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Neuroscience and Education
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Table of Contents EditorialEducational Neuroscience - A Field Between False Hopes andRealistic Expectationsby Elsbeth Stern, Roland H. Grabner, and Ralph SchumacherReview ArticlesDevelopment of Reading Remediation for Dyslexic Individuals: AddedBenefits of the Joint Consideration of Neurophysiological andBehavioral Databy Melanie Bedard, Line Laplante, and Julien MercierA Systematic Review of the Literature Linking Neural Correlates ofFeedback Processing to Learningby Jan-Sebastien Dion, and Gerardo RestrepoOriginal ArticlesThe Effect of a Prospected Reward on Semantic Processing:An N400 EEG studyby Sanne H. G. van der Ven, Sven A. C. van Touw, Anne H. van Hoogmoed,Eva M. Janssen, and Paul P. M. LesemanProportional Reasoning: The Role of Congruity and Salience inBehavioral and Imaging Researchby Ruth Stavy, Reuven Babai, and Arava Y. KallaiThe Learning Brain: Neuronal Recycling and Inhibitionby Emmanuel Ahr, Gregoire Borst, and Olivier HoudeSpotlightsEvent-Related Potentials (ERPs) Reflecting Feedback and ErrorProcessing in the Context of Educationby Frieder L. SchillingerNeuroscience-Based Approaches to Teaching Students on theAutism Spectrumby Debbie Cockerham and Evie MalaiaMeasuring Implicit Cognitive and Emotional Engagement to BetterUnderstand Learners' Performance in Problem Solving: A ResearchNoteby Patrick Charland, Pierre-Majorique Leger, Julien Mercier, YannickSkelling, and Hugo G. LapierreBehavioral and Neural Effects of Game-Based Learning onImproving Computational Fluency With Numbers: An Optical BrainImaging Studyby Murat Perit Cakir, Nur Akkus Cakir, Hasan Ayaz, and Frank J. LeeOpinionDyslexia Intervention - What Can We Learn From Neuroscience?by Karin Landerl and Chiara BanfiWhat Are the Benefits and Potential Problems of Jointly ConsideringNeurophysiological and Behavioral Data in Dyslexia InterventionResearch?by Wolfgang SchneiderLearning in Development and Education: A Mechanistic Understandingis Neededby Tobias U. HauserWhat Does Brain Activation Tell Us About Numerical Congruity andSalience?by Andreas ObersteinerThe Origin and Functional Organization of Cortical Areas Involved inReadingby Daniel KiperThe Long and Winding Road to Educationally Relevant CognitiveNeuroscienceby Lieven Verschaffel

About the Author

Elsbeth Stern; PhD, Prof.; ETH Zurich, Switzerland.Roland H. Grabner; ScD, Prof.; University of Graz, Austria.Ralph Schumacher; PhD; ETH Zurich, Switzerland.

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