| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Bridging neuroscience and education: A two-way path is possible
|
Mason, Lucia
|
|
2009
|
45 |
4 |
p. 548-549
2 p.
|
artikel
|
| 2 |
Cognitive, linguistic and affective disturbances following a right superior cerebellar artery infarction: A case study
|
Mariën, Peter
|
|
2009
|
45 |
4 |
p. 527-536
10 p.
|
artikel
|
| 3 |
Contents
|
|
|
2009
|
45 |
4 |
p. v-vi
nvt p.
|
artikel
|
| 4 |
Continuous theta-burst stimulation over the dorsal premotor cortex interferes with associative learning during object lifting
|
Nowak, Dennis A.
|
|
2009
|
45 |
4 |
p. 473-482
10 p.
|
artikel
|
| 5 |
Cover Figure
|
|
|
2009
|
45 |
4 |
p. e1-
1 p.
|
artikel
|
| 6 |
Don't forget about levels of explanation
|
Anderson, Mike
|
|
2009
|
45 |
4 |
p. 560-561
2 p.
|
artikel
|
| 7 |
Editorial Board/Title Page
|
|
|
2009
|
45 |
4 |
p. i-
1 p.
|
artikel
|
| 8 |
Emergence and progression of ‘non-semantic’ deficits in semantic dementia
|
Caine, Diana
|
|
2009
|
45 |
4 |
p. 483-494
12 p.
|
artikel
|
| 9 |
How research in the cognitive neuroscience sheds lights on subtypes of children with dyslexia: Implications for teachers
|
Katzir, Tami
|
|
2009
|
45 |
4 |
p. 558-559
2 p.
|
artikel
|
| 10 |
Patterns of autobiographical memory impairment according to disease severity in semantic dementia
|
Matuszewski, Vanessa
|
|
2009
|
45 |
4 |
p. 456-472
17 p.
|
artikel
|
| 11 |
Prism adaptation overcomes pseudoneglect for the greyscales task
|
Loftus, Andrea M.
|
|
2009
|
45 |
4 |
p. 537-543
7 p.
|
artikel
|
| 12 |
Re-evaluating split-fovea processing in word recognition: Effects of word length
|
Jordan, Timothy R.
|
|
2009
|
45 |
4 |
p. 495-505
11 p.
|
artikel
|
| 13 |
Scepticism is not enough
|
Howard-Jones, Paul A.
|
|
2009
|
45 |
4 |
p. 550-551
2 p.
|
artikel
|
| 14 |
The influence of distracters, stimulus duration and hemianopia on first saccade in patients with unilateral neglect
|
Gainotti, Guido
|
|
2009
|
45 |
4 |
p. 506-516
11 p.
|
artikel
|
| 15 |
Theories on mind, not on brain, are relevant for education
|
Cubelli, Roberto
|
|
2009
|
45 |
4 |
p. 562-564
3 p.
|
artikel
|
| 16 |
The use and misuse of neuroscience in education
|
Sala, Sergio Della
|
|
2009
|
45 |
4 |
p. 443-
1 p.
|
artikel
|
| 17 |
The use of a tool requires its incorporation into the movement: Evidence from stick-pointing in apraxia
|
Jacobs, Stéphane
|
|
2009
|
45 |
4 |
p. 444-455
12 p.
|
artikel
|
| 18 |
Thinking about mechanisms is crucial to connecting neuroscience and education
|
Coch, Donna
|
|
2009
|
45 |
4 |
p. 546-547
2 p.
|
artikel
|
| 19 |
Three problems in the marriage of neuroscience and education
|
Willingham, Daniel T.
|
|
2009
|
45 |
4 |
p. 544-545
2 p.
|
artikel
|
| 20 |
Using and misusing neuroscience in education-related research
|
Christodoulou, Joanna A.
|
|
2009
|
45 |
4 |
p. 555-557
3 p.
|
artikel
|
| 21 |
Vowel-specific mismatch responses in the anterior superior temporal gyrus: An fMRI study
|
Leff, Alexander P.
|
|
2009
|
45 |
4 |
p. 517-526
10 p.
|
artikel
|
| 22 |
Where are the educators? What is our role in the debate?
|
Greenwood, Roy
|
|
2009
|
45 |
4 |
p. 552-554
3 p.
|
artikel
|
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