Kathryn Bates
I am a first year ESRC 1+3 funded PhD student under the supervision of Professor Emily Farran at UCL IOE and Dr Marie Smith at Birkbeck, University of London. I am primarily interested in mental imagery, and how the components of mental imagery at the cognitive level interact with the development of spatial abilities. My research will be conducted from an educational neuroscience perspective in that I will first be investigating how mental imagery presents in children with ADHD at both the behavioural and neural level. Following this, I will be looking into developing simple interventions using gesture in the classroom.
Educational neuroscience is a relatively new field of collaborative research that aims to bring together neuroscience techniques, psychological theory, behavioural science and input from educators to develop a science of learning, that can in turn inform educational practise (1,2). I first became interested in this field in my final year of undergraduate study, and as part of my 1+3 funding I have completed an MSc in Educational Neuroscience at University of London. Thus, my passions lie in understanding the mechanisms of cognition at the neural and behavioural level by examining typical and atypical development, and working within a multidisciplinary field to further understanding.
Last updated November 2017
Educational neuroscience is a relatively new field of collaborative research that aims to bring together neuroscience techniques, psychological theory, behavioural science and input from educators to develop a science of learning, that can in turn inform educational practise (1,2). I first became interested in this field in my final year of undergraduate study, and as part of my 1+3 funding I have completed an MSc in Educational Neuroscience at University of London. Thus, my passions lie in understanding the mechanisms of cognition at the neural and behavioural level by examining typical and atypical development, and working within a multidisciplinary field to further understanding.
- Ansari, D., & Coch, D. (2006). Bridges over troubled waters: Education and cognitive neuroscience. Trends in Cognitive Sciences, 10(4), 146-151.
- Ansari, D., De Smedt, B., & Grabner, R. H. (2012). Neuroeducation–a critical overview of an emerging field. Neuroethics, 5(2), 105-117.
Last updated November 2017