LEADER 09695oam 22005293 450 001 9910963137003321 005 20240912160741.0 010 $a9781118315040$b(electronic bk.) 010 $z9781118725894 035 $a(MiAaPQ)EBC1520747 035 $a(Au-PeEL)EBL1520747 035 $a(CaPaEBR)ebr10799644 035 $a(CaONFJC)MIL543117 035 $a(OCoLC)852958550 035 $a(MiAaPQ)EBC7103517 035 $a(CKB)17584985900041 035 $a(EXLCZ)9917584985900041 100 $a20220831d2013 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEducational Neuroscience 205 $a1st ed. 210 1$aNew York :$cJohn Wiley & Sons, Incorporated,$d2013. 210 4$d©2014. 215 $a1 online resource (392 pages) 311 08$aPrint version: Mareschal, Denis Educational Neuroscience New York : John Wiley & Sons, Incorporated,c2013 9781118725894 327 $aIntro -- 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. 327 $aComputational 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. 327 $aLanguage 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. 327 $aSummary -- 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. 327 $aEducational Neuroscience and Subject Matter -- One Bridge or Two: What Difference Does It Make? -- Neuroprognosis -- Conclusion -- References -- Index. 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 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. 606 $aLearning - Physiological aspects 615 0$aLearning - Physiological aspects. 676 $a370.15 700 $aMareschal$b Denis$01869514 701 $aButterworth$b Brian$0524215 701 $aTolmie$b Andrew$01869515 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910963137003321 996 $aEducational Neuroscience$94477690 997 $aUNINA