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Educational Neuroscience, Constructivist Learning, and the Mediation of Learning and Creativity in the 21St Century

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Educational Neuroscience, Constructivist Learning, and the Mediation of Learning and Creativity in the 21St Century EDUCATIONAL NEUROSCIENCE, CONSTRUCTIVIST LEARNING, AND THE MEDIATION OF LEARNING AND CREATIVITY IN THE 21ST CENTURY Topic Editor Layne Kalbfleisch PSYCHOLOGY FRONTIERS COPYRIGHT STATEMENT ABOUT FRONTIERS © Copyright 2007-2015 Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering Frontiers Media SA. All rights reserved. approach to the world of academia, radically improving the way scholarly research is managed. All content included on this site, such as The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share text, graphics, logos, button icons, images, and generate knowledge. 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ISBN 978-2-88919-519-0 Find out more on how to host your own Frontiers Research Topic or contribute to one as an DOI 10.3389/978-2-88919-519-0 author by contacting the Frontiers Editorial Office: [email protected] Frontiers in Psychology May 2015 | Educational Neuroscience, Constructivist Learning | 1 EDUCATIONAL NEUROSCIENCE, CONSTRUCTIVIST LEARNING, AND THE MEDIATION OF LEARNING AND CREATIVITY IN THE 21ST CENTURY Topic Editor: Layne Kalbfleisch, George Mason University, USA The advent of educational neuroscience, a transdisciplinary exercise emerging from cognitive neuroscience and educational psychology, is the examination of physiological processes that undermine, support, and enhance the capacities to learn and create. The physiological underpinnings of learning and creativity each impact human ability and performance and mediate the processes of becoming educated, expert, and valued. Evidence of learning provides support to an ongoing canon, process, system, field or domain, while evidence of creativity results in an elaboration or departure from an Image by Dr Layne Kalbfleisch. ongoing canon, process, system, field, or domain. Educational neuroscience extends a challenge to scholars from multiple contexts to engage in the characterization and exploration of human ability and performance in these realms. The role of context, both environmental and interoceptive, is an integral part of efforts in educational neuroscience and in theories of constructivist learning to contribute ecologically valid insight to the pragmatic processes of learning and creativity. Examination at this level of specificity is vital to our ability to educate and support human potential in the 21st century. This Research Topic examines the neural basis of cognitive states and processes that influence knowledge and skill acquisition tied to the demonstration of human ability and performance across individual differences and in multiple contexts including STEM learning and the arts. Frontiers in Psychology May 2015 | Educational Neuroscience, Constructivist Learning | 2 Table of Contents 04 Educational Neuroscience, Constructivism, and the Mediation of Learning and Creativity in the 21st Century M. Layne Kalbfleisch Influence of Context on Human Learning and Performance 06 Neuromyths in Education: Prevalence and Predictors of Misconceptions Among Teachers Sanne Dekker, Nikki C. Lee, Paul Howard-Jones and Jelle Jolles 14 Subjective Sleepiness and Sleep Quality in Adolescents are Related to Objective and Subjective Measures of School Performance Annemarie Boschloo, Lydia Krabbendam, Sanne Dekker, Nikki Lee, Renate de Groot and Jelle Jolles 19 Neuroscientific Model of Motivational Process Sung-il Kim 31 Creativity as Action: Findings From Five Creative Domains Vlad Glaveanu, Todd Lubart, Nathalie Bonnardel, Marion Botella, Pierre-Marc de Biaisi, Myriam Desainte-Catherine, Asta Georgsdottir, Katell Guillou, Gyorgy Kurtag, Christophe Mouchiroud, Martin Storme, Alicja Wojtczuk and Franck Zenasni 45 Environmental Influences on Neural Systems of Relational Complexity M. Layne Kalbfleisch, Megan T. deBettencourt, Rebecca Kopperman, Meredith Banasiak, Joshua M. Roberts and Maryam Halavi Training Influences on Neural Plasticity and Learning Transfer 60 Oscillatory EEG Correlates of Arithmetic Strategies: A Training Study Roland H. Grabner and Bert De Smedt 71 Neuroplasticity-Based Cognitive and Linguistic Skills Training Improves Reading and Writing Skills in College Students Beth A. Rogowsky, Pericles Papamichalis, Laura Villa, Sabine Heim and Paula Tallal 82 Group Rhythmic Synchrony and Attention in Children Alexander K. Khalil, Victor Minces, Grainne McLoughlin and Andrea Chiba 89 Highschool Music Classes Enhance the Neural Processing of Speech Adam Tierney, Jennifer Krizman, Erika Skoe, Kathleen Johnston and Nina Kraus Assessing Individual Differences 96 The Genetics of Reading Disabilities: From Phenotypes to Candidate Genes Wendy H. Raskind, Beate Peter, Todd Richards, Mark M. Eckert and Virginia W. Berninger 116 Numerical Transcoding Proficiency in 10-Year-Old Schoolchildren is Associated with Gray Matter Inter-Individual Differences: A Voxel-Based Morphometry Study Amélie Lubin, Sandrine Rossi, Grégory Simon, Céline Lanoë, Gaëlle Leroux, Nicolas Poirel, Arlette Pineau and Olivier Houdé 123 Building a Functional Multiple Intelligences Theory to Advance Educational Neuroscience Carlo Cerruti Frontiers in Psychology May 2015 | Educational Neuroscience, Constructivist Learning | 3 EDITORIAL published: 12 February 2015 doi: 10.3389/fpsyg.2015.00133 Educational neuroscience, constructivism, and the mediation of learning and creativity in the 21st century M. Layne Kalbfleisch 1,2* 1 Kidlab, Krasnow Institute, College of Education and Human Development, George Mason University, Fairfax, VA, USA 2 Pediatrics, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA *Correspondence: mkalbfl[email protected] Edited and reviewed by: Jason W. Osborne, University of Louisville, USA Keywords: educational neuroscience, transfer, neuroplasticity, reasoning, neuromyth, creativity, math, music Elephant. Imagine one standing right in front of you. Why of measurement are so different. In response, these papers are begin this editorial on educational neuroscience and construc- examples of the intellectual
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