‘Liking’ vs ‘wanting’. A neuroscientific view on classroom motivation – The Hobbolog
One way in which educational neuroscience research can have an immediate and direct effect on modern education is through evaluating whether the theories and techniques which are currently used in …
One way in which educational neuroscience research can have an immediate and direct effect on modern education is through evaluating whether the theories and techniques which are currently used in schools are plausible, given the neuroscientific and cognitive evidence. This rather humble, constraining role is in contrast to the popular image of neuroscience as a shiny new tool with which to revolutionise classroom instruction (and as a result is far less likely to attract any funding). Still, I see it as a crucial first step in providing practical applications linking the lab and the classroom
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related reading
- A Crash Course in the Neuroscience of Human Motivation — LessWronglesswrong.com
- Are wireheads happy? — LessWronglesswrong.com
- Hyperstimuli are Understimulatingsympatheticopposition.com
- https://io0.github.ioio0.github.io
- From fear to excitement — LessWronglesswrong.com
- The Lottery of Fascinations | Slate Star Codexslatestarcodex.com
- io0.github.ioio0.github.io
- Less and Less Curious | Alfie Kohnalfiekohn.org
- The Risks of Rewards | Alfie Kohnalfiekohn.org
- The fascinating science of pleasure goes way beyond dopaminepsyche.co
- Can You Condition Yourself?slatestarcodex.com
- Decisions and Desirehbr.org