| Nota di contenuto |
Intro -- Foreword -- Contents -- Contributors -- Abbreviations -- 1 Developments of Science of Learning in Education -- 1.1 Learning as a Core Construct of Human Development -- 1.1.1 Historical Trajectory of Learning -- 1.2 A Scientific and Holistic Perspective on Learning -- 1.3 Science of Learning in Education Catalyzed by Technology Development -- 1.3.1 Use of Brain Imaging in Education -- 1.3.2 Use of Physiological Tools in Education -- 1.3.3 Science of Learning and Artificial Intelligence -- 1.4 Science of Learning in Education: Technologies and Translation -- 1.5 Overview of the Book -- References -- Part I Cognition and Emotion for Learning -- 2 Brain Signatures of Reading Within Different Types of Learners and Across Written Languages: Evidence and Implications for Education -- 2.1 Introduction -- 2.2 How the Brain Changes with Learning to Read -- 2.2.1 Differences in the Brain Between Literates vs. Illiterates -- 2.2.2 Differences in the Brain Between Children vs. Adults -- 2.3 How the Brain Changes with Learning to Read Different Orthographies -- 2.3.1 Differences Across Writing Systems in Monolinguals -- 2.3.2 Differences Across Writing Systems in Bilinguals -- 2.4 How the Brain Changes with Developmental Dyslexia -- 2.4.1 Developmental Dyslexia in Monolinguals -- 2.4.2 Developmental Dyslexia in Monolinguals Across Writing Systems -- 2.4.3 Developmental Dyslexia in Bilinguals -- 2.5 How the Brain Changes in Response to Reading Intervention -- 2.5.1 Effects of Reading Intervention in Monolingual Readers -- 2.5.2 Implications for Reading Intervention in Bilingual Readers -- 2.6 Conclusions: How a Neurobiological Model of Reading Informs Learning and Education -- References -- 3 The Science of Mathematics Learning: An Integrative Review of Neuroimaging Data in Developmental Dyscalculia -- 3.1 Introduction.
3.1.1 Developmental Dyscalculia -- 3.1.2 A Developmental Cognitive Neuroscience Perspective -- 3.2 Brain Functional Differences -- 3.2.1 Task-Related Neural Activation Patterns -- 3.2.2 Task-Related Modulation of Neural Activity -- 3.2.3 Compensatory Mechanisms -- 3.3 Structural Differences -- 3.3.1 Grey and White Matter Microstructural Organization -- 3.4 Affective Dimensions of Dyscalculia -- 3.5 Discussion -- References -- 4 The Neuroscience of Emotion and Intrinsic Motivation -- 4.1 Introduction -- 4.2 Emotion -- 4.2.1 Anxiety -- 4.2.2 Neuroscience Studies on Anxiety -- 4.3 Intrinsic Motivation -- 4.3.1 Neuroscience Studies on Motivation -- 4.4 Neural and Behavioral Evidence of Emotion and Intrinsic Motivation in Learning -- 4.5 Effects of Emotion and Intrinsic Motivation on Cognition -- 4.6 Motivation on Executive Function and Cognitive Control -- 4.7 Neuroscience Research in Brain Development on Emotion and Cognition -- 4.8 Practical Implications -- 4.9 Future Directions -- 4.10 Concluding Remarks -- References -- 5 A Strategic Mindset for Learning and Life -- 5.1 A Strategic Mindset for Learning and Life -- 5.2 A Strategic Mindset -- 5.2.1 Measurement -- 5.2.2 Relation to Goal-Directed Progress and Achievement -- 5.2.3 Distinct from Specific Metacognitive Strategies, Growth Mindsets, General Self-Efficacy, Self-Control, and Grit -- 5.3 Implications for Psychological Theory and Educational Practice -- 5.3.1 Contributions to Psychological Theory -- 5.3.2 Practical Implications for K-12 Education and Beyond -- 5.3.3 Ongoing Studies and Future Directions -- 5.4 Conclusion -- Appendix -- References -- Part II Looking Beyond the Classroom for Learning -- 6 Why Should Reading (Books) Be Preferable to Watching (Television)? -- 6.1 Introduction -- 6.2 Alternative States of Affairs as a Key Component in Cognitive Processes.
6.3 Generating and Updating Alternative States of Affairs During Reading Comprehension -- 6.4 Quasi-Perception -- 6.5 Completion -- 6.6 Simulation of an Action -- 6.7 Assimilation -- 6.8 Summary -- References -- 7 Optimizing Adult Guidance to Facilitate Children's Learning: Recent Advances in Developmental and Computational Cognitive Sciences -- 7.1 Optimizing Adult Guidance to Facilitate Children's Learning: Recent Advances in Developmental and Computational Cognitive Sciences -- 7.2 Pedagogical Reasoning in Teaching and Learning -- 7.3 Pedagogical Instructions -- 7.4 Pedagogical Questioning -- 7.5 Guided Play -- 7.6 Implications for Formal Education in Singapore -- 7.7 Implications for Informal Education in Singapore -- References -- 8 Physical Activity as a Tool for Enhancing Learning -- 8.1 Introduction and Background -- 8.2 Physical Activity and Related Constructs: Definitions, Properties and Measurement -- 8.2.1 Classification of Physical Activities -- 8.2.2 Measuring Physical Activity -- 8.3 Associations with Cognitive Performance: Diversity in Functions and Individual Differences -- 8.3.1 Physical Activity and Academic Performance -- 8.3.2 Physical Activity and Executive Functions -- 8.3.3 Physical Activity-Cognition Associations in Specific Populations -- 8.3.4 Physical Activity and Brain Functioning -- 8.4 Mechanisms Underlying Associations Between Physical Activity and Learning -- 8.4.1 Molecular Changes: Growth Factors and Neurotransmitters -- 8.4.2 Exercise and PA-Related Structural and Functional Brain Changes -- 8.4.3 Cognitive and Social Factors Inherent in Physical Activity -- 8.5 Physical Activity Within the Singapore School Context: Patterns and Intervention Efforts -- 8.5.1 Key Findings from Studies Conducted in Singapore -- 8.5.2 Initiatives to Promote Physical Activity in Singapore.
8.6 Future Directions for Research, Practice and Intervention -- 8.6.1 Schools Present an Opportunity for Enhancing Physical Activity -- 8.6.2 The Importance of the Early Years -- 8.6.3 A Need for Investigations of Greater Quality and Depth -- 8.6.4 Reducing Sedentary Behaviour -- 8.7 Conclusion -- References -- 9 Nutrition to Raise Childhood Cognition -- 9.1 Introduction to Nutrition -- 9.2 Introduction to Child Cognition and Academic Outcomes -- 9.3 Prenatal and Early Life Nutrition and Cognition -- 9.3.1 Prenatal Nutrition -- 9.3.2 Micronutrients and Long-Chain Fatty Acids During the Prenatal Period -- 9.3.3 Breastfeeding -- 9.4 Nutrition During Childhood and Its Effects on Cognition in Children and Adolescents -- 9.4.1 Preschool Children (3-6 Years) -- 9.4.2 Children (Aged 7-10 Years) -- 9.4.3 Early Adolescents (Aged 10-13 Years) -- 9.4.4 Late Adolescents (Aged 14-17 Years) -- 9.4.5 Summary -- 9.5 Breakfast -- 9.5.1 Acute Effects of Breakfast -- 9.5.2 Breakfast Composition -- 9.5.3 Long-Term Effects of Breakfast on Cognitive and Academic Performance of Children -- 9.5.4 Summary -- 9.6 Nutrients of Special Interest for Cognition-Phytonutrients -- 9.7 Overweight and Obesity -- 9.8 Future Directions -- 9.9 Summary -- References -- Part III Translating from Laboratories to Classroom -- 10 Exploring the Possibilities of Eye-Trackers in Education -- 10.1 Eye-Tracking for Research in an Informal Learning Environment -- 10.2 Advantages and Limitations of Mobile Eye-Tracking -- 10.3 Eye-Tracking in Learning Environments -- 10.4 Case Study -- 10.4.1 Equipment -- 10.4.2 Data Collection Procedures -- 10.4.3 Analysis -- 10.4.4 Findings and Discussion -- 10.4.5 Limitations -- 10.4.6 Implications and Future Research -- References -- 11 Cognitive Inhibition in the Classroom -- 11.1 Introduction -- 11.2 Inhibition and Executive Functions.
11.3 Inhibition, Executive Functions and Academic Achievement -- 11.4 Inhibiting Interference from Prior Learning -- 11.4.1 Learning, Experience and Biases -- 11.4.2 From Arithmetic to Algebra -- 11.4.3 Algebra Word Problems and Problem-Solving Strategies -- 11.4.4 Inhibition and Arithmetic Intrusions -- 11.4.5 Pedagogical Implications -- 11.5 Inhibiting Interference from Attentional Distractors -- 11.5.1 Distractor Inhibition in the Classroom -- 11.5.2 Cognitive-Emotional Self-Regulation: The Case of Test Anxiety -- 11.5.3 Regulating the Stress Response: Keep Calm and Take Deep Breaths -- 11.5.4 Pedagogical Implications -- 11.6 Conclusions -- References -- 12 Affordances of Computational Thinking Activities in the Development of Spatial Reasoning -- 12.1 Introduction -- 12.2 Computational Thinking -- 12.3 Spatial Reasoning -- 12.4 Computational Thinking and Spatial Reasoning -- 12.5 The Rationale of the Study -- 12.5.1 Methods -- 12.6 Findings and Discussion -- 12.6.1 Pre-Test and Post-Test -- 12.6.2 Follow-Up Test -- 12.7 Connections to CT and Spatial Reasoning -- 12.8 Conclusion -- Appendix A: Glossary of Programming Terminology -- References -- 13 Bridging the Research and Policy/Practice Gap: Making a Case for a Bi-Directional Approach, Multidisciplinary Partnerships to Tighten the Nexus Between Science of Learning and Education -- 13.1 Global Call for Research Impact on Education -- 13.2 Realizing Research Impact for Science of Learning in Education -- 13.3 The Science of Learning in Education at NIE -- 13.3.1 Bi-Directional Approach -- 13.3.2 Multidisciplinary Partnerships -- 13.4 Conclusion -- References.
|
Info
Alfabeti del sapere : atti del Convegno di Studi, Firenze, 5-8 aprile 1990 / a cura di Raffaele Simone
