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[null,"1.","Record Nr.",null,"UNINA9910963137003321"]
[null,null,"Autore",null,"Mareschal Denis"]
[null,null,"Titolo",null,"Educational Neuroscience"]
[null,null,"Pubbl/distr/stampa",null,"New York : , : John Wiley & Sons, Incorporated, , 2013"]
[{"$nulls":4},"©2014"]
[null,null,"ISBN",null,"9781118315040"]
[{"$nulls":4},"9781118725894"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (392 pages)"]
[null,null,"Disciplina",null,"370.15"]
[null,null,"Soggetti",null,"Learning - Physiological aspects"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"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: "]
[{"$nulls":4},"individual differences in language development -- The broader perspective: neuroconstructivism and education -- The future of cognitive modeling in education -- Computers as Teaching Systems -- Educational models of teaching and learning."]
[{"$nulls":4},"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."]
[{"$nulls":4},"Language behavior in adolescence -- The neural substrates of adolescent language -- Educational neuroscience in adolescence -- Sensitive Periods in Language Development -- Defining sensitive periods -- Sensitive periods for foreign language learning -- The impact of early deprivation -- Summary and Conclusion -- References -- Further Reading -- Chapter 7 Literacy Development -- Language in the Brain -- Inferring cerebral function through observed dysfunction -- To read and read not… -- Neuroimaging Studies of Reading -- What is the difference in brain activation between dyslexic readers and skilled readers? -- Educational neuroscience and dyslexia -- Individual Differences -- Predicting Reading Outcome -- Learning to Read and Failing to Read in Different Languages -- Conclusion -- References -- Chapter 8 Mathematical Development -- Introduction -- Neural roadmap -- Theoretical roadmap -- Two important effects -- Mathematical Development -- Infancy and childhood (0-5) -- Primary and middle childhood (5-12) -- Lifelong learning (adulthood) -- Embodied Understanding of Numbers and Arithmetic -- Individual Differences in Mathematical Achievement -- Primary and middle childhood (5-12) -- Secondary school and adolescence (12-18) -- Lifelong learning (adulthood) -- Dyscalculia -- Dyscalculia as a core deficit in processing numerosities -- Dyscalculia in primary and middle childhood (5-12) -- Lifelong learning -- Educating the Mathematical Brain -- Methods of instruction -- Individual differences -- Future Directions -- Negative numbers -- Place value -- Algebra -- Neural stimulation -- References -- Chapter 9 The Development and "]
[{"$nulls":4},"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."]
[{"$nulls":4},"Summary -- Future Directions -- References -- Further Reading -- Chapter 10 Social Development -- Introduction -- Early Development of the Social Brain -- Face Processing -- Gaze Processing -- Joint Attention -- Action Observation -- Social Brain Development in Childhood and Adolescence -- Face Processing -- Theory of Mind Development -- Online Mentalizing Usage is Still Developing in Mid-adolescence -- Social Evaluation: Acceptance and Rejection -- Implications for Education -- Acknowledgments -- References -- Further Reading -- Chapter 11 Emotional Development -- Introduction -- Emotion and education -- Preschool Years -- Temperament -- Emotion regulation -- Middle Years -- Social, emotional, and behavioral difficulties -- Autistic spectrum disorders -- Behavioral problems -- Secondary School and Adolescence -- Motivation -- Psychological well-being and mental-health concerns -- Lifelong Learning -- The emotional experiences of undergraduates -- Stress as an obstacle in lifelong learning -- Conclusion -- References -- Further Reading -- Chapter 12 Attention and Executive Control -- Defining Prefrontal Executive Functions in Children -- Structure of executive function -- Neural bases -- Academic achievement -- Basic Components of Executive Function: Development, Brain Bases, and Links to Academic Achievement -- Inhibition -- Relation to academic skills -- Working memory -- Links to academic skills in school-aged children -- Shifting -- Links to academic skills -- Are Links Between Academic Skills, Executive Functions, and Attention Related to Overlapping Brain Systems? -- Effects of Training -- Training specific executive skills -- Complex activity-based training -- Summary and Conclusions -- References -- Further Reading -- Afterword -- Introduction -- What Has Changed for the Better? -- The Methods of Educational Neuroscience."]
[{"$nulls":4},"Educational Neuroscience and Subject Matter -- One Bridge or Two: What Difference Does It Make? -- Neuroprognosis -- Conclusion -- References -- Index."]
[null,null,null,"Sommario/riassunto","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."]