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also due to natural developmental changes occurring in their brain.
Knowing that these changes are part of the normal brain development pro-
cess and that they will pass can at least partially reduce the impact of these
difficulties on adolescents’ self-image and attitudes to school and thus help
students remain at school through to the end, thereby preventing ESL.
References
Ansari, D., De Smedt, B., & Grabner, R. H. (2012). Neuroeducation – a critical
overview of an emerging field. Neuroethics, 5(2), 105–117.
Aylward, E. H., Richards, T. L., Berninger, V. W., Nagy, W. E., Field, K. M.,
Grimme, A. C., ... & Cramer, S. C. (2003). Instructional treatment as-
sociated with changes in brain activation in children with dyslex-
ia. Neurology, 61(2), 212–219.
Barnea-Goraly, N., Menon, V., Eckert, M., Tamm, L., Bammer, R.,
Karchemskiy, A., ... & Reiss, A. L. (2005). White matter development dur-
ing childhood and adolescence: A cross-sectional diffusion tensor imag-
ing study. Cerebral Cortex, 15(12), 1848–1854.
Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F.,
& Hawkins, J. D. (2000). Predictors of early high school dropout: A test of
five theories. Journal of Educational Psychology, 92(3), 568–582.
Bengtsson, S. L., Nagy, Z., Skare, S., Forsman, L., Forssberg, H., & Ullén, F.
(2005). Extensive piano practicing has regionally specific effects on white
matter development. Nature Neuroscience, 8(9), 1148.
Berninger, V. W., & Corina, D. (1998). Making cognitive neuroscience edu-
cationally relevant: Creating bidirectional collaborations between edu-
cational psychology and cognitive neuroscience. Educational Psychology
Review, 10(3), 343–354.
Blakemore, S. J., & Frith, U. (2005). The learning brain: Lessons for education.
Blackwell Publishing.
Brown, R. D., & Bjorklund, D. F. (1998). The biologizing of cognition, develop-
ment, and education: Approach with cautious enthusiasm. Educational
Psychology Review, 10(3), 355–373.
Byrnes, J. P., & Fox, N. A. (1998). The educational relevance of research in cog-
nitive neuroscience. Educational Psychology Review, 10(3), 297–342.
Burgess, P. W., Veitch, E., de Lacy Costello, A., & Shallice, T. (2000). The cognitive
and neuroanatomical correlates of multitasking. Neuropsychologia, 38(6),
848–863.
166
Knowing that these changes are part of the normal brain development pro-
cess and that they will pass can at least partially reduce the impact of these
difficulties on adolescents’ self-image and attitudes to school and thus help
students remain at school through to the end, thereby preventing ESL.
References
Ansari, D., De Smedt, B., & Grabner, R. H. (2012). Neuroeducation – a critical
overview of an emerging field. Neuroethics, 5(2), 105–117.
Aylward, E. H., Richards, T. L., Berninger, V. W., Nagy, W. E., Field, K. M.,
Grimme, A. C., ... & Cramer, S. C. (2003). Instructional treatment as-
sociated with changes in brain activation in children with dyslex-
ia. Neurology, 61(2), 212–219.
Barnea-Goraly, N., Menon, V., Eckert, M., Tamm, L., Bammer, R.,
Karchemskiy, A., ... & Reiss, A. L. (2005). White matter development dur-
ing childhood and adolescence: A cross-sectional diffusion tensor imag-
ing study. Cerebral Cortex, 15(12), 1848–1854.
Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F.,
& Hawkins, J. D. (2000). Predictors of early high school dropout: A test of
five theories. Journal of Educational Psychology, 92(3), 568–582.
Bengtsson, S. L., Nagy, Z., Skare, S., Forsman, L., Forssberg, H., & Ullén, F.
(2005). Extensive piano practicing has regionally specific effects on white
matter development. Nature Neuroscience, 8(9), 1148.
Berninger, V. W., & Corina, D. (1998). Making cognitive neuroscience edu-
cationally relevant: Creating bidirectional collaborations between edu-
cational psychology and cognitive neuroscience. Educational Psychology
Review, 10(3), 343–354.
Blakemore, S. J., & Frith, U. (2005). The learning brain: Lessons for education.
Blackwell Publishing.
Brown, R. D., & Bjorklund, D. F. (1998). The biologizing of cognition, develop-
ment, and education: Approach with cautious enthusiasm. Educational
Psychology Review, 10(3), 355–373.
Byrnes, J. P., & Fox, N. A. (1998). The educational relevance of research in cog-
nitive neuroscience. Educational Psychology Review, 10(3), 297–342.
Burgess, P. W., Veitch, E., de Lacy Costello, A., & Shallice, T. (2000). The cognitive
and neuroanatomical correlates of multitasking. Neuropsychologia, 38(6),
848–863.
166
