图书简介

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

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