About this Research Topic
Recent decades have seen enormous advances in understanding brain function with ever more specificity. Because of such advances, we can now, more than ever before, begin to relate specific brain functions to concrete components of education relevant to acquisition of reading, writing, math and other cognitive skills – i.e., to mechanisms of learning, memory, cognitive and even emotional function.
All sighted learners rely heavily, if not exclusively, on visually presented stimuli. Thus, many past and ongoing studies use visual stimuli to probe the sensory-perceptual abilities key to specific educational skills. Ideally, advances in the broader field of education and neuroscience, and specifically between visual neuroscience and education, will be best served if future studies strive to establish reliable neuroscience-based links between specific visual functions and relevant educational skills. One salient example of this approach is the body of literature examining potential links between dyslexia and static and dynamic visual perception mediated by different underlying visual pathways.
Appropriate foci for publication may be drawn from topics that include, but are not limited to:
- normal and abnormal visual development vis a vis learning, cognition and education
- function of the different parallel visual pathways vis a vis learning and education
- vision impairment and education strategies and efficacy
- neuroscience-based optimization of visual materials for cognitively challenged classrooms
- neuroscience-based analyses of visuo-auditory interactions in learning and memory
- neuroscience-based analyses of the role of visual art in education, in terms of perception, production, effects on learning, and/or generalized creativity
Broad content guidelines
Each of the above may be addressed either in terms of known or hypothesized impact on learning and educational efficacy, or in terms of evidence-based strategies for optimization of design of educational methods and resources. However, each submission must contain some explicit discussion of the linkage between the known neuroscience data and educational theory and/or practice. Papers utilizing various methodologies will be considered (e.g., psychophysics, electrophysiology, fMRI, MEG, etc).
Broadly speaking, this Research Topic seeks to decrease gaps in knowledge relating specific components of visual function and education. The state of modern sensory-perceptual-cognitive neuroscience leaves us poised to begin to achieve this goal. The emphasis of manuscript content sought for inclusion in this Topic will be on papers seeking to establish reasonable evidence-based links between vastly different levels of analysis: data from visual neuroscience and desired or predicted real-world educational outcomes. Multi-sensory interactions also fall under the umbrella of relevant content.
Keywords: Visual Development, Visual Pathways, Educational Performance, Educational Neuroscience, visual neuroscience, optimizing educational tools, learning and memory, multi-sensory interactions in learning and education, role of visual art in learning and education
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.