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Volumn 3, Issue 3, 2009, Pages 170-175

On grandmother neurons and grandfather clocks

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EID: 68449096733     PISSN: 17512271     EISSN: 1751228X     Source Type: Journal    
DOI: 10.1111/j.1751-228X.2009.01067.x     Document Type: Article
Times cited : (9)

References (14)
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  • 2
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    • Building bridges in mind, brain, and education
    • (October). Paper presented at the Harvard Graduate School of Education, Cambridge, MA
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    • (2004) Conference on Building Usable Knowledge in Mind, Brain, & Education
    • Bruer, J.T.1
  • 3
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    • Acquiring language and literacy: Cross-language considerations and phonological awareness
    • (October). Paper presented at the Harvard Graduate School of Education, Cambridge, MA
    • Goswami, U., & Szucs, D. (2004, October). Acquiring language and literacy: Cross-language considerations and phonological awareness. Paper presented at the Conference on Building Usable Knowledge in Mind, Brain, & Education, Harvard Graduate School of Education, Cambridge, MA.
    • (2004) Conference on Building Usable Knowledge in Mind, Brain, & Education
    • Goswami, U.1    Szucs, D.2
  • 4
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    • Applying cognitive neuroscience research to education: The case of literacy
    • Katzir, T., & Pare-Blagoev, J. (2006). Applying cognitive neuroscience research to education: The case of literacy. Educational Psychology, 41(1), 53-74.
    • (2006) Educational Psychology , vol.41 , Issue.1 , pp. 53-74
    • Katzir, T.1    Pare-Blagoev, J.2
  • 6
    • 84920974426 scopus 로고    scopus 로고
    • New findings from educational neuroscience on bilingual brains, scientific brains, and the educated mind
    • (October). Paper presented at the Harvard Graduate School of Education, Cambridge, MA
    • Petitto, L., & Dunbar, K. (2004, October). New findings from educational neuroscience on bilingual brains, scientific brains, and the educated mind. Paper presented at the Conference on Building Usable Knowledge in Mind, Brain, & Education, Harvard Graduate School of Education, Cambridge, MA.
    • (2004) Conference on Building Usable Knowledge in Mind, Brain, & Education
    • Petitto, L.1    Dunbar, K.2
  • 7
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    • Current model II: Universal design for learning: Meeting the challenge of diversity
    • (October). Paper presented at the Harvard Graduate School of Education, Cambridge, MA
    • Rose, D. (2004 October). Current model II: Universal design for learning: Meeting the challenge of diversity. Paper presented at the Conference on Building Usable Knowledge in Mind, Brain, & Education, Harvard Graduate School of Education, Cambridge, MA.
    • (2004) Conference on Building Usable Knowledge in Mind, Brain, & Education
    • Rose, D.1
  • 8
    • 65649124877 scopus 로고    scopus 로고
    • Learning to read in the digital age
    • Rose, D., & Dalton, B. (2009). Learning to read in the digital age. Mind, Brain, and Education, 3, 74-83.
    • (2009) Mind, Brain, and Education , vol.3 , pp. 74-83
    • Rose, D.1    Dalton, B.2
  • 9
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    • Cognitive neuroscientific analyses of development and learning of mathematics
    • (October). Paper presented at the Harvard Graduate School of Education, Cambridge, MA
    • Spelke, E. (2004, October). Cognitive neuroscientific analyses of development and learning of mathematics. Paper presented at the Conference on Building Usable Knowledge in Mind, Brain, & Education, Harvard Graduate School of Education, Cambridge, MA.
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    • Spelke, E.1
  • 10
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    • A conceptual change view of learning and understanding
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    • Strike, K., & Posner, G. (1985). A conceptual change view of learning and understanding. In L. H. T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 211-232). New York: Academic Press.
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    • Strike, K.1    Posner, G.2
  • 11
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    • Dynamic systems theory: A natural tool for understanding development and education
    • (October). Paper presented at the Harvard Graduate School of Education, Cambridge, MA
    • van Geert, P., & Steenbeek, H. (2004, October). Dynamic systems theory: A natural tool for understanding development and education. Paper presented at the Conference on Building Usable Knowledge in Mind, Brain, & Education, Harvard Graduate School of Education, Cambridge, MA.
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    • How the brain learns to read and what happens when it can't: Insights from cognitive neuroscience for intervention in dyslexia
    • (October). Paper presented at the Harvard Graduate School of Education, Cambridge, MA
    • Wolfe, M. (2004, October). How the brain learns to read and what happens when it can't: Insights from cognitive neuroscience for intervention in dyslexia. Paper presented at the Conference on Building Usable Knowledge in Mind, Brain, & Education, Harvard Graduate School of Education, Cambridge, MA.
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    • Wolfe, M.1


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