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Editorial
Educational Neuroscience
A Field Between False Hopes and Realistic Expectations
- Elsbeth Stern,
- Roland H. Grabner,
- Ralph Schumacher
Vol. 224, Issue 4 • February 8, 2017, pp. 237–239
Review Articles
Development of Reading Remediation for Dyslexic Individuals
Added Benefits of the Joint Consideration of Neurophysiological and Behavioral Data
- Mélanie Bédard,
- Line Laplante,
- Julien Mercier
Vol. 224, Issue 4 • February 8, 2017, pp. 240–246
A Systematic Review of the Literature Linking Neural Correlates of Feedback Processing to Learning
- Jan-Sébastien Dion,
- Gérardo Restrepo
Vol. 224, Issue 4 • February 8, 2017, pp. 247–256
Original Articles
The Effect of a Prospected Reward on Semantic Processing
An N400 EEG Study
- Sanne H. G. van der Ven,
- Sven A. C. van Touw,
- Anne H. van Hoogmoed,
- Eva M. Janssen,
- Paul P. M. Leseman
Vol. 224, Issue 4 • February 8, 2017, pp. 257–265
Proportional Reasoning
The Role of Congruity and Salience in Behavioral and Imaging Research
- Ruth Stavy,
- Reuven Babai,
- Arava Y. Kallai
Vol. 224, Issue 4 • February 8, 2017, pp. 266–276
The Learning Brain
Neuronal Recycling and Inhibition
- Emmanuel Ahr,
- Grégoire Borst,
- Olivier Houdé
Vol. 224, Issue 4 • February 8, 2017, pp. 277–285
Spotlights
Event-Related Potentials (ERPs) Reflecting Feedback and Error Processing in the Context of Education
- Frieder L. Schillinger
Vol. 224, Issue 4 • February 8, 2017, pp. 286–289
Neuroscience-Based Approaches to Teaching Students on the Autism Spectrum
- Debbie Cockerham,
- Evie Malaia
Vol. 224, Issue 4 • February 8, 2017, pp. 290–293
Measuring Implicit Cognitive and Emotional Engagement to Better Understand Learners’ Performance in Problem Solving
- Patrick Charland,
- Pierre-Majorique Léger,
- Julien Mercier,
- Yannick Skelling,
- Hugo G. Lapierre
Vol. 224, Issue 4 • February 8, 2017, pp. 294–296
Behavioral and Neural Effects of Game-Based Learning on Improving Computational Fluency With Numbers
An Optical Brain Imaging Study
- Murat Perit Çakır,
- Nur Akkuş Çakır,
- Hasan Ayaz,
- Frank J. Lee
Vol. 224, Issue 4 • February 8, 2017, pp. 297–302
Opinions
Dyslexia Intervention – What Can We Learn From Neuroscience?
Commentary on
- Karin Landerl,
- Chiara Banfi
Vol. 224, Issue 4 • February 8, 2017, pp. 303–304
What are the Benefits and Potential Problems of Jointly Considering Neurophysiological and Behavioral Data in Dyslexia Intervention Research?
Commentary on
- Wolfgang Schneider
Vol. 224, Issue 4 • February 8, 2017, pp. 305–306
Learning in Development and Education – A Mechanistic Understanding Is Needed
Commentary on Dion and Restrepo (2016)
- Tobias U. Hauser
Vol. 224, Issue 4 • February 8, 2017, pp. 307–308
What Does Brain Activation Tell Us About Numerical Congruity and Salience?
Commentary on
- Andreas Obersteiner
Vol. 224, Issue 4 • February 8, 2017, pp. 309–310
The Origin and Functional Organization of Cortical Areas Involved in Reading
Commentary on
- Daniel Kiper
Vol. 224, Issue 4 • February 8, 2017, pp. 311–311
The Long and Winding Road to Educationally Relevant Cognitive Neuroscience
Commentary on
- Lieven Verschaffel
Vol. 224, Issue 4 • February 8, 2017, pp. 312–312
Erratum
Correction to Lazarević et al. (2016)
Vol. 224, Issue 4 • February 9, 2017, pp. 313–313
Call for Papers
“Theory of Mind Across the Lifespan”
A Topical Issue of the Zeitschrift für Psychologie
- Daniel M. Bernstein
Vol. 224, Issue 4 • February 9, 2017, pp. 314–314
Volume Information
Reviewers 2016
Vol. 224, Issue 4 • February 9, 2017, pp. 315–315