Abstract

In our view, a central issue in relating brain development to education is whether classroom interventions can alter neural networks related to cognition in ways that generalize beyond the specific domain of instruction. This issue depends upon understanding how neural networks develop under the influence of genes and experience. Imaging studies have revealed common networks underlying many important tasks undertaken at school, such as reading and number skills, and we are beginning to learn how genes and experience work together to shape the development of these networks. The results obtained appear sufficient to propose research-based interventions that could prove useful in improving the ability of children to adjust to the school setting and to acquire skills like literacy and numeracy