The Brain, Cognition, and Education

The Brain, Cognition, and Education

1st Edition - June 17, 1986

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  • Editors: Sarah L. Friedman, Kenneth A. Klivington, Rita W. Peterson
  • eBook ISBN: 9781483260303

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Description

The Brain, Cognition, and Education is a collection of papers that deals with cross-disciplinary communication. This book addresses the use of concepts, methodologies, and research results from other experiments in the conduct of finding new knowledge. One paper addresses the relationships among neuroscience, cognitive psychology, and education to arrive at cross-interdisciplinary communication. Other papers discuss attention, the brain, and the control of cognition; one paper notes that selective attention as a cognitive system with its own measurable features can be associated with underlying neural systems. Other authors deal with acquiring, representing, and using knowledge such as language learning, interplay between mind and experience, as well as the neuropsychology of memory. One paper examines infantile amnesia when early life experiences tend to be forgotten. The book then addresses cognitive and neural development, including neural developments before birth covering neurogenesis, cell migration, dendritic maturation, and synaptic development. One author reviews trends and directions in cognitive development and cites the works of Piaget, Simon, and Chomsky. One author presents several models of memory functions, while another author evaluates the possibilities of building bridges between education and the neurosciences. Many psychologists, neuroscientists, phoneticians, philosophers, and linguists will appreciate this book very highly.

Table of Contents


  • Contributors

    Foreword

    Preface

    Acknowledgments

    Part I Introduction

    1. Building Bridges among Neuroscience, Cognitive Psychology, and Education

    I. The Origins of Neuroscience and Cognitive Science

    II. Interrelationships among Neuroscience, Cognitive Science, and Education

    III. Attention

    IV. Knowledge Acquisition, Representation, and Use

    V. Cognitive and Neural Development

    VI. Discussion

    VII. Conclusion

    References

    Part II Attention

    2. Attention and the Brain

    I. Introduction

    II. Neurological Disorders

    III. Animal Studies

    IV. Human Neurophysiology

    V. Conclusions

    References

    3. Attention and the Control of Cognition

    I. Introduction

    II. Spatial Attention

    III. Attention and Semantic Memory

    IV. Conclusions

    References

    4. The Role of Attention in Cognition

    I. The Meaning of Attention

    II. Levels of Explanation

    III. The Educational Level of Theory

    IV. Motivation for Attention

    V. Final Comments

    References

    Part III Knowledge Acquisition, Representation, and Use

    5. Biological Preprogramming for Language Learning?

    I. Analysis of the Language Learning Problem

    II. A Significant Innate Basis for Language Learning

    III. The Deprivation Paradigm

    IV. Relations to Neuroscience and Education

    References

    6. Education and Recent Research on Attention and Knowledge Acquisition

    I. Introduction

    II. Attention

    III. The Acquisition of Knowledge

    IV. For the Future

    References

    7. Memory and the Brain

    I. Introduction

    II. Cellular and Synaptic Analysis of Memory

    III. Candidates for Long-Term Behavioral Plasticity

    IV. Brain Systems and Memory

    V. Neuropsychology of Memory

    VI. More than One Kind of Memory: Some Implications

    VII. Conclusion

    References

    8. Integrating Three Perspectives on Learning

    I. Introduction

    II. Three Facets of Knowledge Acquisition

    III. Educational Implications (?) of Neuroscience

    References

    Part IV Cognitive and Neural Development

    9. Setting the Stage: Neural Development before Birth

    I. Introduction

    II. Neurogenesis

    III. Cell Migration

    IV. Dendritic Maturation

    V. Synaptic Development

    VI. Development and Organization of Connections

    VII. Cytoarchitectonic Parcellation and Fissuration of Cerebral Surface

    VIII. Prospects for Understanding Neural Systems Underlying Cognition

    References

    10. Notes on Cognitive Development: Recent Trends, New Directions

    I. Cognitive Development circa 1970

    II. Cognitive Development circa 1980

    III. Principle Trends and a Prototypical Child

    IV. A Critique

    V. A Neurobiological Perspective

    VI. A Search for "Natural Kinds" in Cognition

    VII. The Settings of Learning

    VIII. Cognitive Development circa 1990: A Parable

    References

    11. The Influence of Neuroscience upon Educational Practice

    I. Introduction

    II. Historical Overview of Research on the Causes and Treatment of Reading



    Disabilities

    III. Conceptual Framework for Viewing Research in Education and Neuroscience

    IV. Conclusions and Recommendations

    References

    12. Instructional Influences on Cognition and on the Brain

    I. Introduction

    II. Influences of Enriched Environments on Learning and Cognition

    III. Instructional Influences on Learning and Cognition

    IV. Influences of Environmental Enrichment and Instruction on the Brain

    V. Can the Influences of Instruction be Studied Directly?

    References

    Part V Discussion

    13. Multiple Models of Memory

    I. Introduction

    II. Relations among Neuroscience, Cognitive Science, and Educational Research

    III. Selection among Evolving Concepts of Learning and Memory

    IV. A Model: Direct and Modulatory Processes in Formation of Memory

    V. Closing Comments

    References

    Index


Product details

  • No. of pages: 400
  • Language: English
  • Copyright: © Academic Press 1986
  • Published: June 17, 1986
  • Imprint: Academic Press
  • eBook ISBN: 9781483260303

About the Editors

Sarah L. Friedman

Kenneth A. Klivington

Rita W. Peterson

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