The Brain, cognition, and education /

The Brain, Cognition, and Education is a collection of papers that deals with cross-disciplinary communication. This book addresses the use of concepts, methodologies, and research results from other experiments in the conduct of finding new knowledge. One paper addresses the relationships among neu...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Friedman, Sarah L., Klivington, Kenneth A., Peterson, Rita
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Orlando : Academic Press, 1986.
Temas:
Cognition.
Cognition in children.
Brain > Psychophysiology.
Learning, Psychology of.
Learning > Physiological aspects.
Educational psychology.
Brain > physiology
Cognition > physiology
Education
Learning > physiology
Cognition
Psychology, Educational
Cognition chez l'enfant.
Cerveau > Psychophysiologie.
Psychologie de l'apprentissage.
Apprentissage > Aspect physiologique.
Psychop�edagogie.
cognition.
Brain > Psychophysiology
Cognition in children
Educational psychology
Learning > Physiological aspects
Learning, Psychology of
Lernpsychologie
Neurophysiologie
P�adagogische Psychologie
Cognitie.
Kinderen.
Leerpsychologie.
Knowledge > Acquisition
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Front Cover; The Brain, Cognition, and Education; Copyright Page; Table of Contents; Contributors; Foreword; Preface; Acknowledgments; PART I: INTRODUCTION; Chapter 1. Building Bridges among Neuroscience, Cognitive Psychology, and Education; I. The Origins of Neuroscience and Cognitive Science; II. Interrelationships among Neuroscience, Cognitive Science, and Education; III. Attention; IV. Knowledge Acquisition, Representation, and Use; V. Cognitive and Neural Development; VI. Discussion; VII. Conclusion; References; PART II: ATTENTION; Chapter 2. Attention and the Brain; I. Introduction
  • II. Neurological DisordersIII. Animal Studies; IV. Human Neurophysiology; V. Conclusions; References; Chapter 3. Attention and the Control of Cognition; I. Introduction; II. Spatial Attention; III. Attention and Semantic Memory; IV. Conclusions; References; Chapter 4. The Role of Attention in Cognition; I. The Meaning of Attention; II. Levels of Explanation; III. The Educational Level of Theory; IV. Motivation for Attention; V. Final Comments; References; PART III: KNOWLEDGE ACQUISITION, REPRESENTATION, AND USE; Chapter 5. Biological Preprogramming for Language Learning?
  • I. Analysis of the Language Learning ProblemII. A Significant Innate Basis for Language Learning; III. The Deprivation Paradigm; IV. Relations to Neuroscience and Education; References; Chapter 6. Education and Recent Research on Attention and Knowledge Acquisition; I. Introduction; II. Attention; III. The Acquisition of Knowledge; IV. For the Future; References; Chapter 7. Memory and the Brain; I. Introduction; II. Cellular and Synaptic Analysis of Memory; III. Candidates for Long-Term Behavioral Plasticity; IV. Brain Systems and Memory; V. Neuropsychology of Memory
  • VI. More than One Kind of Memory: Some ImplicationsVII. Conclusion; References; Chapter 8. Integrating Three Perspectives on Learning; I. Introduction; II. Three Facets of Knowledge Acquisition; III. Educational Implications of Neuroscience; References; PART IV: COGNITIVE AND NEURAL DEVELOPMENT; Chapter 9. Setting the Stage: Neural Development before Birth; I. Introduction; II. Neurogenesis; III. Cell Migration; IV. Dendritic Maturation; V. Synaptic Development; VI. Development and Organization of Connections; VII. Cytoarchitectonic Parcellation and Fissuration of Cerebral Surface
  • VIII. Prospects for Understanding Neural Systems Underlying CognitionReferences; Chapter 10. Notes on Cognitive Development: Recent Trends, New Directions; I. Cognitive Development circa 1970; II. Cognitive Development circa 1980; III. Principle Trends and a Prototypical Child; IV. A Critique; V.A Neurobiological Perspective; VI. A Search for ""Natural Kinds"" in Cognition; VII. The Settings of Learning; VIII. Cognitive Development circa 1990: A Parable; References; Chapter 11. The Influence of Neuroscience upon Educational Practice; I. Introduction

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