%0 Journal Article %1 Ofen201681 %A Ofen, Noa %A Yu, Qijing %A Chen, Zhijian %D 2016 %J Current Opinion in Behavioral Sciences %K edneuro education imported neuroscience %P 81 - 88 %R http://dx.doi.org/10.1016/j.cobeha.2016.05.010 %T Memory and the developing brain: are insights from cognitive neuroscience applicable to education? %U http://www.sciencedirect.com/science/article/pii/S2352154616301024 %V 10 %X In this paper we present a succinct overview of the current knowledge about the neural correlates of memory development. Behavioral evidence strongly supports the view that developmental effects are specific to memory that is complex, and rich in contextual details. Neuroimaging evidence supports an emerging view that stability and change in memory functioning across age reflects the structural and functional maturation of the brain regions that support memory, particularly regions in the prefrontal cortex and the medial temporal lobe. Recent research efforts using functional neuroimaging have been directed to test hypotheses about the neural basis of age-related difference in memory capacities, prior knowledge, and effective use of strategies and metacognitive abilities. Additionally, we review recent evidence about how the development of the brain may set specific limits on, and present certain opportunities for, memory functioning. Finally, we discuss the challenges in applying insights from investigations into the neural basis of memory development to educational practices. We conclude that even though we have learned a great deal about the neural correlates of memory development, there are still several critical limitations in applying this knowledge to educational practices.

@article{Ofen201681, abstract = {In this paper we present a succinct overview of the current knowledge about the neural correlates of memory development. Behavioral evidence strongly supports the view that developmental effects are specific to memory that is complex, and rich in contextual details. Neuroimaging evidence supports an emerging view that stability and change in memory functioning across age reflects the structural and functional maturation of the brain regions that support memory, particularly regions in the prefrontal cortex and the medial temporal lobe. Recent research efforts using functional neuroimaging have been directed to test hypotheses about the neural basis of age-related difference in memory capacities, prior knowledge, and effective use of strategies and metacognitive abilities. Additionally, we review recent evidence about how the development of the brain may set specific limits on, and present certain opportunities for, memory functioning. Finally, we discuss the challenges in applying insights from investigations into the neural basis of memory development to educational practices. We conclude that even though we have learned a great deal about the neural correlates of memory development, there are still several critical limitations in applying this knowledge to educational practices. }, added-at = {2016-05-31T12:57:51.000+0200}, author = {Ofen, Noa and Yu, Qijing and Chen, Zhijian}, biburl = {https://www.bibsonomy.org/bibtex/23005f838103f85b3bbbe7ffcff255806/yish}, doi = {http://dx.doi.org/10.1016/j.cobeha.2016.05.010}, interhash = {e3fe49b7c323697e022291b4141f3b9a}, intrahash = {3005f838103f85b3bbbe7ffcff255806}, issn = {2352-1546}, journal = {Current Opinion in Behavioral Sciences }, keywords = {edneuro education imported neuroscience}, note = {Neuroscience of education }, pages = {81 - 88}, timestamp = {2016-05-31T12:58:40.000+0200}, title = {Memory and the developing brain: are insights from cognitive neuroscience applicable to education? }, url = {http://www.sciencedirect.com/science/article/pii/S2352154616301024}, volume = 10, year = 2016 }