| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adolescent brain development
|
Dumontheil, Iroise
|
|
2016
|
10 |
C |
p. 39-44
|
artikel
|
| 2 |
Cognitive emotion regulation: a review of theory and scientific findings
|
McRae, Kateri
|
|
2016
|
10 |
C |
p. 119-124
|
artikel
|
| 3 |
Contents
|
|
|
2016
|
10 |
C |
p. iii
|
artikel
|
| 4 |
Editorial Board
|
|
|
2016
|
10 |
C |
p. i
|
artikel
|
| 5 |
Editorial overview: Neuroscience of education
|
Szűcs, Dénes
|
|
2016
|
10 |
C |
p. iv-vi
|
artikel
|
| 6 |
Educational neuroscience: neural structure-mapping and the promise of oscillations
|
Goswami, Usha
|
|
2016
|
10 |
C |
p. 89-96
|
artikel
|
| 7 |
Executive function and early childhood education
|
Blair, Clancy
|
|
2016
|
10 |
C |
p. 102-107
|
artikel
|
| 8 |
Human brain development over the early years
|
Haartsen, Rianne
|
|
2016
|
10 |
C |
p. 149-154
|
artikel
|
| 9 |
Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: a review and quantitative meta-analysis
|
Vandermosten, Maaike
|
|
2016
|
10 |
C |
p. 155-161
|
artikel
|
| 10 |
Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice
|
Ozernov-Palchik, Ola
|
|
2016
|
10 |
C |
p. 45-58
|
artikel
|
| 11 |
Memory and the developing brain: are insights from cognitive neuroscience applicable to education?
|
Ofen, Noa
|
|
2016
|
10 |
C |
p. 81-88
|
artikel
|
| 12 |
Neural basis of cognitive training and development
|
Klingberg, Torkel
|
|
2016
|
10 |
C |
p. 97-101
|
artikel
|
| 13 |
Neural markers of the development of executive function: relevance for education
|
Shanmugan, Sheila
|
|
2016
|
10 |
C |
p. 7-13
|
artikel
|
| 14 |
Neurobiological models of the impact of adversity on education
|
Sheridan, Margaret A
|
|
2016
|
10 |
C |
p. 108-113
|
artikel
|
| 15 |
Peer influence effects on risk-taking and prosocial decision-making in adolescence: insights from neuroimaging studies
|
van Hoorn, Jorien
|
|
2016
|
10 |
C |
p. 59-64
|
artikel
|
| 16 |
Reward, learning and games
|
Howard-Jones, Paul A.
|
|
2016
|
10 |
C |
p. 65-72
|
artikel
|
| 17 |
Sensory and cognitive plasticity: implications for academic interventions
|
Cooper, Emily A
|
|
2016
|
10 |
C |
p. 21-27
|
artikel
|
| 18 |
Socio-emotional and cognitive resilience in children with reading disabilities
|
Haft, Stephanie L
|
|
2016
|
10 |
C |
p. 133-141
|
artikel
|
| 19 |
The link between cognitive control and decision-making across child and adolescent development
|
Steinbeis, Nikolaus
|
|
2016
|
10 |
C |
p. 28-32
|
artikel
|
| 20 |
The math anxiety-math performance link and its relation to individual and environmental factors: a review of current behavioral and psychophysiological research
|
Chang, Hyesang
|
|
2016
|
10 |
C |
p. 33-38
|
artikel
|
| 21 |
The neuroscience of conceptual learning in science and mathematics
|
Mareschal, Denis
|
|
2016
|
10 |
C |
p. 114-118
|
artikel
|
| 22 |
The neuroscience of emotion regulation development: implications for education
|
Martin, Rebecca E
|
|
2016
|
10 |
C |
p. 142-148
|
artikel
|
| 23 |
Thinking spatially in the science classroom
|
Newcombe, Nora S
|
|
2016
|
10 |
C |
p. 1-6
|
artikel
|
| 24 |
Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability
|
Bugden, Stephanie
|
|
2016
|
10 |
C |
p. 73-80
|
artikel
|
| 25 |
Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior
|
Merkley, Rebecca
|
|
2016
|
10 |
C |
p. 14-20
|
artikel
|
| 26 |
Working memory in children's math learning and its disruption in dyscalculia
|
Menon, Vinod
|
|
2016
|
10 |
C |
p. 125-132
|
artikel
|
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