AN EDUCATIONAL-PSYCHOLOGISTS PERSPECTIVE ON COGNITIVE NEUROSCIENCE

Byrnes and Fox present a thoughtful article on a neglected but importa nt topic for educational psychologists. Some major contributions are t heir emphasis on the need for consistency in educational theory and ne uroscience research, the lack of automatic correspondence between neur oscience research and educational applications, the need for educator awareness of neuroscience research, the importance of development, and the influence of early education. Limitations of the neuroscience per spective for education include inadequate examination of contemporary theories of learning and motivation, the generality of cognitive proce sses, the influence of student beliefs, and the role of self-regulatio n. Suggestions for future research are given.