02596nam 2200601 a 450 991079184180332120230725021048.00-309-16134-71-282-78721-797866127872180-309-15184-8(CKB)2560000000067688(EBL)3378667(SSID)ssj0000412249(PQKBManifestationID)11280587(PQKBTitleCode)TC0000412249(PQKBWorkID)10366321(PQKB)10949888(MiAaPQ)EBC3378667(Au-PeEL)EBL3378667(CaPaEBR)ebr10420226(CaONFJC)MIL278721(OCoLC)923282266(EXLCZ)99256000000006768820101104d2010 uy 0engur|n|---|||||txtccrAssessment of intraseasonal to interannual climate prediction and predictability[electronic resource] /Committee on Assessment of Intraseasonal to Interannual Climate Prediction and Predictability, Board on Atmospheric Sciences and Climate, Division on Earth and Life StudiesWashington, D.C. National Academies Press20101 online resource (193 p.)National Research CouncilDescription based upon print version of record.0-309-15183-X Includes bibliographical references.""Front Matter ""; ""Contents""; ""Summary ""; ""1 Introduction""; ""2 Climate Prediction""; ""3 Building Blocks of Intraseasonal to Interannual Forecasting""; ""4 Case Studies ""; ""5 Best Practices ""; ""6 Recommendations and Remarks on Implementation""; ""References ""; ""Appendix A Background Information on Statistical Techniques ""; ""Appendix B Committee Membersâ€? Biographical Information ""ClimatologyClimatologyResearchClimatology.ClimatologyResearch.551.63National Research Council (U.S.).Committee on Assessment of Intraseasonal to Interannual Climate Prediction and Predictability.National Research Council (U.S.).Board on Atmospheric Sciences and Climate.National Research Council (U.S.).Division on Earth and Life Studies.MiAaPQMiAaPQMiAaPQBOOK9910791841803321Assessment of intraseasonal to interannual climate prediction and predictability3691155UNINA09695oam 22005293 450 991096313700332120240912160741.09781118315040(electronic bk.)9781118725894(MiAaPQ)EBC1520747(Au-PeEL)EBL1520747(CaPaEBR)ebr10799644(CaONFJC)MIL543117(OCoLC)852958550(MiAaPQ)EBC7103517(CKB)17584985900041(EXLCZ)991758498590004120220831d2013 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierEducational Neuroscience1st ed.New York :John Wiley & Sons, Incorporated,2013.©2014.1 online resource (392 pages)Print version: Mareschal, Denis Educational Neuroscience New York : John Wiley & Sons, Incorporated,c2013 9781118725894 Intro -- Educational Neuroscience -- Copyright -- Dedication -- Contents -- List of Contributors -- Preface -- Foreword: Imaging the Future -- Chapter 1 Introduction -- The Nature of the Discipline -- Three Disciplines: Education, Psychology, Neuroscience -- Phase 1. Education and psychology -- Phase 2. Psychology and neuroscience -- Phase 3. Emergence of educational neuroscience -- Issues and Problems in Developing Educational Neuroscience -- References -- Chapter 2 Neuroimaging Methods -- Electroencephalography and Event-Related Potentials -- Principles of EEG recording and averaging ERPs -- Making sense of ERP components -- ERPs and development -- Strengths and limitations of the ERP technique with developmental populations -- Near-Infrared Spectroscopy (NIRS) -- General principles and applications of NIRS -- Studies of development using NIRS -- Magnetic Resonance Imaging (MRI) -- Background and safety -- Basic components of MRI -- Basic physics of MRI -- How are MR images generated? -- Varieties of MR images -- The challenges of studying children using MRI -- Studies of development using MRI -- Other Neuroimaging Techniques -- Conclusions -- References -- Further Reading -- Chapter 3 Computational Modeling of Learning and Teaching -- Introduction -- Computational Models of Cognition -- The use of models to understand mechanisms of learning -- General principles and aims of computational models of learning -- Examples of symbolic and subsymbolic cognitive models: ACT-R and artificial neural networks -- An example of cognitive modeling in educational neuroscience: individual differences in language development -- The broader perspective: neuroconstructivism and education -- The future of cognitive modeling in education -- Computers as Teaching Systems -- Educational models of teaching and learning.Computational modeling of teaching and learning: intelligent tutoring systems -- Computational modeling: adaptive microworlds -- The computational modeling of pedagogy -- An example of an adaptive microworld -- Contrasting perspectives on "feedback" -- Conclusion -- Acknowledgements -- References -- Further Reading -- Chapter 4 Genetics for Education -- Genetics for Education: What is in the Toolkit? -- Quantitative Genetics for Education -- Estimating the relative contributions of genes and environments to variation in educationally relevant traits -- Etiology of sex differences -- The contribution of the teacher and the classroom to individual variation -- Conceptualizing learning disability -- Etiology of the links across abilities and ages -- Understanding of the role of the environment -- Molecular Genetics for Education -- The QTL perspective -- Genome-wide association studies (GWAS) -- Cross-Cultural Behavioral Genetic Research -- Conclusion -- Acknowledgements -- References -- Further Reading -- Chapter 5 Research Methods in Educational Psychology -- Different Types of Approach to Educational Research -- Deciding What to Measure -- Behavioral measures -- Report measures -- Demographic and environmental measures -- Choosing a Study Design -- Sampling issues -- Quasi-experimental designs -- Experimental designs -- Nonexperimental designs -- Conclusion -- References -- Further Reading -- Chapter 6 Language Development -- Language in Infancy and Early Childhood 0-5 years -- The impact of intrinsic factors on language development -- The impact of socioeconomic status on language development -- Language Development in the Primary-School Years 5-12 -- The specialization of neural systems for language -- Children with specific language impairments -- Alternative developmental pathways: the case of TZ -- Language Development in Adolescence.Language behavior in adolescence -- The neural substrates of adolescent language -- Educational neuroscience in adolescence -- Sensitive Periods in Language Development -- Defining sensitive periods -- Sensitive periods for foreign language learning -- The impact of early deprivation -- Summary and Conclusion -- References -- Further Reading -- Chapter 7 Literacy Development -- Language in the Brain -- Inferring cerebral function through observed dysfunction -- To read and read not… -- Neuroimaging Studies of Reading -- What is the difference in brain activation between dyslexic readers and skilled readers? -- Educational neuroscience and dyslexia -- Individual Differences -- Predicting Reading Outcome -- Learning to Read and Failing to Read in Different Languages -- Conclusion -- References -- Chapter 8 Mathematical Development -- Introduction -- Neural roadmap -- Theoretical roadmap -- Two important effects -- Mathematical Development -- Infancy and childhood (0-5) -- Primary and middle childhood (5-12) -- Lifelong learning (adulthood) -- Embodied Understanding of Numbers and Arithmetic -- Individual Differences in Mathematical Achievement -- Primary and middle childhood (5-12) -- Secondary school and adolescence (12-18) -- Lifelong learning (adulthood) -- Dyscalculia -- Dyscalculia as a core deficit in processing numerosities -- Dyscalculia in primary and middle childhood (5-12) -- Lifelong learning -- Educating the Mathematical Brain -- Methods of instruction -- Individual differences -- Future Directions -- Negative numbers -- Place value -- Algebra -- Neural stimulation -- References -- Chapter 9 The Development and Application of Scientific Reasoning -- What is Scientific Reasoning? -- Historical Approaches to the Study of Domain-General and Domain-Specific Scientific Reasoning -- Causal Reasoning -- Deductive Reasoning -- Analogical Reasoning.Summary -- Future Directions -- References -- Further Reading -- Chapter 10 Social Development -- Introduction -- Early Development of the Social Brain -- Face Processing -- Gaze Processing -- Joint Attention -- Action Observation -- Social Brain Development in Childhood and Adolescence -- Face Processing -- Theory of Mind Development -- Online Mentalizing Usage is Still Developing in Mid-adolescence -- Social Evaluation: Acceptance and Rejection -- Implications for Education -- Acknowledgments -- References -- Further Reading -- Chapter 11 Emotional Development -- Introduction -- Emotion and education -- Preschool Years -- Temperament -- Emotion regulation -- Middle Years -- Social, emotional, and behavioral difficulties -- Autistic spectrum disorders -- Behavioral problems -- Secondary School and Adolescence -- Motivation -- Psychological well-being and mental-health concerns -- Lifelong Learning -- The emotional experiences of undergraduates -- Stress as an obstacle in lifelong learning -- Conclusion -- References -- Further Reading -- Chapter 12 Attention and Executive Control -- Defining Prefrontal Executive Functions in Children -- Structure of executive function -- Neural bases -- Academic achievement -- Basic Components of Executive Function: Development, Brain Bases, and Links to Academic Achievement -- Inhibition -- Relation to academic skills -- Working memory -- Links to academic skills in school-aged children -- Shifting -- Links to academic skills -- Are Links Between Academic Skills, Executive Functions, and Attention Related to Overlapping Brain Systems? -- Effects of Training -- Training specific executive skills -- Complex activity-based training -- Summary and Conclusions -- References -- Further Reading -- Afterword -- Introduction -- What Has Changed for the Better? -- The Methods of Educational Neuroscience.Educational Neuroscience and Subject Matter -- One Bridge or Two: What Difference Does It Make? -- Neuroprognosis -- Conclusion -- References -- Index.Educational Neuroscience presents a series of readings from educators, psychologists, and neuroscientists that explore the latest findings in developmental cognitive neurosciences and their potential applications to education. Represents a new research area with direct relevance to current educational practices and policy making Features individual chapters written collaboratively by educationalist, psychologists, and neuroscientists to ensure maximum clarity and relevance to a broad range of readers Edited by a trio of leading academics with extensive experience in the field.Learning - Physiological aspectsLearning - Physiological aspects.370.15Mareschal Denis1869514Butterworth Brian524215Tolmie Andrew1869515MiAaPQMiAaPQMiAaPQ9910963137003321Educational Neuroscience4477690UNINA