Paper Status Tracking
Contact us
[email protected]
Click here to send a message to me 3275638434
Paper Publishing WeChat

Article
Affiliation(s)

Furman University, Greenville, USA

ABSTRACT

For over 200 years, philosophers, psychologists, and neuro-scientists have tried to discern the fundamental components and functions of the human brain. Their efforts have often focused on the ways to enhance cognition. During much of the 19th century, pedagogues emphasized the concept of “mental discipline,” which conceived of the brain as a muscle that could be strengthened by studying certain subjects. Beginning in the late 20th century, investigators evinced renewed interest in cognition. Their work has been used by educators who stress the pedagogical applications of neuro-scientific findings, and by entrepreneurs who have created an ever-expanding “brain-training” industry that underscores the salience of mental exercises and/or games. A comparison of mental discipline and modern brain training initiatives indicates that each approach assumes that specific types of cognitive transfer can occur. Nevertheless, neither approach substantiates this hypothesized benefit. Moreover, the two approaches reveal how shifting scientific frameworks can be utilized not only by researchers to advance knowledge, but also by others to promote dubious and/or specious claims.

KEYWORDS

mental discipline, brain training, cognition, neuro-science

Cite this paper

References

About | Terms & Conditions | Issue | Privacy | Contact us
Copyright © 2001 - David Publishing Company All rights reserved, www.davidpublisher.com
3 Germay Dr., Unit 4 #4651, Wilmington DE 19804; Tel: 1-323-984-7526; Email: [email protected]