How can we effectively bridge the gap between cognitive neuroscience and education? Some authors, such as J. Bruer, have argued that the fields are too distant in their methods and concepts for meaningful integration—a “bridge too far.” Others, like J. Bowers, claim that although education can inform cognitive neuroscience, the reverse contribution is limited, suggesting that only cognitive psychology—not neuroscience—can truly support educational practice.
In this talk, Dr Felipe Pegado presents a concrete translational example illustrating how cognitive neuroscience can inform early reading acquisition. They investigated a visual mechanism that interferes with literacy learning using fMRI, EEG, and behavioral methods. This line of research led them to propose a theoretical model, which they then translated into a pedagogical intervention and evaluated through randomized controlled trials conducted in authentic classroom settings. Their findings show a twofold improvement in reading fluency, demonstrating the potential value of a neuroscience-informed approach. Finally, Dr Felipe Pegado will outline a generalized, step-by-step procedure for translating cognitive neuroscience findings into educational applications, highlighting both the opportunities and the challenges of building a rigorous bridge between the laboratory and the classroom.
This is a CEN event.