Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science

Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) inves...

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Detalles Bibliográficos
Autores principales: Wilkinson, Hannah R., Smid, Claire, Morris, Su, Farran, Emily K., Dumontheil, Iroise, Mayer, Sveta, Tolmie, Andrew, Bell, Derek, Porayska-Pomsta, Kaśka, Holmes, Wayne, Mareschal, Denis, Thomas, Michael S. C.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2019
Materias:
Original Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7410229/
https://www.ncbi.nlm.nih.gov/pubmed/32832846
http://dx.doi.org/10.1007/s41465-019-00161-4

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7410229/
https://www.ncbi.nlm.nih.gov/pubmed/32832846
http://dx.doi.org/10.1007/s41465-019-00161-4

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