The Jossey-Bass Reader on the Brain and Learning.

Intro -- The Jossey-Bass Reader on the Brain and Learning -- Copyright -- Content -- Sources -- About the Authors -- Acknowledgments -- Introduction: The Fundamental Importance of the Brain and Learning for Education -- The Biological Revolution and Education -- Using This Book -- Part 1: An Overview of the Brain -- 1. How Our Brain Constructs Our Mental World -- Von Hemholtz's Darkroom Experiment -- Thinking Is for Doing -- Mirror Neurons -- 2. Mirrors in the Mind -- Instant Recognition -- On Purpose -- Connect and Learn -- 3. Alphabetized Entries from How to Explain a Brain -- Part 2: The Brain in the Classroom: The Brain-Based Learning Debate -- 4. Neuroscience and Education -- Teaching -- A Quick Primer on Brain Development -- Neuroimaging Tools for Developmental Cognitive Neuroscience -- Selected Studies from Cognitive Neuroscience with Interesting Implications for Education -- Language -- Reading -- Mathematics -- Direct Effects of Experience -- Sleep and Cognition -- Emotion and Cognition -- Neuromyths -- Conclusions -- 5. In Search of . . . Brain-Based Education -- Left Brain, Right Brain: One More Time -- Brains Like Sponges: The Sensitive Period -- 6. Learning Not by Chance: Enrichment in the Classroom -- Education Meets the Brain -- Education in a Fix -- A Fix for Education -- A Science of Learning Based on Classroom Results -- 7. Mind and Brain -- The Brain: Foundation for Learning -- Some Basics -- Wiring the Brain -- Experiences and Environments for Brain Development -- Does Mere Neural Activity Change the Brain or Is Learning Required? -- Localized Changes -- Role of Instruction in Brain Development -- Language and Brain Development -- Examples of Effects of Instruction on Brain Development -- Memory and Brain Processes -- Conclusion -- Part 3: The Thinking Brain: Memory, Cognition, and Intelligence -- 8. Learning and Remembering.

Different Types of Learning and Memory -- Implicit Forms of Memory -- The Power of Implicit Learning -- Learning and Remembering Skills -- Working Memory -- Doing Two Things at Once -- Memory for the Future -- Memory for Events -- Disorders of Memory in Childhood -- Brain Basis of Teaching -- 9. Who Owns Intelligence? -- The Stretch and Limits of Multiple Intelligences -- The Assessment of Intelligences -- Connecting Intelligences to Other Virtues -- Remaining Puzzles: The Research Agenda -- The Basic Sciences of Intelligence -- The Operations of Intelligences -- Shifting Demands -- Greater Individuation: A Challenge for the Future -- 10. The Balance Theory of Wisdom -- The Balance Theory -- Wisdom as Successful Intelligence and Creativity Balancing Interests -- Sources of Developmental and Individual Differences in Wisdom -- Individual and Developmental Differences Directly Affecting the Balance Processes -- Relations of Wisdom to Other Skills -- Developing Wise Thinking -- Why Should Wisdom Be Included in the School Curriculum? -- Some Past Orientations and Programs Relevant to the Development of Wisdom -- Sixteen Principles of Teaching for Wisdom Derived from the Balance Theory of Wisdom -- Procedures to Follow in Teaching for Wisdom -- Conclusion -- 11. Remembrance of Emotions Past -- Is That a Pin in Your Hand or Are You Just Glad to See Me? -- Henry Mnemonic: The Life and Times of Case H.M. -- The Long and the Short of It -- In Search of a Model -- Pockets of Memory -- The Multiplicity of Memory -- So What Does the Hippocampus Represent? -- Tweedledee and Tweedledum: Emotional Memories and Memories of Emotions -- Infantile Amnesia -- Part 4: The Feeling Brain: Emotional and Social Foundations -- 12. We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education.

Reasoning, Decision Making, and Emotion: Evidence from Patients with Brain Damage -- A Physiological and Evolutionary Account of Emotion and Cognition: From Automatic Responses to Morality, Creativity, High Reason, and Culture -- Emotional Thought: Toward an Evidence-Based Framework -- Educational Implications: A Call for Further Research -- 13. Selections from Why Zebras Don't Get Ulcers -- Selection from "Stress and Memory" -- Anxiety: Some Foreshadowing -- And When Stress Goes On for Too Long -- Damaging Effects of Stress in Hippocampus -- Selection from "The View from the Bottom" -- Socioeconomic Status, Stress, and Disease -- 14. The Effect of Violence and Stress in Kids' Brains -- Part 5: The Learning Brain: Language, Reading, and Math -- 15. The Literate Brain -- A Brief History of Writing -- The Legacy of the Alphabet -- Visible Language in the Brain -- Comparing Literate and Illiterate People -- How Different Is the Literate Brain? -- Does the Brain's Reading System Depend on the Language of the Reader? -- The Reading System of the Brain and Its Fine-Tuning -- What Do the Three Regions of the Reading System Do? -- The Fine-Tuned Reading System -- Is the Reading System an Add-On to the Speech System? -- Mixing Colors and Words -- 16. Why Some Smart People Can't Read -- Alex -- Gregory -- Why Alex and Gregory Have Trouble Reading -- The Phonologic Model -- 17. What Happens in the Brain When Children Read -- Brain Basics -- Macrostructures -- Microstructures -- Brain Structures Involved in Language -- Brain Structures Involved in Reading -- The Neural Pathway for Reading -- Reading Problems with a Biological Basis -- Visual Processing Problems -- Auditory Processing Problems -- Problems in the Language/Reading Pathways -- The Glitch in the System -- Attention and Memory Systems Involved in Reading -- Long-Term Memory.

18. Small Heads for Big Calculations -- Counting: The ABC of Calculation -- Preschoolers as Algorithm Designers -- Memory Appears on the Scene -- The Multiplication Table: An Unnatural Practice? -- Verbal Memory to the Rescue -- Mental Bugs -- Pros and Cons of the Electronic Calculator -- Innumeracy: Clear and Present Danger? -- Teaching Number Sense -- 19. Math Skills -- Psychological and Educational Perspectives on Mathematical Abilities -- Declarative Knowledge -- Procedural Knowledge -- Conceptual Knowledge -- Estimation Skills -- Graphing and Modeling Skills -- Problem Solving -- Neuroscientific Perspectives on Math Ability -- Neuroscientific Models of Calculation -- Developmental Disabilities in Math -- Studies Using Neuroimaging and Gross Electrical Recording Techniques -- The Neural Basis of Mathematical Ability -- Summary of the Neuroscientific Literature -- Conclusions, Caveats, and Instructional Implications -- The Overlap Question -- The Integration Question -- The Confidence Question -- Instructional Implications -- Part 6: The Learning Brain: The Arts -- 20. The Brain and the Arts -- The Arts Are Basic to the Human Experience -- Why Teach the Arts? -- The Arts and the Young Brain -- The Arts Develop Cognitive Growth -- The Sciences Need the Arts -- Impact of the Arts on Student Learning and Behavior -- Arts Education and Arts Integration -- Music -- Is Music Inborn? -- Effects of Listening to Music Versus Creating Instrumental Music -- Creating Music -- Benefits of Creating Music -- Does Creating Music Affect Ability in Other Subjects? -- The Visual Arts -- Imagery -- Research on Visual Arts and Learning -- Movement -- Implications for Schools -- 21. The Role of the Arts in Transforming Consciousness: Education is the Process of Learning How to Invent Yourself -- The Role of the Arts in Refining the Senses and Enlarging the Imagination.

The Meaning of Representation -- The Cognitive Functions of the Arts -- 22. My Favorite Thing: Why Do We Like the Music We Like? -- Part 7: The Exceptional Brain: When it Works Differently -- 23. Exploring Exceptional Brains -- What Makes a Brain Gifted? -- Morphology -- Operations -- Real Estate -- Electro-Chemical Cellular Function -- Overview of the Exceptional Brain -- Making the Case for Gifted Education -- Summary -- 24. Selections from the Minds of Boys -- The Male Brain -- The Inherent Fragility of the Male Brain -- Neural Vulnerability in the Male Mind -- The Cerebral Cortex -- New Genetic Research -- 25. The Great Continuum: Diagnosing Autism -- The Autistic Continuum -- The Autistic Continuum -- Update: Diagnosis and Education -- Brain Research and Early Diagnosis -- Early Education -- Genetics and Autism -- Autism Epidemic -- 26. Broken Mirrors: A Theory of Autism -- Explaining the Symptoms -- Suppressing Mu Waves -- Can the Mirrors Be Repaired? -- Glossary -- Credit Lines -- End User License Agreement.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.