Failing to follow instructions

THE NEUROSCIENCE OF 'GOAL NEGLECT' AND ITS IMPLICATIONS FOR TEACHING COMPLEX MATERIALS

20 April 2016

A Centre for Research on Learning and Innovation seminar.

Failing to follow instructions is a common trait of students who perform poorly in the classroom. Neuroscience research may be particularly informative in understanding this phenomenon, and consequently lead to more effective educational interventions.

In this talk, Gareth will discuss his research into "goal neglect", a mismatch in behaviour where people are able to verbally recall task instructions but show no attempt to perform them in behaviour. Frequently described in historical accounts of major damage to the frontal lobes, "goal neglect" is not due to memory, motor or perceptual problems, but rather reflects a core cognitive deficit in coordinating complex steps of behaviour.

Gareth will outline the neuroscience of how people learn rapidly from verbal instructions and how this is achieved through the coordinated activity of prefrontal and parietal cortices. As well, he will provide an overview of research he has conducted with children and adults, using different neuroimaging methodologies. Lastly, he will discuss the implications of his findings for the teaching of complex material in the classroom, and how these findings can be incorporated into practice.

This seminar will not be available online or recorded.

Event details

• When: 11.30am–1pm


• Where: Room 612, Education Building A35, Manning Rd, University of Sydney
  
  Click image for interactive map.
  
  
• Cost: Free
  
  
• RSVP: Not necessary
  
  
• Contact: Sadhbh Warren
  T: +61 9351 2612
  E: sadhbh.warren@sydney.edu.au
  
  
• More info: Attendees are welcome to bring their lunch to eat during the event.
  
  
• Speaker: Gareth Roberts is a Postdoctoral Research Fellow at the School of Psychology and the Centre for Research on Learning and Innovation at The University of Sydney. His area of research interest is in how best to apply modern analytical and neuroscientific approaches to investigate the transfer of abstract knowledge to novel situations and influence a participant's learning strategy.

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