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Educational Neuroscience
of: Denis Mareschal, Brian Butterworth, Andy Tolmie
Wiley-Blackwell, 2013
ISBN: 9781118315040 , 392 Pages
Format: PDF, ePUB, Read online
Copy protection: DRM
Educational Neuroscience
5
Copyright
6
Dedication
7
Contents
9
List of Contributors
11
Preface
13
Foreword: Imaging the Future
14
Chapter 1Introduction
19
The Nature of the Discipline
19
Three Disciplines: Education, Psychology, Neuroscience
20
Phase 1. Education and psychology
20
Phase 2. Psychology and neuroscience
22
Phase 3. Emergence of educational neuroscience
23
Issues and Problems in Developing Educational Neuroscience
25
References
29
Chapter 2Neuroimaging Methods
31
Electroencephalography and Event-Related Potentials
31
Principles of EEG recording and averaging ERPs
32
Making sense of ERP components
36
ERPs and development
38
Strengths and limitations of the ERP technique with developmental populations
40
Near-Infrared Spectroscopy (NIRS)
42
General principles and applications of NIRS
43
Studies of development using NIRS
45
Magnetic Resonance Imaging (MRI)
46
Background and safety
46
Basic components of MRI
47
Basic physics of MRI
49
How are MR images generated?
50
Varieties of MR images
51
The challenges of studying children using MRI
54
Studies of development using MRI
54
Other Neuroimaging Techniques
56
Conclusions
56
References
56
Further Reading
63
Chapter 3Computational Modeling of Learning and Teaching
64
Introduction
64
Computational Models of Cognition
66
The use of models to understand mechanisms of learning
66
General principles and aims of computational models of learning
67
Examples of symbolic and subsymbolic cognitive models: ACT-R and artificial neural networks
70
An example of cognitive modeling in educational neuroscience: individual differences in language development
72
The broader perspective: neuroconstructivism and education
78
The future of cognitive modeling in education
80
Computers as Teaching Systems
81
Educational models of teaching and learning
81
Computational modeling of teaching and learning: intelligent tutoring systems
83
Computational modeling: adaptive microworlds
84
The computational modeling of pedagogy
85
An example of an adaptive microworld
87
Contrasting perspectives on “feedback”
88
Conclusion
91
Acknowledgements
91
References
92
Further Reading
94
Chapter 4Genetics for Education
95
Genetics for Education: What is in the Toolkit?
102
Quantitative Genetics for Education
102
Estimating the relative contributions of genes and environments to variation in educationally relevant traits
104
Etiology of sex differences
105
The contribution of the teacher and the classroom to individual variation
107
Conceptualizing learning disability
108
Etiology of the links across abilities and ages
109
Understanding of the role of the environment
114
Molecular Genetics for Education
118
The QTL perspective
118
Genome-wide association studies (GWAS)
119
Cross-Cultural Behavioral Genetic Research
120
Conclusion
122
Acknowledgements
122
References
123
Further Reading
127
Chapter 5Research Methods in Educational Psychology
128
Different Types of Approach to Educational Research
128
Deciding What to Measure
129
Behavioral measures
129
Report measures
135
Demographic and environmental measures
137
Choosing a Study Design
138
Sampling issues
138
Quasi-experimental designs
139
Experimental designs
141
Nonexperimental designs
144
Conclusion
147
References
148
Further Reading
151
Chapter 6Language Development
152
Language in Infancy and Early Childhood 0–5 years
154
The impact of intrinsic factors on language development
154
The impact of socioeconomic status on language development
157
Language Development in the Primary-School Years 5–12
160
The specialization of neural systems for language
161
Children with specific language impairments
163
Alternative developmental pathways: the case of TZ
168
Language Development in Adolescence
171
Language behavior in adolescence
172
The neural substrates of adolescent language
172
Educational neuroscience in adolescence
173
Sensitive Periods in Language Development
174
Defining sensitive periods
174
Sensitive periods for foreign language learning
175
The impact of early deprivation
177
Summary and Conclusion
178
References
179
Further Reading
189
Chapter 7Literacy Development
190
Language in the Brain
191
Inferring cerebral function through observed dysfunction
191
To read and read not…
193
Neuroimaging Studies of Reading
198
What is the difference in brain activation between dyslexic readers and skilled readers?
202
Educational neuroscience and dyslexia
203
Individual Differences; Predicting Reading Outcome
210
Learning to Read and Failing to Read in Different Languages
212
Conclusion
213
References
214
Chapter 8Mathematical Development
219
Introduction
219
Neural roadmap
220
Theoretical roadmap
221
Two important effects
223
Mathematical Development
225
Infancy and childhood (0–5)
225
Primary and middle childhood (5–12)
226
Lifelong learning (adulthood)
227
Embodied Understanding of Numbers and Arithmetic
228
Individual Differences in Mathematical Achievement
231
Primary and middle childhood (5–12)
232
Secondary school and adolescence (12–18)
232
Lifelong learning (adulthood)
233
Dyscalculia
233
Dyscalculia as a core deficit in processing numerosities
234
Dyscalculia in primary and middle childhood (5–12)
234
Lifelong learning
237
Educating the Mathematical Brain
237
Methods of instruction
238
Individual differences
239
Future Directions
244
Negative numbers
244
Place value
245
Algebra
246
Neural stimulation
247
References
248
Chapter 9The Development and Application of Scientific Reasoning
255
What is Scientific Reasoning?
255
Historical Approaches to the Study of Domain-General and Domain-Specific Scientific Reasoning
256
Causal Reasoning
258
Deductive Reasoning
267
Analogical Reasoning
273
Summary
277
Future Directions
278
References
279
Further Reading
285
Chapter 10Social Development
286
Introduction
286
Early Development of the Social Brain
286
Face Processing
287
Gaze Processing
289
Joint Attention
291
Action Observation
293
Social Brain Development in Childhood and Adolescence
296
Face Processing
297
Theory of Mind Development
301
Online Mentalizing Usage is Still Developing in Mid-adolescence
303
Social Evaluation: Acceptance and Rejection
303
Implications for Education
306
Acknowledgments
308
References
309
Further Reading
314
Chapter 11Emotional Development
315
Introduction
315
Emotion and education
316
Preschool Years
317
Temperament
317
Emotion regulation
319
Middle Years
321
Social, emotional, and behavioral difficulties
321
Autistic spectrum disorders
321
Behavioral problems
322
Secondary School and Adolescence
327
Motivation
327
Psychological well-being and mental-health concerns
329
Lifelong Learning
331
The emotional experiences of undergraduates
331
Stress as an obstacle in lifelong learning
332
Conclusion
334
References
334
Further Reading
342
Chapter 12Attention and Executive Control
343
Defining Prefrontal Executive Functions in Children
343
Structure of executive function
344
Neural bases
344
Academic achievement
345
Basic Components of Executive Function: Development, Brain Bases, and Links to Academic Achievement
346
Inhibition
347
Relation to academic skills
349
Working memory
350
Links to academic skills in school-aged children
352
Shifting
353
Links to academic skills
354
Are Links Between Academic Skills, Executive Functions, and Attention Related to Overlapping Brain Systems?
355
Effects of Training
355
Training specific executive skills
357
Complex activity-based training
358
Summary and Conclusions
359
References
360
Further Reading
366
Afterword
367
Introduction
367
What Has Changed for the Better?
368
The Methods of Educational Neuroscience
371
Educational Neuroscience and Subject Matter
372
One Bridge or Two: What Difference Does It Make?
373
Neuroprognosis
375
Conclusion
378
References
379
Index
382
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