Edited by Eliane Segers and Paul van den Broek
[Not in series 206] 2017
► pp. 3–16
Neuroscientific and educational research have the potential to interact productively, because neuroscience investigates processes underlying core educational aims like knowledge acquisition. Combining these research areas therefore appears beneficial, but differences in experimental approach and limitations of neuroscience tools in terms of ecological validity hamper translation. Hence, a common approach that takes these differences into account is needed. Here, we will set out how neuroscience research on long-term memory formation, integration, and consolidation may be informative for education and we will speculate on links with literacy development. Because memory formation is a constructive process, newly learned memories are continuously related to and integrated with previously learned knowledge to form extensive knowledge structures. This integration process is suggested to strengthen memories and make them less vulnerable to forgetting. Education may therefore profit greatly from understanding the neural processes underlying optimal integration to achieve optimal building of knowledge structures, making learning more efficient and evidence based.