TY  - BOOK
AU  - Della Sala,Sergio
AU  - Anderson,Mike
TI  - Neuroscience in education: the good, the bad, and the ugly 
SN  - 019960049X
AV  - QP408 .N48 2012
U1  - 612.8233 23
PY  - 2012///
CY  - Oxford, New York
PB  - Oxford University Press
KW  - Learning
KW  - Physiological aspects
KW  - Cognitive neuroscience
KW  - Neurosciences
N1  - Includes bibliographical references and index; Introductions --; 1; Neuroscience in Education: An (opinionated) Introduction; Mike Anderson and Sergio Della Sala --; 2; Understanding the neuroscience and education connection: Themes emerging from a review of the literature; Miriam Beauchamp and Catherine Beauchamp --; Theoretical approaches for developing the good; removing the bad and giving the ugly a makeover in neuroscience and education --; 3; Constructing connection: the evolving field of mind; brain; and education; Donna Coch and Daniel Ansari --; 4; Principles of Learning; Implications for Teaching? Cognitive Neuroscience and the Classroom; Usha Goswami --; The contribution of cognitive neuroscience to understanding domains of learning --; 5; Reading in alphabetic writing systems: Evidence from cognitive neuroscience; Jane Ashby and Keith Rayner --; 6; Can teachers count on mathematical neurosciences?; Xavier Seron --; 7; Working Memory: The seat of learning and comprehension; Nelson Cowan --; 8; Applications of cognitive science to education; Henry Roediger III; Bridgid Finn; and Yana Weinstein --; The influence of neurogenetics on education --; 9; Genetics and genomics: Good; bad and ugly; Yulia Kovas and Robert Plomin --; 10; Genetic sciences for developmentalists: An example of reading ability and disability; Elena Grigorenko --; 11; Genetically-informed models for school and teaching; Tim Bates --; Misuse of Neuroscience in the classroom --; 12; Neuroscience; education and educational efficacy research; Max Coltheart and Genevieve McArthur --; 13; Educational double-think; Michael Corballis --; 14; Rose-tinted? The use of coloured filters to treat reading difficulties; Rob McIntosh and Stuart Ritchie --; 15; Don't try this at school: The attraction of 'alternative' educational techniques; Stuart Ritchie; Eric Chudler; and Sergio Della Sala --; Current conjectures from educational neuroscience --; 16; Bridging between brain science and educational practice with Design Patterns; Michael W. Connell; Zachary Stein; and Howard Gardner --; 17; Assuring successful lifelong learning - can neuroscience provide the key?; Christiane Spiel; Barbara Schober; Petra Wagner; and Monika Finsterwald --; Educational cognitive neuroscience: Designing autism-friendly methods to teach emotion recognition --; 18; Educational cognitive neuroscience: Designing autism-friendly methods to teach emotion recognition; Simon Baron-Cohen; Ofer Golan; Emma Ashwin --; 19; Schools and the new ecology of the human mind; Domenico Parisi --; 20; Brain-Science and Education in Japan; Hideaki Koizumi --; Final remarks --; 21; The good; the bad and the ugly in neuroscience and education - an educator's perspective; Paul Howard-Jones --; 22; Of all the conferences in all the towns in all the world; what in heaven's name brought us to neuroeducation?; Mike Anderson and Mary Oliver
ER  -