Paul A. Howard-Jones

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The aim of this fMRI investigation was to identify those areas of the brain associated with approaching a story generation task creatively and to investigate the effects upon these correlates of incorporating a set of words that were unrelated to each other-a strategy considered to encourage semantic divergence. Preliminary experiments were undertaken to(More)
Uncertainty may be an important component of the motivation provided by learning games, especially when associated with gaming rather than learning. Three studies are reported that explore the influence of gaming uncertainty on engagement with computer based learning games. In the first study, children (10–11 years) played a simple maths quiz. Participants(More)
Learning from competitors poses a challenge for existing theories of reward-based learning, which assume that rewarded actions are more likely to be executed in the future. Such a learning mechanism would disadvantage a player in a competitive situation because, since the competitor's loss is the player's gain, reward might become associated with an action(More)
—Reinforcement learning involves a tight coupling of reward-associated behavior and a type of learning that is very different from that promoted by education. However, the emerging understanding of its underlying processes may help derive principles for effective learning games that have, until now, been elusive. This article first reviews findings from(More)
The OECD's Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called "neuromyths" are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths(More)
(2014): The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning, Learning, Media and Technology, Taylor & Francis makes every effort to ensure the accuracy of all the information (the " Content ") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make(More)
Background: Neuroscience is unlikely to produce findings for immediate application in the classroom. The educational significance and practical implications of knowledge about mind and brain inevitably require some level of interpretation, yet the multiplying examples of unscientific 'brain-based' educational concepts suggest this process of interpretation(More)
Taylor & Francis makes every effort to ensure the accuracy of all the information (the " Content ") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views(More)