Preprint Review Version 1 This version is not peer-reviewed

Competitive Neurocognitive Functions Can Tell Us What to Learn and When: In Schools and Beyond

Version 1 : Received: 4 June 2020 / Approved: 5 June 2020 / Online: 5 June 2020 (14:10:15 CEST)

How to cite: Nemeth, D.; Schipper, K.; Pleche, C.; Janacsek, K. Competitive Neurocognitive Functions Can Tell Us What to Learn and When: In Schools and Beyond. Preprints 2020, 2020060050 (doi: 10.20944/preprints202006.0050.v1). Nemeth, D.; Schipper, K.; Pleche, C.; Janacsek, K. Competitive Neurocognitive Functions Can Tell Us What to Learn and When: In Schools and Beyond. Preprints 2020, 2020060050 (doi: 10.20944/preprints202006.0050.v1).

Abstract

There has been a growing interest in incorporating psychological and neuroscientific knowledge about the development of cognitive functions in educational policies and academic practices. In this paper, we argue that the current knowledge about the interactions between these functions and their neurodevelopmental characteristics should also be considered in order to develop practices that could be better suited to pupils depending on their age. To facilitate this, we review current neuroscientific knowledge on the competitive interactions between two neural circuitry underlying distinct learning functions, their developmental trajectories and how they are linked to other functions such as cognitive control. The incorporation of this knowledge in education could help improve academic outcomes.

Subject Areas

competitive learning and memory functions; cognitive development; basal ganglia; medial temporal lobe; prefrontal cortex; model-based learning; model-free learning

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