There has been an unresolved discussion in the literature regarding the validity of non-invasive neurophysiological measures in learning. On the one hand studies have shown promise for these measures in learning, while on the other hand there has been caution for the use of such measures. This dissertation was aimed to address this discussion. To this aim, this dissertation focused on experimentally examining non-invasive neurophysiological changes during learning and factors that influence these changes. Additionally, this dissertation focused on providing insight into how to move towards applying these measures validly and effectively in a wide range of settings, not only in the laboratory but also in real-world contexts. (Author/publisher)
Abstract