David P. Baker|Daniel Salinas|Paul J. Eslinger
An envisioned bridge: Schooling as a neurocognitive developmental institution
Pennsylvania State University|Pennsylvania State University|Pennsylvania State University
potential contribution social science research close gap knowledge cognitive neuroscience educational research underappreciated despite virtual absence interdisciplinary dialog neuroscience sociology education related study cultural impact formal education generated research relevant understanding social environment widespread schooling coevolves enhances neurocognitive development two clusters isolated research literatures synthesized taken together anticipates dynamic integration neuroscience education first cluster social construction cognition formal education contemporary society including effects schooling neurological cognitive development demographic expansion exposure developmental influence schooling educations cultural impact meaning learning experience reinforcement cognition key human capability across ever key institutions postindustrial society second cluster turns issue around examining current investigations neuroscience support neurological hypotheses causes behind schooling effect neurocognitive development propose integration literatures provide ecologically valid context investigate evolving functional architecture contemporary brain