Titlebook: Explorations in Learning and the Brain; On the Potential of Ton Jong,Tamara Gog,Annemarie Boschloo Book 2009 Springer-Verlag US 2009 Affec

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Issues from Neuroscience,nitive neuroscience. Issues that directly arise from the neurosciences which might be of relevance for education are only described in relation to educational issues. The interested reader is referred to recent reviews and ‘opinion’ articles which take a more cognitive neuroscience stance (e.g., Ans

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,Ihre “Kunden”: Priorit?ten setzen,to know the Brain’ (Jolles et al., 2005), published under the auspices of the Netherlands Organisation for Scientific Research, stated that the time is ripe for an active exchange between scientists from neuroscience, cognitive science, educational science and the practice of education.

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Book 2009i ed additional relevant themesand issues that helped us to update the ‘quick scan’ into this nal document. In this way the input from the participants of the expert workshop (listed in Appendix A) has greatly in uenced the present text. We are therefore grateful to the participants for their schola

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譏笑

https://doi.org/10.1007/978-3-658-05020-7ing? Does early L2 learning have a negative impact on acquisition of literacy in the native language? Can late L2 learners process an L2 in a native-like way? First, we give a brief overview of educational research developments in these areas, followed by an overview of neurocognitive contributions.

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