On the role of brain-imaging technologies in the calibration of learning strategies

We discuss the process of calibration and verification of learning strategies, and argue that a careful consideration of data from brain-imaging methodologies, as well as a systematic treatment of first-person subjective reports, is the most promising route for educational researchers to answer the age-old question about what a learning strategy really amounts to. In addition we argue that such considerations may pave the ground for a future breed of ICT learning applications based on a refined concept of neurofeedback.