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• The Jossey-Bass Reader on the Brain and Learning
• Copyright
• Content
• Sources
• About the Authors
• Acknowledgments
• Introduction: The Fundamental Importance of the Brain and Learning for Education
• The Biological Revolution and Education
• Using This Book
• Part 1: An Overview of the Brain
• 1. How Our Brain Constructs Our Mental World
• Von Hemholtz’s Darkroom Experiment
• Thinking Is for Doing
• Mirror Neurons
• 2. Mirrors in the Mind
• Instant Recognition
• On Purpose
• Connect and Learn
• 3. Alphabetized Entries from How to Explain a Brain
• Part 2: The Brain in the Classroom: The Brain-Based Learning Debate
• 4. Neuroscience and Education
• Teaching
• A Quick Primer on Brain Development
• Neuroimaging Tools for Developmental Cognitive Neuroscience
• Selected Studies from Cognitive Neuroscience with Interesting Implications for Education
• Language
• Reading
• Mathematics
• Direct Effects of Experience
• Sleep and Cognition
• Emotion and Cognition
• Neuromyths
• Conclusions
• 5. In Search of . . . Brain-Based Education
• Left Brain, Right Brain: One More Time
• Brains Like Sponges: The Sensitive Period
• 6. Learning Not by Chance: Enrichment in the Classroom
• Education Meets the Brain
• Education in a Fix
• A Fix for Education
• A Science of Learning Based on Classroom Results
• 7. Mind and Brain
• The Brain: Foundation for Learning
• Some Basics
• Wiring the Brain
• Experiences and Environments for Brain Development
• Does Mere Neural Activity Change the Brain or Is Learning Required?
• Localized Changes
• Role of Instruction in Brain Development
• Language and Brain Development
• Examples of Effects of Instruction on Brain Development
• Memory and Brain Processes
• Conclusion
• Part 3: The Thinking Brain: Memory, Cognition, and Intelligence
• 8. Learning and Remembering
• Different Types of Learning and Memory
• Implicit Forms of Memory
• The Power of Implicit Learning
• Learning and Remembering Skills
• Working Memory
• Doing Two Things at Once
• Memory for the Future
• Memory for Events
• Disorders of Memory in Childhood
• Brain Basis of Teaching
• 9. Who Owns Intelligence?
• The Stretch and Limits of Multiple Intelligences
• The Assessment of Intelligences
• Connecting Intelligences to Other Virtues
• Remaining Puzzles: The Research Agenda
• The Basic Sciences of Intelligence
• The Operations of Intelligences
• Shifting Demands
• Greater Individuation: A Challenge for the Future
• 10. The Balance Theory of Wisdom
• The Balance Theory
• Wisdom as Successful Intelligence and Creativity Balancing Interests
• Sources of Developmental and Individual Differences in Wisdom
• Individual and Developmental Differences Directly Affecting the Balance Processes
• Relations of Wisdom to Other Skills
• Developing Wise Thinking
• Why Should Wisdom Be Included in the School Curriculum?
• Some Past Orientations and Programs Relevant to the Development of Wisdom
• Sixteen Principles of Teaching for Wisdom Derived from the Balance Theory of Wisdom
• Procedures to Follow in Teaching for Wisdom
• Conclusion
• 11. Remembrance of Emotions Past
• Is That a Pin in Your Hand or Are You Just Glad to See Me?
• Henry Mnemonic: The Life and Times of Case H.M.
• The Long and the Short of It
• In Search of a Model
• Pockets of Memory
• The Multiplicity of Memory
• So What Does the Hippocampus Represent?
• Tweedledee and Tweedledum: Emotional Memories and Memories of Emotions
• Infantile Amnesia
• Part 4: The Feeling Brain: Emotional and Social Foundations
• 12. We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education
• Reasoning, Decision Making, and Emotion: Evidence from Patients with Brain Damage
• A Physiological and Evolutionary Account of Emotion and Cognition: From Automatic Responses to Moral
• Emotional Thought: Toward an Evidence-Based Framework
• Educational Implications: A Call for Further Research
• 13. Selections from Why Zebras Don’t Get Ulcers
• Selection from “Stress and Memory”
• Anxiety: Some Foreshadowing
• And When Stress Goes On for Too Long
• Damaging Effects of Stress in Hippocampus
• Selection from “The View from the Bottom”
• Socioeconomic Status, Stress, and Disease
• 14. The Effect of Violence and Stress in Kids’ Brains
• Part 5: The Learning Brain: Language, Reading, and Math
• 15. The Literate Brain
• A Brief History of Writing
• The Legacy of the Alphabet
• Visible Language in the Brain
• Comparing Literate and Illiterate People
• How Different Is the Literate Brain?
• Does the Brain’s Reading System Depend on the Language of the Reader?
• The Reading System of the Brain and Its Fine-Tuning
• What Do the Three Regions of the Reading System Do?
• The Fine-Tuned Reading System
• Is the Reading System an Add-On to the Speech System?
• Mixing Colors and Words
• 16. Why Some Smart People Can’t Read
• Alex
• Gregory
• Why Alex and Gregory Have Trouble Reading
• The Phonologic Model
• 17. What Happens in the Brain When Children Read
• Brain Basics
• Macrostructures
• Microstructures
• Brain Structures Involved in Language
• Brain Structures Involved in Reading
• The Neural Pathway for Reading
• Reading Problems with a Biological Basis
• Visual Processing Problems
• Auditory Processing Problems
• Problems in the Language/Reading Pathways
• The Glitch in the System
• Attention and Memory Systems Involved in Reading
• Long-Term Memory
• 18. Small Heads for Big Calculations
• Counting: The ABC of Calculation
• Preschoolers as Algorithm Designers
• Memory Appears on the Scene
• The Multiplication Table: An Unnatural Practice?
• Verbal Memory to the Rescue
• Mental Bugs
• Pros and Cons of the Electronic Calculator
• Innumeracy: Clear and Present Danger?
• Teaching Number Sense
• 19. Math Skills
• Psychological and Educational Perspectives on Mathematical Abilities
• Declarative Knowledge
• Procedural Knowledge
• Conceptual Knowledge
• Estimation Skills
• Graphing and Modeling Skills
• Problem Solving
• Neuroscientific Perspectives on Math Ability
• Neuroscientific Models of Calculation
• Developmental Disabilities in Math
• Studies Using Neuroimaging and Gross Electrical Recording Techniques
• The Neural Basis of Mathematical Ability
• Summary of the Neuroscientific Literature
• Conclusions, Caveats, and Instructional Implications
• The Overlap Question
• The Integration Question
• The Confidence Question
• Instructional Implications
• Part 6: The Learning Brain: The Arts
• 20. The Brain and the Arts
• The Arts Are Basic to the Human Experience
• Why Teach the Arts?
• The Arts and the Young Brain
• The Arts Develop Cognitive Growth
• The Sciences Need the Arts
• Impact of the Arts on Student Learning and Behavior
• Arts Education and Arts Integration
• Music
• Is Music Inborn?
• Effects of Listening to Music Versus Creating Instrumental Music
• Creating Music
• Benefits of Creating Music
• Does Creating Music Affect Ability in Other Subjects?
• The Visual Arts
• Imagery
• Research on Visual Arts and Learning
• Movement
• Implications for Schools
• 21. The Role of the Arts in Transforming Consciousness: Education is the Process of Learning How to
• The Role of the Arts in Refining the Senses and Enlarging the Imagination
• The Meaning of Representation
• The Cognitive Functions of the Arts
• 22. My Favorite Thing: Why Do We Like the Music We Like?
• Part 7: The Exceptional Brain: When it Works Differently
• 23. Exploring Exceptional Brains
• What Makes a Brain Gifted?
• Morphology
• Operations
• Real Estate
• Electro-Chemical Cellular Function
• Overview of the Exceptional Brain
• Making the Case for Gifted Education
• Summary
• 24. Selections from the Minds of Boys
• The Male Brain
• The Inherent Fragility of the Male Brain
• Neural Vulnerability in the Male Mind
• The Cerebral Cortex
• New Genetic Research
• 25. The Great Continuum: Diagnosing Autism
• The Autistic Continuum
• The Autistic Continuum
• Update: Diagnosis and Education
• Brain Research and Early Diagnosis
• Early Education
• Genetics and Autism
• Autism Epidemic
• 26. Broken Mirrors: A Theory of Autism
• Explaining the Symptoms
• Suppressing Mu Waves
• Can the Mirrors Be Repaired?
• Glossary
• Credit Lines
• End User License Agreement