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Author : Mark H. Johnson
Publisher : Unknown
Page : 384 pages
File Size : 48,8 Mb
Release : 1992
Category : Brain
ISBN : OCLC:59917172
Author : Mark H. Johnson
Publisher : Unknown
Page : 0 pages
File Size : 52,8 Mb
Release : 1992
Category : Brain
ISBN : OCLC:59917172
Author : Sarah L. Friedman,Kenneth A. Klivington,Rita W. Peterson
Publisher : Academic Press
Page : 400 pages
File Size : 55,6 Mb
Release : 2013-09-25
Category : Philosophy
ISBN : 9781483260303
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.
Author : Anonim
Publisher : Unknown
Page : 344 pages
File Size : 50,9 Mb
Release : 1998
Category : Education
ISBN : MINN:30000007201373
Author : Usha Goswami
Publisher : John Wiley & Sons
Page : 776 pages
File Size : 44,9 Mb
Release : 2008-04-15
Category : Psychology
ISBN : 9781405142984
This definitive volume provides state-of-the-art summaries of current research by leading specialists in different areas of cognitive development. Forms part of a series of four Blackwell Handbooks in Developmental Psychology spanning infancy to adulthood. Covers all the major topics in research and theory about childhood cognitive development. Synthesizes the latest research findings in an accessible manner. Includes chapters on abnormal cognitive development and theoretical perspectives, as well as basic research topics. Now available in full text online via xreferplus, the award-winning reference library on the web from xrefer. For more information, visit www.xreferplus.com
Author : National Library of Medicine (U.S.)
Publisher : Unknown
Page : 824 pages
File Size : 45,5 Mb
Release : 1993
Category : Medicine
ISBN : UOM:39015074107684
First multi-year cumulation covers six years: 1965-70.
Author : J. Gavin Bremner,Alan Slater,George Butterworth
Publisher : Psychology Press
Page : 356 pages
File Size : 43,9 Mb
Release : 1997
Category : Psychology
ISBN : 0863774636
An account of recent research into infant development, the text includes 13 chapters writen by British and North American infancy researchers. Although the chapters are organized along conventional lines into sections on perceptual, cognitive and social development, the emphasis (appearing both within chapters and in the linking editorial passages within sections) is on links between perceptual, cognitive and social aspects of development. Thus, new findings on infant perception are related to both old and new accounts of cognitive developemnt, and links are drawn between these topics and the development of social interaction and language. Attention is given to both traditional approaches such as Piagetian theory, and more recent approaches such as direct perception and dynamic systems theory. There is also a chapter devoted to interpreting infant development from a psychoanalytic perspective.
Author : Pierluigi Zoccolotti,Peter F. de Jong,Donatella Spinelli
Publisher : Frontiers Media SA
Page : 311 pages
File Size : 51,6 Mb
Release : 2016-06-24
Category : Dyslexia
ISBN : 9782889198641
Understanding the mechanisms responsible for developmental dyslexia (DD) is a key challenge for researchers. A large literature, mostly concerned with learning to read in opaque orthographies, emphasizes phono-logical interpretations of the disturbance. Other approaches focused on the visual-per-ceptual aspects of orthographic coding. Recently, this perspective was supported by imaging data showing that individuals with DD have hypo-activation in occipito-temporal areas (a finding common to both transpar-ent and opaque orthographies). Nevertheless, it is difficult to infer causal relationships from activation data. Accommodating these findings within the cognitive architecture of reading processes is still an open issue. This is a general problem, which is present in much of the literature. For example, several studies investigating the perceptual and cognitive abilities that distinguish groups of children with and without DD failed to provide explicit links with the reading process. Thus, several areas of investigation (e.g., acoustic deficits or magnocellular deficiencies) have been plagued by replication failures. Furthermore, much research has neglected the possible contribution of comorbid symptoms. By contrast, it is now well established that developmental disorders present a large spectrum of homotopic and heterotopic co-morbidities that make causal interpretations problematic. This has led to the idea that the etiology of learning difficulties is multifactorial, thus challenging the traditional models of DD. Recent genetic studies provide information on the multiple risk factors that contribute to the genesis of the disturbance. Another critical issue in DD is that much of the research has been conducted in English-speaking individuals. However, English is a highly irregular orthography and doubts have been raised on the appropriateness of automatically extending interpretations based on English to other more regular orthographies. By contrast, important information can be gotten from systematic comparisons across languages. Thus, the distinction between regular and irregular orthographies is another potentially fruitful area of investigation. Overall, in spite of much research current interpretations seem unable to integrate all available findings. Some proposals focus on the cognitive description of the reading profile and explicitly ignore the distal causes of the disturbance. Others propose visual, acoustic or phonological mech-anisms but fail to link them to the pattern of reading impairment present in different children. The present Research Topic brings together studies based on different methodological approaches (i.e., behavioural studies examining cognitive and psycholinguistic factors, eye movement inves-tigations, biological markers, neuroimaging and genetic studies), involving dyslexic groups with and without comorbid symptoms, and in different orthographies (transparent and opaque) to identify the mechanisms underlying DD. The RT does not focus on a single model or theory of dyslexia but rather brings together different approaches and ideas which we feel are fruitful for a deeper understanding developmental dyslexia.
Author : Larry R. Squire,Stephen Michael Kosslyn
Publisher : MIT Press
Page : 396 pages
File Size : 41,7 Mb
Release : 1998
Category : Cognitive neuroscience
ISBN : 9780262692045
This volume, which contains forty-six review articles from recent issues of Current Opinion in Neurobiology, provides easy access to the current state of theory and findings in the field.
Author : Ludo Verhoeven,Charles Perfetti
Publisher : Cambridge University Press
Page : 509 pages
File Size : 53,9 Mb
Release : 2017-10-12
Category : Language Arts & Disciplines
ISBN : 9781107095885
This book examines how children learn to read across seventeen languages and their orthographies. Each chapter discusses a different language in terms of its writing system, reading development, and implications for education. The editors' comprehensive introduction frames the key issues and the final chapter draws conclusions across the seventeen languages.
Author : Hye K. Pae
Publisher : Springer Nature
Page : 251 pages
File Size : 42,5 Mb
Release : 2020-10-14
Category : Education
ISBN : 9783030551520
This open access volume reveals the hidden power of the script we read in and how it shapes and drives our minds, ways of thinking, and cultures. Expanding on the Linguistic Relativity Hypothesis (i.e., the idea that language affects the way we think), this volume proposes the “Script Relativity Hypothesis” (i.e., the idea that the script in which we read affects the way we think) by offering a unique perspective on the effect of script (alphabets, morphosyllabaries, or multi-scripts) on our attention, perception, and problem-solving. Once we become literate, fundamental changes occur in our brain circuitry to accommodate the new demand for resources. The powerful effects of literacy have been demonstrated by research on literate versus illiterate individuals, as well as cross-scriptal transfer, indicating that literate brain networks function differently, depending on the script being read. This book identifies the locus of differences between the Chinese, Japanese, and Koreans, and between the East and the West, as the neural underpinnings of literacy. To support the “Script Relativity Hypothesis”, it reviews a vast corpus of empirical studies, including anthropological accounts of human civilization, social psychology, cognitive psychology, neuropsychology, applied linguistics, second language studies, and cross-cultural communication. It also discusses the impact of reading from screens in the digital age, as well as the impact of bi-script or multi-script use, which is a growing trend around the globe. As a result, our minds, ways of thinking, and cultures are now growing closer together, not farther apart.
Author : W. Yule,M. Rutter
Publisher : Cambridge University Press
Page : 500 pages
File Size : 48,7 Mb
Release : 1987
Category : Medical
ISBN : 0521412196
Communication disabilities are common, although their precise nature and degree of severity vary greatly among individuals. They are among the most handicapping of disabilities because they isolate a person and in so doing restrict social, educational, and occupational opportunities. One of the purposes of this book was to bring together theoretical, practical, and clinical knowledge from several disciplines that bear on language and communication into some reasonably accessible form. The intent is to provide a broad and multi-faceted view of language development and language disorders. Thus, contributions from education, linguistics, psychology, pediatrics, psychiatry, neurology, neuropsychology, and speech therapy are included. They describe our current knowledge of language development, suggest classifications for language pathology, outline what is known of the epidemiology of language difficulties, consider assessment and therapy, alternative communication systems and the impact of the new technology on communication aids. The variety of perspectives that it provides will make it particularly useful to the range of specialists who are concerned with the development of communication skills and language disorders.
Author : Ken Richardson,Sue Sheldon
Publisher : Unknown
Page : 321 pages
File Size : 53,6 Mb
Release : 1988
Category : Child development
ISBN : OCLC:1193391248
Author : Nicola Brunswick,Sine McDougall,Paul de Mornay Davies
Publisher : Psychology Press
Page : 333 pages
File Size : 45,5 Mb
Release : 2010-06-10
Category : Psychology
ISBN : 9781135167813
Offers an insight into research in different orthographies. This title presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia.
Author : Michael S. Gazzaniga
Publisher : MIT Press
Page : 1480 pages
File Size : 51,8 Mb
Release : 2004
Category : Cognitive neuroscience
ISBN : 0262072548
The third edition of a work that defines the field of cognitive neuroscience, with extensive new material including new chapters and new contributors.