This book explores the intersection of neuroscience, cognitive science and education and its importance for understanding human development. It is also a tribute to the great developmental psychologist Robbie Case, who was professor at the Institute of Child Study at the University of Toronto’s Faculty of Education and only 55 years old at the time of his death in the year 2000. The book presents cutting edge work in a field that is now of growing importance, with its own international society (IMBES) and its own journal Mind, Brain and Education, continuing Case’s seminal work.
Contributors to this volume, many of whom are former students and colleagues of Robbie Case, represent some of the leading researchers in developmental psychology. They were asked to explore the interface between mind, brain, and education during development. The subjects they examine range from science education to parenting, bullying, and personal development. Chapters are written in a style that makes them accessible both to teachers and graduate students, and in fact to anyone intrigued by the ways in which neuroscience, cognitive science and education inform one another. The volume also contains a wealth of detail that experts will find informative and thought-provoking. Overall, the book shows both what has been accomplished in this emerging field, as well as the exciting work that remains to be done studying the developmental relations between mind, brain, and education.
Author(s): Robert S. Siegler (auth.), Michel Ferrari, Ljiljana Vuletic (eds.)
Edition: 1
Publisher: Springer Netherlands
Year: 2010
Language: English
Pages: 374
Tags: Childhood Education; Learning & Instruction
Front Matter....Pages i-xvii
Front Matter....Pages 7-7
Introduction....Pages 1-6
A Three-Level Model of the Developing Mind: Functional and Neuronal Substantiation and Educational Implications....Pages 9-48
Mental Attention, Multiplicative Structures, and the Causal Problems of Cognitive Development....Pages 49-82
Higher-Order Network Reworking – New Findings....Pages 83-104
Typical and Atypical Development of Basic Numerical Magnitude Representations: A Review of Behavioral and Neuroimaging Studies....Pages 105-127
Children’s Developing Understanding of Number: Mind, Brain, and Culture....Pages 129-148
Interviewing: An Insider’s Insight into Learning....Pages 149-175
Front Matter....Pages 177-177
Phases of Social–Emotional Development from Birth to School Age....Pages 179-212
Adolescent Narrative Thought: Developmental and Neurological Evidence in Support of a Central Social Structure....Pages 213-229
Disentangling the Complexity of Social Giftedness: Mind, Brain, Development, and Education....Pages 231-242
Mind, Brain, and Education in Socioeconomic Context....Pages 243-256
Multiple Pathways to Bullying: Tailoring Educational Practices to Variations in Students’ Temperament and Brain Function....Pages 257-291
The Intentional Personal Development of Mind and Brain Through Education....Pages 293-323
Front Matter....Pages 325-325
Development and Its Relation to Mind, Brain, and Education: Continuing the Work of Robbie Case....Pages 327-347
Back Matter....Pages 349-374
