Goswami Usha
Faculty of Education, University of Cambridge, UK.
Br J Educ Psychol. 2004 Mar;74(Pt 1):1-14. doi: 10.1348/000709904322848798.
Neuroscience is a relatively new discipline encompassing neurology, psychology and biology. It has made great strides in the last 100 years, during which many aspects of the physiology, biochemistry, pharmacology and structure of the vertebrate brain have been understood. Understanding of some of the basic perceptual, cognitive, attentional, emotional and mnemonic functions is also making progress, particularly since the advent of the cognitive neurosciences, which focus specifically on understanding higher level processes of cognition via imaging technology. Neuroimaging has enabled scientists to study the human brain at work in vivo, deepening our understanding of the very complex processes underpinning speech and language, thinking and reasoning, reading and mathematics. It seems timely, therefore, to consider how we might implement our increased understanding of brain development and brain function to explore educational questions.
神经科学是一门相对较新的学科，涵盖神经病学、心理学和生物学。在过去的100年里，它取得了巨大的进步，在此期间，脊椎动物大脑的生理学、生物化学、药理学和结构的许多方面都已被了解。对一些基本的感知、认知、注意力、情感和记忆功能的理解也在取得进展，特别是自认知神经科学出现以来，认知神经科学专门通过成像技术专注于理解更高层次的认知过程。神经成像使科学家能够在活体状态下研究工作中的人类大脑，加深了我们对支撑言语和语言、思维和推理、阅读和数学的极其复杂过程的理解。因此，考虑如何利用我们对大脑发育和大脑功能的更多理解来探索教育问题似乎是适时的。
