling, ed. Olson, D. R. & Torrance, N., pp. 9–27. Blackwell.Google Scholar
Pasquinelli, E. (2011) Knowledge- and evidence-based education: Reasons, trends, contents. Mind, Brain, and Education 5(4):186–95.CrossRefGoogle Scholar
Pasquinelli, E. (2012) Neuromyths: Why do they exist and persist? Mind, Brain, and Education 6(2):89–96.CrossRefGoogle Scholar
Pasquinelli, E. (2013a) Education needs science. Is medicine a suitable source of inspiration? In: Capacity building and development: Perspectives, opportunities and challenges, ed. Laewen, J. B., pp. 1–26. Nova Science.Google Scholar
Pasquinelli, E. (2013b) Slippery slopes. Some considerations for favoring a good marriage between education and the science of the mind–brain–behavior, and forestalling the risks. Trends in Neuroscience and Education 2(34):111–21.CrossRefGoogle Scholar
Pearson, A. (1989) The teacher: Theory and practice in teacher education. Routledge.Google Scholar
Premack, D. (1984) Pedagogy and aesthetics as sources of culture. In: Handbook of cognitive neuroscience, ed. Gazzaniga, M. S., pp. 15–35. Plenum Press.Google Scholar
Rivkin, S., Hanushek, E. & Kain, J. (2005) Teachers, schools and academic achievement. Econometrica 73(2):417–58.Google Scholar
Rodriguez, V. (2012) The teaching brain and the end of the empty vessel. Mind, Brain, and Education 6(4):177–85.Google Scholar
Skerry, A. E., Lambert, E., Powell, L. J. & McAuliffe, K. (2013) The origins of pedagogy: Developmental and evolutionary perspectives. Evolutionary Psychology 11(3):500–72.Google Scholar
Sperber, D., Clément, F., Heintz, C., Mascaro, O., Mercier, H., Origgi, G. & Wilson, D. (2010) Epistemic vigilance. Mind and Language 25(4):359–93.Google Scholar
Strauss, S. (2001) Folk psychology, folk pedagogy and their relations to subject matter knowledge. In: Understanding and teaching the intuitive mind, ed. Torff, B. & Sternberg, R. S., pp. 217–42. Erlbaum.Google Scholar
Strauss, S. (2005) Teaching as a natural cognitive ability: Implications for classroom practice and teacher education. In: Developmental psychology and social change, ed. Pillemer, D. & White, S., pp. 368–88. Cambridge University Press.Google Scholar
Strauss, S. & Ziv, M. (2012) Teaching is a natural cognitive ability among humans. Mind, Brain and Education 6(4):186–96. doi: 10.1111/j1751-228X.2012.01156.x.CrossRefGoogle Scholar
Tomasello, M., Kruger, A. C. & Ratner, H. H. (1993) Cultural learning. Behavioral and Brain Sciences 16:495–552.CrossRefGoogle Scholar
Yoon, K. S., Duncan, T., Wen-Yu Lee, S., Scarlos, B. & Shapley, K. (2007) Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers Report, REL 2007 – No. 033 (REL SouthWest, Regional Educational Laboratory at Edvance Research, Inc.). Institute of Education Sciences (IES), National Center for Education Evaluation and Regional Assistance, U.S. Department of Education.Google Scholar