ABSTRACT The special issue resulting from the 2018 Earli‐SIG22 conference reflects the current state of the field, the diversity of methods, the persevering limitations and promising directions towards solutions. About half of the empirical papers in this special issue that consist of three parts, uses behavioral, self‐report or qualitative measures to understand the “mind” level of Mind, Brain, and Education. The other half investigates the “brain” level, using neuroimaging but also genetics or eye‐tracking to gain access to the wider range of biological substrates of learning and cognition. These biological studies mostly have added value by refining psychological theories, such that these inspire new hypotheses to test in the field, to ultimately better inform teaching. Importantly, the special issue presents several approaches to more intensive, bi‐directional and systematic practice‐research collaborations to better connect the “mind” and “brain” levels to education, and to equip researchers to realize such collaborations successfully in the future.

中文翻译：

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促进教育神经科学领域的更大合作：来自 2018 年 Earli-SIG22 会议的观点

摘要 2018 年 Earli-SIG22 会议产生的特刊反映了该领域的当前状态、方法的多样性、持续存在的局限性和解决方案的有希望的方向。本期特刊中约有一半的实证论文由三部分组成，使用行为、自我报告或定性措施来理解“思维”、“大脑”和“教育”的“思维”水平。另一半研究“大脑”水平，使用神经影像学以及遗传学或眼动追踪来获得更广泛的学习和认知生物基础。这些生物学研究大多通过完善心理学理论来增加价值，从而激发新的假设在该领域进行测试，最终更好地为教学提供信息。重要的，