LEADER 05669nam 22007451 450 001 9910453232203321 005 20200520144314.0 010 $a1-119-97319-8 010 $a1-118-31504-9 010 $a1-118-31585-5 035 $a(CKB)2550000001159912 035 $a(EBL)1520747 035 $a(SSID)ssj0001040458 035 $a(PQKBManifestationID)11595353 035 $a(PQKBTitleCode)TC0001040458 035 $a(PQKBWorkID)11001279 035 $a(PQKB)10365698 035 $a(MiAaPQ)EBC1520747 035 $a(DLC) 2013028395 035 $a(Au-PeEL)EBL1520747 035 $a(CaPaEBR)ebr10799644 035 $a(CaONFJC)MIL543117 035 $a(OCoLC)852958550 035 $a(EXLCZ)992550000001159912 100 $a20131107h20142014 uy 0 101 0 $aeng 135 $aur|n||||||||| 181 $ctxt$2rdacontent 182 $cc$2rda media 183 $acr$2rdacarrier 200 00$aEducational neuroscience /$fedited by Denis Mareschal, Brian Butterworth, Andy Tolmie 210 1$aChichester, West Sussex ;$aMalden, MA :$cWiley,$d[2014] 210 4$dİ2014 215 $a1 online resource (392 p.) 300 $aDescription based upon print version of record. 311 $a1-118-72589-1 311 $a1-306-11866-2 320 $aIncludes bibliographical references and index. 327 $aEducational Neuroscience; Copyright; Dedication; Contents; List of Contributors; Preface; Foreword: Imaging the Future; Chapter 1Introduction; 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 2Neuroimaging Methods; Electroencephalography and Event-Related Potentials; Principles of EEG recording and averaging ERPs; Making sense of ERP components 327 $aERPs and developmentStrengths 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 3Computational Modeling of Learning and Teaching; Introduction 327 $aComputational Models of CognitionThe 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 327 $aComputational modeling of teaching and learning: intelligent tutoring systemsComputational modeling: adaptive microworlds; The computational modeling of pedagogy; An example of an adaptive microworld; Contrasting perspectives on "feedback"; Conclusion; Acknowledgements; References; Further Reading; Chapter 4Genetics 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 327 $aThe contribution of the teacher and the classroom to individual variationConceptualizing 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 5Research Methods in Educational Psychology; Different Types of Approach to Educational Research; Deciding What to Measure; Behavioral measures; Report measures 327 $aDemographic and environmental measures 330 $aEducational 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 makingFeatures individual chapters written collaboratively by educationalist, psychologists, and neuroscientists to ensure maximum clarity and relevance to a broad range of readersEdited by a trio of leading academics with extensive experience 606 $aCognitive neuroscience$vHandbooks, manuals, etc 606 $aEducational psychology$vHandbooks, manuals, etc 606 $aLearning$xPhysiological aspects$vHandbooks, manuals, etc 606 $aNeurosciences$vHandbooks, manuals, etc 608 $aElectronic books. 615 0$aCognitive neuroscience 615 0$aEducational psychology 615 0$aLearning$xPhysiological aspects 615 0$aNeurosciences 676 $a370.15 701 $aMareschal$b Denis$0913948 701 $aButterworth$b Brian$0524215 701 $aTolmie$b Andrew$0913949 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453232203321 996 $aEducational neuroscience$92047699 997 $aUNINA