The Educated Brain: Essays in Neuroeducation

Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Dedication......Page 7
Contents......Page 11
Figures......Page 13
Tables......Page 15
Contributors......Page 17
Preface......Page 19
Foreword: Towards a new pedagogical and didactic approach......Page 23
References......Page 26
Part I The mind, brain, and education triad......Page 27
1 Introduction: Mind, brain, and education in theory and practice......Page 29
Plan of the book......Page 31
Part I The mind, brain, and education triad......Page 32
Part II Brain development, cognition, and education......Page 36
Part III Brain, language, and mathematics......Page 41
References......Page 45
The cerebral subject and the neuro sciences......Page 46
The neurologizing trend......Page 50
Brain, body, and self......Page 52
The brainhood revolution......Page 56
An ontology of brainhood......Page 60
References......Page 65
Overview......Page 69
Learning and visual neuroscience......Page 70
Cognitive models and education......Page 75
Cognitive neuroscience and cognitive models......Page 77
Conclusion......Page 81
References......Page 82
Overview......Page 85
The career of the mind-body problem......Page 86
The self and its brain......Page 89
Identity and pragmatic dualism......Page 90
Consciousness and self-understanding......Page 93
References......Page 95
Overview......Page 97
Non-linearity and self-organization......Page 98
Superposition......Page 100
Substance and process......Page 101
The multi-layered and multi-scaled nature of causality......Page 102
Fuzziness and ambiguity versus uncertainty......Page 104
Dynamic aspects of psychological variables......Page 106
Aspects of complexity in developmental theory building and hypothesis testing: A case study......Page 107
General properties of the model......Page 108
Aspects of complexity in the simple dynamic interaction model......Page 111
Subjects, procedure, and predictions......Page 113
Aspects of complexity......Page 115
References......Page 116
Part II Brain development, cognition, and education......Page 121
Overview......Page 123
Evolution as a cognitive process......Page 124
Experience-dependent development......Page 126
The adaptive value of epigenetic circuit selection......Page 128
The control of experience-dependent development by internal gating systems......Page 130
The importance of rest and sleep in experience-dependent brain development......Page 132
Mechanisms of adult learning......Page 134
References......Page 135
Overview......Page 136
The circadian clock is one of the most indispensable biological functions......Page 137
Circadian mechanisms are active in modern humans......Page 138
Sleep-wakefulness is the most conspicuous circadian rhythm in humans......Page 139
The circadian system is influential in the educational process......Page 143
Sleep strongly influences education......Page 144
Age-related (developmental) processes exert profound influences on sleep regulation......Page 146
Concluding remarks......Page 149
References......Page 150
Overview......Page 153
Growth cycles and rulers for brain and behavior......Page 154
Cycles of cognitive development......Page 158
Cycles of cortical development......Page 162
Cycles of learning: Backwards growth and microdevelopment......Page 168
Moving from growth cycles to educational implications......Page 171
References......Page 173
Overview......Page 177
Attention networks......Page 178
Individuality......Page 180
Early childhood......Page 181
Preschool......Page 183
References......Page 189
Overview......Page 192
The universe and life......Page 193
Biological definitions of learning and education......Page 194
Synaptogenesis and elimination......Page 195
The principle of optical topography......Page 196
Imaging of brain function in neonates and infants......Page 197
How the human brain encapsulates evolutionary history......Page 199
Longitudinal study on the development of the human prefrontal cortex......Page 200
Brain-based direct communication......Page 201
The ‘‘brain-science and education’’ program in Japan......Page 202
References......Page 204
Part III Brain, language, and mathematics......Page 207
Overview......Page 209
A particular view of reading......Page 210
First logographic systems......Page 211
The alphabet’s emergence......Page 212
From evolution to the development of reading in the child......Page 213
Subtype classification: The double-deficit hypothesis......Page 215
Component-based view of fluency in reading intervention......Page 217
Fluency intervention: RAVE-O......Page 219
References......Page 221
Overview......Page 224
Phonological awareness and learning to read across languages......Page 225
The impact of orthography on phonological representation and reading strategies......Page 226
Implications for dyslexia......Page 228
Basic auditory processing deficits in dyslexia: The p-centres hypothesis......Page 230
The neural representation of rise time......Page 233
Conclusions......Page 235
References......Page 236
Overview......Page 239
New contributions from NIRS neuroimaging......Page 244
Educational Neuroscience: From the laboratory to education......Page 252
Acknowledgments......Page 253
References......Page 254
Overview......Page 258
Cerebral bases of arithmetic......Page 260
Cerebral bases of reading......Page 264
Conclusion: Education as a ‘‘neuronal recycling’’ process......Page 269
References......Page 271
Index......Page 274