Bridging the Gap Between Theory and Practice in Neurofeedback Training for Attention. Issue 4 (17th September 2019)

• Record Type: Journal Article
• Authors: Krell, Jason; Todd, Anderson; Dolecki, Patrick K.
• Other Names: De Smedt Bert guestEditor.; Dumontheil Iroise guestEditor.; Peters Sabine guestEditor.; van Atteveldt Nienke guestEditor.
• Is Part Of: Mind, brain and education. Volume 13:Issue 4(2019)
• Page Start: 246
• Page End: 260
• Publication Date: 2019-09-17
• Subjects: Cognitive learning -- Periodicals; Education -- Research -- Periodicals; Developmental psychobiology -- Periodicals; Cognitive neuroscience -- Periodicals; Cognitive science -- Periodicals; Apprentissage cognitif -- Périodiques; Éducation -- Recherche -- Périodiques; Psychobiologie du développement -- Périodiques; Neurosciences cognitives -- Périodiques; Sciences cognitives -- Périodiques; 612.8233
• DOI: 10.1111/mbe.12220
• Languages: English
• ISSNs: 1751-2271

Abstract

ABSTRACT: Modernizing classroom pedagogical practice requires openness to revisiting previously held assumptions and theories about what constitutes authentic teaching/learning cycles. The ever‐growing gap between the number of stimuli that students are exposed to and their available attentional resources indicates that sustained attention may have increasing value transitioning into 21st‐century learning environments requiring self‐reflection, collaborative learning, and self‐directed decision‐making. Neurofeedback has shown promise in laboratory and clinical settings as a tool for building sustained attention, but little in situ research has been completed in bringing the technology into the school for empirical testing. Furthermore, attentional research lacks connections between neural network modeling and observable neuromarkers for attention. This article aims to bridge these distinct concepts to support an understanding of the potential impacts of neurofeedback training (NT) and to provide a framework for other Mind, Brain, and Education researchers planning in situ NT studies.