Black Jessica M, Myers Chelsea A, Hoeft Fumiko
Boston College School of Social Work, Massachusetts, USA.
New Dir Child Adolesc Dev. 2015 Spring;2015(147):49-56. doi: 10.1002/cad.20086.
Educational neuroscience is an emerging scientific field that brings together researchers from neuroscience, psychology, and education to explore the neurocognitive processes underlying educational practice and theory. In this brief article, we take reading disorder (RD, also known as developmental dyslexia) as an example, and explore trends in neuroimaging research, which may have future implications for educational practice and policy. Specifically, we present two examples that have been central to research efforts in our laboratory: (a) utilizing multimodal neuroimaging to optimize criteria to diagnose RD, and (b) identifying neuroimaging markers that predict future academic outcomes. Such research is faced with important challenges, and rigorous validation is necessary before any claims of the widespread practical utility of neuroimaging can be made. Nevertheless, we contend that neuroimaging studies offer opportunities for providing critical information that could lead to advancing theory of reading and RD. This could in turn lead to better diagnostic criteria and more accurate and earlier identification of RD.
教育神经科学是一个新兴的科学领域，它汇聚了神经科学、心理学和教育学领域的研究人员，以探索教育实践和理论背后的神经认知过程。在这篇简短的文章中，我们以阅读障碍（RD，也称为发育性阅读障碍）为例，探讨神经影像学研究的趋势，这些趋势可能对教育实践和政策产生未来影响。具体来说，我们展示两个在我们实验室的研究工作中处于核心地位的例子：（a）利用多模态神经影像学优化诊断RD的标准，以及（b）识别预测未来学业成绩的神经影像学标志物。此类研究面临着重要挑战，在能够宣称神经影像学具有广泛实际效用之前，必须进行严格验证。然而，我们认为神经影像学研究为提供关键信息提供了机会，这些信息可能推动阅读和RD理论的发展。这反过来可能导致更好的诊断标准以及对RD更准确、更早期的识别。
