1. Introduction.
2. The Developing Brain.
3. Words and Numbers in Early Childhood.
4. The Mathematical Brain.
5. The Literate Brain.
6. Learning to Read and its Difficulties.
7. Disorders of Social-Emotional Development.
8. The Adolescent Brain.
9. Life Long Learning.
10. Learning and Remembering.
11. Different Ways of Learning.
12. Harnessing the Learning Powers of the Brain.
Appendix.
Glossary.
References.
Further Reading.
Index
Sarah-Jayne Blakemore is a Research Fellow at the Institute
of Cognitive Neuroscience at University College, London. She is
engaged in neuroscience research, for which she obtained the 2001
British Psychological Society Award for Outstanding Doctoral
Research. She has been seconded to the Houses of Parliament to
write a report on Early Years Education for Select Committee for
Education. Her involvement in the Public Engagement with Science is
demonstrated in her frequent public lectures and scientific
consultancy on a major BBC series on the Human Mind.
Uta Frith is Professor of Cognitive Development and Deputy Director of the Institute of Cognitive Neuroscience at University College, London. She has researched developmental disorders for more than 30 years. She is a leading authority on autism and dyslexia and has gained prestigious prizes and honorary doctorates. She is the author of well known books on autism and Asperger syndrome. Her work has led to greater awareness of disorders of cognitive and social development with a basis in the brain.
"This beautifully written book by two experts is compelling reading
for anybody who wants a clear, authoritative account of how our
brain learns. It will enthrall the widest possible readership -
those people who have no previous knowledge of brain science, and
those who have a detailed grasp of how the brain works."
Robert Winston, Imperial College London
"This upbeat, fast paced review of brain research is a must read.
It has a large canvass and a big point – when it comes to learning,
it’s all about the brain.”
Michael S. Gazzaniga, David T. McLaughlin Distinguished University
Professor, Dartmouth College
"This is an exciting, readable and compelling account of how the
workings of the brain shape both formal and informal learning."
Kathy Sylva, Professor of Educational Psychology, University of
Oxford
"Sarah Blakemore and Uta Frith have written a highly accessible
survey of the many links between brain science and education. They
do a beautiful job of summarizing many recent and exciting
discoveries in neuroscience, brain imaging, and psychology, from
sleep to dyslexia, autism or attention deficits. Teaching will
always be something of an art – but the teachers who read The
Learning Brain will know much more about the science behind it.
This book should be read by all educators, students and parents who
want to understand how the brain changes during learning, and what
can be done to ground educational practices on a sound basis in
psychology and neuroscience." Stanislas Dehaene, INSERM Cognitive
Neuroimaging Research Unit, Paris
“It [The Learning Brain: Lessons for Education] is rich with facts,
yet easily accessible to the general reader. While sending a
positive and encouraging message about the relevance of
neuroscience to the classroom, its tone is responsible and not
exaggerated. The book is packed with details of cutting-edge
research, presented in a lively manner with care to avoid excessive
detail.
Nature Neuroscience, October 2005
"The material is well presented, and much of it is fascinating in
its own right. Anyone interested in the workings of the brain can
profit from reading this book."
PsycCRITIQUES, October 2005
"The Learning Brain should become compulsory reading for everyone
who is involved in educational practice and policy because it by no
means raises unrealistic hopes, or – like some other popular books
in this field – give more or less trivial advice about
‘brain-appropriate’ learning. It also helps in the understanding of
what might have gone wrong in the brains of learners who, for
example, have persistent reading difficulties despite schooling, or
who fail to grasp advanced mathematical and scientific
concepts."
Trends in Cognitive Science, December 2005
"This is a very readable account of the findings of brain research
and will appeal to a wide variety of readers . . . Readers, whether
they be members of the general public who have an interest in how
the brain works, people working within education or new researchers
will be amazed by the findings of brain research and will want to
find out more."
Education in the North
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