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editorial

. 2016 Jul 6;1:16012. doi: 10.1038/npjscilearn.2016.12

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Copyright © 2016 Published in partnership with The University of Queensland

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Existing instructional techniques are here viewed as ‘inputs’ to educational neuroscience research. A particular technique may be optimised by determining the combination of parameters (length of study session and timing of exams) that is in harmony with neural processes. Alternatively, a particular intervention may be generalised to different contexts or domains, based on the attributes of the neural processes underlying the learning of a particular skill. Finally, two or more interventions, perhaps drawn from diverse research, may be combined into a single intervention, resulting in a technique that is optimal from both a within-lesson attention perspective as well as long-term retention of memories.