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Tracey Noel Tokuhama-Espinosa

Tracey Noel Tokuhama-Espinosa
Harvard University Extension School · Faculty of Arts and Sciences FAS (PsycE1609 Neuroscience of Learning)

Ph.D., Ed.M.

About

39
Publications
69,848
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174
Citations
Citations since 2016
21 Research Items
147 Citations
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Introduction
Tracey Tokuhama-Espinosa is an Instructor at the Harvard University Extension School where she teaches the Neuroscience of Learning: An Introduction to Mind, Brain, Health and Education science. She is the Associate Editor of the Nature Partner Journal, Science of Learning. Tracey does research in the Learning Sciences, and specifically within Mind, Brain, (Health) and Education science. Her current work is focused on what kids want to know about their own brains and the neuroscience of writing.
Additional affiliations
January 2014 - January 2015
Universidad de Las Américas
Position
  • Dean, Faculty of Education

Publications

Publications (39)
Article
Full-text available
We proposed that an athlete’s depressive symptoms may be different from the general population in etiology if considered from the context of a depressive disorder. By shifting focus from a limited notion of symptoms onto a comprehensive model of depression, the full scope of the phenomenon becomes clearer. This paper investigated the relationship b...
Preprint
Full-text available
The paper has been peer reviewed but was not published as the ethical standards in the country where the data was analyzed did not meet the ethical standards of the international journal. As post-facto IRB approval was not sought, the paper remains unpublished.
Conference Paper
Full-text available
Language and Mathematics are cornerstones of all educational programs and are vital to both an individual’s success as well as his or her country’s competitiveness. Despite their importance, there is no consensus on the best order or methods to teach early math and language, or even if these are necessary at all. Contributions from neuroscience are...
Preprint
Full-text available
The Learning Sciences, and specifically Mind, Brain, (Health), and Education science, contribute to our understanding of the teaching-learning dynamic. This brief (8,000 word) article captures the highlights of human understanding about the brain and its role in learning from ancient civilizations to the present.
Article
Full-text available
The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, and Education (MBE) science that have potentially impacted the teaching-learning dynamic. Previous research, including a 2007-2008 International Delphi Panel on Mind, Brain, and Education, and a 2017 International Delphi Panel 10-year follow-up (Tokuhama-...
Article
Full-text available
Technology has advanced our understanding of the learning brain over the past few decades, offering insights that can improve education. Scientific discoveries have increased rapidly since the 1990s (dubbed the “decade of the brain” in the United States) thanks to huge investments in neuroimaging techniques, which allow a more accurate view of huma...
Preprint
Full-text available
The purpose of this study was to evaluate the current initiatives in the field of Mind, Brain, and Education (MBE) science that have potentially impacted the teaching-learning dynamic. Previous research, including a 2007-2008 International Delphi Panel on Mind, Brain, and Education, and a 2017 International Delphi Panel 10-year follow-up (Tokuhama-...
Chapter
Neuromyths are misunderstandings, misinterpretations, and/or misuse of scientific findings, which place false limitations on learning potential and/or falsely promise improvements in intellectual abilities. Scientific advancements are both the cause and partial solution to neuromyths. This study reviews the history of neuromyths, where they come fr...
Article
Full-text available
The learning sciences clarify how people learn best under which conditions and how human variability influences outcomes. Despite great advancements in some learning sciences over the past 30 years, there has been relatively little change in educational science, a sub-field of the learning sciences. To determine why knowledge from the learning scie...
Article
Full-text available
Mind, Brain, and Education (MBE) science is by definition transdisciplinary. However, the communication and collaboration between constituent disciplines needed for true transdisciplinarity remains relatively rare. Consequently, many of the potential benefits of MBE science remain unrealized for parties on all sides of the discipline. The present c...
Preprint
Full-text available
The learning sciences clarify how people learn best under which conditions and how human variability influences outcomes. Despite great advancements in some learning sciences over the past 30 years, there has been relatively little change in educational science, a sub-field of the learning sciences. To determine why knowledge from the learning scie...
Article
Full-text available
Neuromyths are false beliefs, often associated with teaching and learning, that stem from misconceptions or misunderstandings about brain function. While belief in neuromyths has been established as prevalent among the general public and K-12 teachers, literature about neuromyth belief among higher education professionals (instructors, instructiona...
Preprint
Full-text available
We (I and Tracey Tokuhama-Espinosa) have presented a brief historical development of MBE in this volume, as we believe the important part of dealing with the future of the field is a firm recognition of the varied nature of its past. In the final chapter, we have speculated on several areas that are likely to reflect changes in the field of Mind, B...
Preprint
Full-text available
Of all levels of education, university instruction has been the slowest to adjust to the times. This paper documents the successful instructional design format of a course offered in the Harvard University Extension School in Spring 2016 called The Neuroscience of Learning. In addition to offering specific content, this course also sought to take a...
Book
Full-text available
La metodología MingaLibro (cuyo nombre incorpora el término “minga” que hace referencia al ambiente festivo de trabajo colaborativo, tradición precolombina cuyo término proviene del kichwa mink’a, definido por la Real Academia Española como: “reunión de amigos y vecinos para hacer algún trabajo gratuito en común”), en su primera edición da origen a...
Chapter
Full-text available
This chapter critically considers the role that insights from research in Developmental Cognitive Neuroscience (the study of the neural underpinnings of developmental changes in psychological functioning) might play in teachers’ pedagogical knowledge. The chapter reviews key findings in neuroscience with implications for learning, such as functiona...
Technical Report
Full-text available
Hay una conexión directa entre la calidad de la educación, el desarrollo de un país, su estabilidad económica y el bienestar del individuo (Blundell, Dearden, Meghir, & Sianesi, 1999; De Gregorio & Lee, 2002; Hanushek, 2013; Hanushek & Woessmann, 2012; Hays-Jacob, 2010; Nica, 2012; Psacharopoulos & Patrinos, 2004). En el año 2012, el Gobierno del E...
Article
Full-text available
There is a boom of new information related to bilingualism and the brain that is contributing to a paradigm shift in some aspects of teaching in formal school settings. In one sense, this new information tells us what not to do: that is, there is now a great deal of evidence out about myths or untruths related to the brain and language that influen...
Data
Full-text available
El problema Se sabe que la instrucción temprana en matemáticas es beneficiosa: “Los niños que aprenden los fundamentos de matemáticas en la etapa preescolar y en el kindergarten tienen las mejores posibilidades de logros escolares. Pero con demasiada frecuencia, los niños no reciben la instrucción de calidad necesaria que puede hacer esta diferenci...
Data
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Antecedentes El Proyecto Regional de Educación de la Coordinación Educativa y Cultural Centroamericana (CECC/SICA) propicia actividades de producción y difusión de conocimiento sobre factores relacionados con la enseñanza de la lectura y matemática, que posiblemente se asocien con el fracaso escolar, medido en indicadores de repetición, extra edad...
Chapter
Full-text available
2007), que muestran que al recibir estímulos del ambiente, el cerebro pasa primero los estímulos por un filtro de memorias emocionales, antes de pasarlos por un filtro de memorias de otro tipo. Esto significa que toda la información que recibimos del mundo es juzgada primero a nivel emocional, y luego a nivel racional. La influencia de cómo sentimo...
Article
Full-text available
Abstract Neuroscientists think about cells. Psychologists think about frames of mind. Educators think about students. A Mind, Brain, and Education scientist can think on all three levels, and as a result has more viable and effective solutions than other professionals concerned with the teaching-learning process. This article considers some of the...
Article
Full-text available
Abstract The complex problems faced in education today need equally elaborate solutions. This article explains how Mind, Brain, and Education (MBE) science combines perspectives from neuroscience, psychology and pedagogy that contribute to a better understanding of how humans learn, and consequently, how we should teach. Better than neuroeducation,...
Article
Full-text available
Abstract The history of how we teach is fascinating. By understanding not only how people learn but also how we have learned how to teach, we can become better professionals. In this article we review the history of human learning and the progress of teaching over the past 5,500 years. The following is an excerpt from Mind, Brain, and Education Sci...
Data
Abstract If the combination of neuroscience, psychology and education (“Mind, Brain, and Education science) is the way we should approach teaching from now on, what exactly are the lessons we can apply to the classroom? This article looks at five well-established facts whose evidence points to better teaching practices. The following is an excerpt...
Article
Full-text available
Abstract The history of how we teach is fascinating. By understanding not only how people learn but also how we have learned how to teach, we can become better professionals. In this article we review the history of human learning and the progress of teaching over the past 5,500 years. The following is an excerpt from Mind, Brain, and Education Sci...
Article
Full-text available
Discoveries about the brain can help teachers individualize learning. But first we must sort the truth from the hype. Designing educational experiences without an understanding of the brain is like designing a glove without an understanding of the human hand. This analogy is attributed to Leslie Hart, pioneering author on brain-compatible learning...
Technical Report
Full-text available
RESUMEN ESTADO ACTUAL • En países desarrollados, el promedio de la población que tiene el título de doctorado o PhD es de 0.5%‐3.5% • En países de la Región Andina, el promedio de la población que tiene el título de “doctorado” o PhD es de menos de 0.1% • Ecuador tiene 372 PhDs registrados, en una población de 14.000.000 de habitantes (equivalente...
Technical Report
Full-text available
Al analizar el estado actual del Ecuador en relación a otros países del mundo en cuanto al nivel de interés por parte de niños y jóvenes por la ciencia y la tecnología, se llegó a concluir que dos tipos de factores juegan un rol importante. Primero, mientras que en las sociedades con un alto nivel de desempeño en diferentes indicadores de ciencia y...
Article
Full-text available
The scientifically substantiated art of teaching: A study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science)

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Projects

Projects (7)
Project
To measure children’s evolving understanding of their own thinking, this study sought to determine what types of questions they pose about their own brains. There were four primary objectives of this research, which are explained briefly below. 1. Determine how young people’s understandings of their own brains evolves over time: Use research from developmental cognitive neuroscience and developmental psychology to assess if self-understanding about the brain parallels understanding about other developmental processes. 2. Explain how cognitive development influences self-knowledge, including how psychological theories of development map on to specific question types: Use research on psychological theories about cognitive development of self-knowledge and compare them with questions categories to see if age was a predictor of question type. 3. Determine if there is a linear trajectory of questioning about the brain that evolves over time in the same individual based on linguistic development, including whether language sophistication parallels question formation: Use both linguistic sentence analysis and neural network analysis of sentence structure to determine if there is a neuroconstructivist explanation for the evolution of questioning patterns. 4. Determine if there is a universal or culturally bound trajectory of self-questioning about the brain and its functions: Use theories in cultural neuroscience to compare self-talk and self-understanding theories with cognitive development theories.
Project
To advance understanding of the interaction and mutually influential roles of technology, brain, and teaching and learning on educational outcomes.