Educational Neuroscience: Development Across the Life Span
Giới thiệu về sách điện tử này
Thomas, Mareschal, Dumontheil, and the team of expert international contributors assembled in this volume thoroughly explore four main themes throughout the book. The first theme is individual differences, or what makes children perform better or worse in the classroom. The second theme is the nature of individual differences at different stages in development, from early years into adulthood. The third theme addresses cognitive enhancement, summarizing research that has investigated activities that might give general benefits to cognition. And the fourth theme considers the translation of research findings into classroom practices, discussing broader ethical issues raised by educational neuroscience, and what teachers need to know about neuroscience to enhance their day-to-day practice. Specific topics explored include neuropsychological perspectives on socioeconomic disparities in educational achievement, reading difficulties, phonological skills, executive function, and emotional development.
Educational Neuroscience is essential reading for researchers and graduate students of educational psychology, developmental science, developmental psychology, and cognitive psychology, especially those specializing in emotion regulation.
Giới thiệu tác giả
Michael S. C. Thomas obtained his PhD from the University of Oxford and completed a postdoctoral fellowship at the UCL Institute of Child Health. His research in developmental cognitive neuroscience focuses on the origins of cognitive variability, including developmental disorders. He is Director of the University of London Centre for Educational Neuroscience, UK.
Denis Mareschal is Director of the Centre for Brain and Cognitive Development, University of London, UK. He has published extensively on all aspects of learning and development across infancy and childhood and is a recipient of the Marr Prize (Cognitive Science Society, USA), the Young Researcher Award (International Society on Infant Studies, USA), and the Margaret Donaldson Prize (British Psychological Society, UK).
Iroise Dumontheil obtained a PhD from the University of Paris VI and then was a postdoctoral fellow in labs in London, Cambridge and Stockholm. She is a recipient of the Spearman Medal (British Psychological Society) and the Elizabeth Warrington Prize (British Neuropsychological Society). Her research focuses on the typical development of the brain, cognition and behaviour during adolescence, and on the implication of these findings for education.
