Minds, Brains, and Learning: Understanding the Psychological and Educational Relevance of Neuroscientific Research

Byrnes, James P.

ISBN 10: 1572306521 / ISBN 13: 9781572306523

Edité par Guilford Publications, 2001

A propos de cet article

May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

N° de réf. du vendeur G1572306521I4N00

Détails bibliographiques

• Titre: Minds, Brains, and Learning: Understanding the Psychological and Educational Relevance of Neuroscientific Research
• Éditeur: Guilford Publications
• Date de parution: 2001
• Langue: anglais
• ISBN à 10 chiffres: 1572306521
• ISBN à 13 chiffres: 9781572306523
• Reliure: Paperback
• État de l'article: Very Good
• État de la jaquette: No Jacket
• Poids: 0,7 livre

A propos de ce titre

Synopsis

Why should psychologists and educators study the brain? Can neuroscientific research advance our understanding of student learning and motivation? What do informed readers need to know to tell the difference between plausible applications of brain research and unfounded speculation? This timely volume considers the benefits of incorporating findings from cognitive neuroscience into the fields of educational, developmental, and cognitive psychology. The book provides a basic foundation in the methodology of brain research; describes the factors that affect brain development; and reviews salient findings on attention, memory, emotion, and reading and mathematics. For each domain, the author considers the ways that the neuroscientific evidence overlaps with or diverges from existing psychological models. Readers gain skills for assessing the credibility of widely publicized claims regarding critical periods of learning, the effects of stress hormones on the brain, the role of music training in boosting academic performance, and more. Also elucidated are the possible neuroscientific bases of attention deficits, reading problems, and mathematical disabilities in children. The volume concludes by suggesting areas for future investigation that may help answer important questions about individual and developmental differences in learning.

À propos de l?auteur

James P. Byrnes, PhD, is Professor of Educational Psychology and Applied Developmental Science in the College of Education at Temple University. He was a Fellow of Division 15 (Educational Psychology) of the American Psychological Association between 2002 and 2018, has served as Vice President of the Jean Piaget Society, and was Associate Editor of the Journal of Cognition and Development. Dr. Byrnes has published over 100 books, chapters, and articles on areas of cognitive development, including language development, logical reasoning, and mathematical learning. His most recent work has focused primarily on developing and testing a comprehensive theoretical model of academic achievement (the opportunity–propensity model) in order to provide insight into ways to eliminate or substantially reduce gender, ethnic, and racial gaps in achievement. Dr. Byrnes has received awards for his teaching and mentoring of undergraduate and graduate students.