The latest advances in cognitive psychology, neuropsychology, and cognitive neuroscience has brought from science fiction to reality the possibility of influencing our brain activity (Owen et al., 2010; Glannon, 2014; Gruzelier, 2014a). Better understanding of brain functioning and brain plasticity has allowed neuroscientists to transfer findings from fundamental research to education and to the rehabilitation of learning disabilities (Besson et al., 2011; Goswami, 2016). The emerging fields of neuro-education and neuro-rehabilitation aim at creating effective and safe programs to improve brain functioning related to specific perceptive, cognitive, emotional, and motor abilities. Some attempts to achieve these goals take advantage of the use of natural mechanisms, such as those mediating the interactions between brain and arts (Särkämö et al., 2008; Bringas et al., 2015). Others use experimental designs to make the brain aware of its own activity, creating the so-called neurofeedback loop (Gruzelier, 2014b). Succeeding in these goals would constitute an achievement of high societal impact (Davidson and McEwen, 2012; Vuilleumier et al., 2014).