Over the last ten years, advances in non-invasive brain scanning and imaging technologies have opened up new methods of work for researchers. More has been learnt about the functioning of the brain in the last decade than in all the preceding centuries. Among other areas of analysis, research into the brain’s capacity to develop, learn and change throughout the lifecycle has made promising progress. These developments will have profound implications for learning and education.

The new "science of learning" sheds light on how the brain produces perception, memory and language, and on the importance of the early and late years in successful lifelong learning. It provides, among other things, insights into how to improve reading and mathematical skills, and highlights the significance of the distinction between nature and nurture in learning and brain development.

The book focuses on the importance of adopting a trans-disciplinary approach, involving cognitive neuroscience, psychology, education, health and policy makers — when teachers, the medical profession and scientists work together, there is real hope for early diagnosis of, and appropriate intervention in, conditions such as dyslexia or Alzheimer's disease.

These, and many other exciting issues, are discussed in this book.