Une recherche récemment publiée dans la revue Developmental Cognitive Neuroscience montre que le cerveau des élèves présentant des performances moyennes en lecture profite davantage d'un enseignement explicite de nouveaux mots que d'un enseignement implicite (ou contextualisé), selon Laurie Cutting, auteure de l'étude. Par contre, pour les élèves ayant de la facilité en lecture, aucune différence cérébrale entre les deux types d'enseignement n'a été observée.
Résumé de la recherche
« Skilled reading depends upon successfully integrating orthographic, phonological, and semantic information; however, the process of becoming a skilled reader with efficient neural circuitry is not fully understood. Short-term learning paradigms can provide insight into learning mechanisms by revealing differential responses to training approaches. To date, neuroimaging studies have primarily focused on effects of teaching novel words either in isolation or in context, without directly comparing the two. The current study compared the behavioral and neurobiological effects of learning novel pseudowords (i.e., pronouncing and attaching meaning) trained either in isolation or in sentential context. Behavioral results showed generally comparable pseudoword learning for both conditions, but sentential context-trained pseudowords were spoken and comprehended slightly more quickly. Neurobiologically, fMRI activity for reading trained pseudowords was similar to real words; however, an interaction between training approach and reading proficiency was observed. Specifically, highly skilled readers showed similar levels of activity regardless of training approach. However, less skilled readers differentiated between training conditions, showing comparable activity to highly skilled readers only for isolation-trained pseudowords. Overall, behavioral and neurobiological findings suggest that training approach may affect rate of learning and neural circuitry, and that less skilled readers may need explicit training to develop optimal neural pathways. »
Article à propos de cette recherche : http://news.vanderbilt.edu/2012/04/fmri-word-learning/
Article publié dans Developmental Cognitive Neuroscience : http://www.sciencedirect.com/science/article/pii/S1878929311000582
25 mai 2012 
La revue scientifique Mind, Brain, and Education lance un appel de texte portant spécifiquement sur la neurodidactique des mathématiques et des sciences. La date limite pour soumettre une proposition d'article est le 15 juillet, mais les articles soumis plus tard pourraient également être acceptés.
