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Article
Enhancing Cognition: Historical and Contemporary Debates
Author(s)
A. Scott Henderson
Full-Text PDF XML 603 Views
DOI:10.17265/2161-6248/2017.06.002
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
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