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Mind, brain, and teaching: Some directions for future research

Published online by Cambridge University Press:  08 June 2015

Elena Pasquinelli
Fondation La main à la pâte, 92120 Montrouge – France. elena.pasquinelli@fondation-lamap.org Institut Jean Nicod (CNRS), Department of Cognitive Studies, Ecole Normale Superieure, 75005 Paris, France. tiziana.zalla@gmail.comkatarina.gvozdic@gmail.comcassandrapotierwatkins@gmail.com
Tiziana Zalla
Institut Jean Nicod (CNRS), Department of Cognitive Studies, Ecole Normale Superieure, 75005 Paris, France. tiziana.zalla@gmail.comkatarina.gvozdic@gmail.comcassandrapotierwatkins@gmail.com
Katarina Gvodzic
Institut Jean Nicod (CNRS), Department of Cognitive Studies, Ecole Normale Superieure, 75005 Paris, France. tiziana.zalla@gmail.comkatarina.gvozdic@gmail.comcassandrapotierwatkins@gmail.com
Cassandra Potier-Watkins
Institut Jean Nicod (CNRS), Department of Cognitive Studies, Ecole Normale Superieure, 75005 Paris, France. tiziana.zalla@gmail.comkatarina.gvozdic@gmail.comcassandrapotierwatkins@gmail.com
Manuela Piazza
INSERM Cognitive Neuroimaging Unit, NeuroSpin Center, F-91191 Gif-sur-Yvette, France. manuela.piazza@unitn.it Center for Mind/Brain Sciences, University of Trento, Corso Bettini, 31, 38068 Rovereto, Trento, Italy.


In line with Kline's taxonomy, highlighting teaching as an array of behaviors with different cognitive underpinnings, we advocate the expansion of a specific line of research on mind, brain, and teaching. This research program is devoted to the understanding of the neurocognitive mechanisms and the evolutionary determinants of teaching skills, with the ultimate goal of helping teachers improve teaching quality.

Open Peer Commentary
Copyright © Cambridge University Press 2015 

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