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Understanding the Brain: The Birth of a Learning Science
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- Foreword
- Acknowledgements
- Table of Contents
- Executive Summary
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Part I. The Learning Brain
- Introduction
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Chapter 1. An “ABC” of the Brain
- Acquisition of knowledge
- Brain
- Cognitive functions
- Development
- Emotions
- Functionality, neural base of learning
- Genetics
- “Hands on” and Holistic - learning by doing
- Intelligence
- Joy of learning
- Kafka
- Language
- Memory
- Neuron
- Opportunity windows for learning
- Plasticity
- Quality existence and healthy living
- Representations
- Skills
- Team and social interactions
- Universality
- Variability
- Work
- … XYZ
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Chapter 2. How the Brain Learns throughout Life
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Chapter 3. The Impact of Environment on the Learning Brain
- + Chapter 4. Literacy and the Brain
- + Chapter 5. Numeracy and the Brain
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Chapter 6. Dispelling “Neuromyths”
- What is a “neuromyth”?
- “There is no time to lose as everything important about the brain is decided by the age of three”
- “There are critical periods when certain matters must be taught and learnt”
- “But I read somewhere that we only use 10% of our brain anyway”
- “I’m a ‘left-brain’, she’s a ‘right-brain’ person”
- “Let’s face it - men and boys just have different brains from women and girls”
- “A young child’s brain can only manage to learn one language at a time”
- “Improve your memory!”
- “Learn while you sleep!”
- Conclusions
- References
- + Chapter 7. The Ethics and Organisation of Educational Neuroscience
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Conclusions and Future Prospects
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Key messages and conclusions
- Educational neuroscience is generating valuable new knowledge to inform educational policy and practice
- Brain research provides important neurological evidence to support the broad aim of lifelong learning and confirms the wider benefits of learning, especially for ageing populations
- We need holistic approaches based on the interdependence of body and mind, the emotional and the cognitive
- We need to understand better what adolescence is (high horsepower, poor steering)
- We need to consider timing and periodicity when dealing with curriculum issues
- Neuroscience can make a key contribution to major learning challenges
- More personalised assessment to improve learning, not to select and exclude
- Key areas for further educational neuroscientific research
- Birth of a learning science
- References
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Key messages and conclusions
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Part II. Collaborative Articles
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Article A. The Brain, Development and Learning in Early Childhood
- A.1. Introduction
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A.2. What do we know about brain development in neonates, infants and young children?
- + A.2.1. The onset and process of brain development
- A.2.2. The part played by experience
- A.2.3. Timing and sequencing - important factors in brain development
- A.2.4. Plasticity - a key feature of the infant brain
- + A.2.5. Critical or sensitive periods in neural development?
- A.2.6. Sensitive periods and brain plasticity
- A.2.7. Learning in and beyond early childhood
- + A.3. How important are the early years of development and learning?
- + A.4. What do we know about learning environments to facilitate early childhood development?
- A.5. What challenges exist in synthesising research in neuroscience and early education?
- A.6. Practitioner’s response
- References
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Article B. The Brain and Learning in Adolescence
- B.1. Introduction
- + B.2. Understanding brain development - what are we looking at?
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B.3. The brain is a sculpture carved by experience
- B.3.1. Brain activity seen over time
- B.3.2. Brain structure seen over time
- B.3.3. Relationships between brain and behaviour are often indirectly derived
- B.3.4. Children and adults do not use the brain in the same way
- B.3.5. The adolescent brain and changes in adolescent behaviour
- B.3.6. Summary and general implications
- + B.4. Theories of learning in adolescence and the life course
- B.5. Challenges and future directions: towards a new synthesis?
- + B.6. Practitioner’s response: I have a dream
- References
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Article C. Brain, Cognition and Learning in Adulthood
- + C.1. Introduction
- + C.2. Adult age-related changes in cognition and learning
- C.3. Aging and brain function: structural neuroimaging
- C.4. Aging and brain function: functional neuroimaging
- C.5. Individual differences in age-related brain and cognitive changes
- C.6. Genetics and individual differences in cognition
- + C.7. Training and aging
- + C.8. Creating positive learning environments for adults
- C.9. Future agenda
- C.10. Practitioner’s response
- References
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Article A. The Brain, Development and Learning in Early Childhood
- + Annex A. Fora
- + Annex B. Brain Imaging Technologies
- Glossary
- Also Available in the CERI Collection
This book provides new insights about learning bysynthesising existing and emerging findings from cognitive and brain science and exploring how this new information might impact teaching, parenting, and educational policy making.It shows what the latest brain imaging techniques and other advances in the neurosciences actually reveal about how the brain develops and operates at different stages in life from birth to old age and how the brain is involved in acquiring skills such as reading and counting. It also presents scientific insights into what happens when the brain malfunctions in conditions such as dyslexia or Alzheimer's disease.
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Book Details
Editors
Categories
Science > Life Sciences > Neuroscience
Publishers
Publication year : 2007
License: All rights reserved ©
Times read: 222
