Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice

By Paul A. Howard-Jones. 2009

100 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ecab953c63fff82d1cd86a2a08f6743606471cff

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Alexandre Castro-Caldas
2. A. Abreu
3. J. Rato

Citations in the corpus

• Neuromyths among Teachers and Student Teachers. (2015, unknown): “Most of the time, neuromyths originate from research that has largely been misinterpreted or exaggerated (see Howard-Jones, 2010 for a review of different neuromyths).”
• Neuromyths in education: what is fact and what is fiction for Portuguese teachers? (2013, background): “…process’; (4) ‘children who drink plenty of water will improve test results due to a regularly hydrated working brain’; and (5) ‘there are multiple types of intelligence and each intelligence operates from a separate area with corresponding IQs’ (e.g. Della Sala 2007; Howard-Jones 2010; OECD 2007).”