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Neuroscience in Education
The good, the bad, and the ugly
Edited by Sergio Della Sala and Mike Anderson
408 pages
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246x171mm
978-0-19-960049-6
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Paperback
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05 April 2012
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- Presents a thorough and critical appraisal of neuroscience and education, showing where science can help us in education, and where its findings have been inappropriately and incorrectly applied
- Debunks some of the new policies and practices that emerged in education, resulting from a simple misundersanding of the field of neuroscience
- Includes chapters from leading psychologists, neuroscientists, and geneticists, who critically examine some of the questionable practices introduced into schools in recent years
In the past ten years, there has been growing interest in applying our knowledge of the functioning of the human brain to the field of education-including reading, learning, language and mathematics. This has resulted in the development of a number of new practices in education-some good, some bad and some just crazy.
The 'good' is nearly always sound cognitive research that has clear implications for educational practice.
The 'bad' is the use of neuroscience jargon to lure the unwary and
to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse.
The 'ugly' is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledge the limits of their disciplines and start listening to each other.
Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists and geneticists to critically review some of these new developments, examining the science behind these practices, the validity of the theories on which they are based, and whether they work. It will be fascinating
reading for anyone involved in education, including teachers, psychologists, neuroscientists, and policy makers as well as interested parents.Readership: Psychologists, educationists, teachers, students, policy makers, and neuroscientists .
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Edited by Sergio Della Sala, Professor of Human Cognitive Neuroscience, University of Edinburgh, UK, and Mike Anderson, Winthrop Professor, The University of Western Australia, Australia Sergio Della Sala is a trained Clinical Neurologist, Professor of Human Cognitive Neuroscience in the Psychology Department at the University of Edinburgh, UK and is holding an adjunct chair at the Psychology Department of the University of Western Australia. He is a Fellow of the British Psychological Society, of the Association for Psychological Science and of the Royal Society of Edinburgh, and Editor of Cortex. His research focuses on memory and memory impairments and on the cognitive deficits
associated with brain damage.
Mike Anderson is a Professor of Psychology and Director of the Neurocognitive Development Unit in the School of Psychology at the University of Western Australia. His research is based around his theory of intelligence and development and focuses most recently on the influence of the developing brain on intellectual functions in children.
Contributors:
Professor Mike Anderson, Neurocognitive Development Unit School of Psychology The University of Western Australia, Australia
Daniel Ansari, Developmental Cognitive Neuroscience The University of Western Ontario, USA
Jane Ashby, Department of Psychology Central Michigan University, USA
Dr Emma Ashwin, University of Bath, UK
Professor Simon Baron-Cohen, Department of Experimental Psychology Trinity College Cambridge, UK
Professor Catherine Beauchamp, School of Education, Bishop's University, Sherbrooke, Qc, Canada
Assistant Professor Miriam Beauchamp, Department of Psychology, University of
Montreal, Canada
Professor Timothy C. Bates, Department of Psychology, University of Edinburgh, UK
Associate Professor Eric Chudler, Department of Bioengineering University of Washington, USA
Assistant Professor Donna Coch, Department of Education Dartmouth College, USA
Professor Max Coltheart, Centre for Cognition and its Disorders Macquarie University, Australia
Michael W. Connell, Institute for Knowledge Design, USA
Michael Corballis, Department of Psychology The University of Auckland
Nelson Cowan, University of Missouri-Columbia, Department of Psychological Sciences, USA
Professor Sergio Della Sala, Human Cognitive Neuroscience, Psychology, University of Edinburgh, UK
Dr
Bridgid Finn, Psychology Department, Washington University in St. Louis, USA
Monika Finsterwald, Bildungspsychologie und Evaluation Universität Wien, Austria
Professor Howard Gardner, Harvard Graduate School of Education, USA
Dr Ofer Golan, Department of Psychology, Bar-Ilan University, Israel
Professor Dr Usha Goswami, University of Cambridge Department of Experimental Psychology, UK
Elena L. Grigorenko, Child Study Center, Department of Psychology, Department of Epidemiology & Public Health, Yale University, USA
Paul Howard-Jones, Graduate School of Education University of Bristol, UK
Dr. Hideaki Koizumi, Fellow, Hitachi, Ltd., Director, The Engineering Academy of Japan, Japan
Yulia Kovas,
Department of Psychology Goldsmiths University of London, UK
Dr Genevieve McArthur, Macquarie Centre for Cognitive Science Macquarie University
Dr. Robert D McIntosh, Human Cognitive Neuroscience, Psychology, University of Edinburgh , UK
Dr Mary Oliver, Graduate School of Education The University of Western Australia, Australia
Domenico Parisi, Institute of Cognitive Sciences and Technologies National Research Council, Italy
Robert Plomin, Social, Genetic, and Developmental Psychiatry Centre Institute of Psychiatry King's College London, UK
Keith Rayner, Department of Psychology University of California, USA
Stuart Ritchie, Human Cognitive Neuroscience, University of Edinburgh, UK
Henry L.
Roediger III, Department of Psychology, Washington University, USA
Barbara Schober, Universität Wien, Austria
Xavier Seron, Université catholique de Louvain, Belgium
Professor Christiane Spiel, Faculty of Psychology, University of Vienna, Austria
Zachary Stein, Harvard Graduate School of Education, USA
Petra Wagner,FH OÖ Studienbetriebs GmbH, Fakultät für Gesundheit/Soziales, Austria
Yana Weinstein, Department of Psychology, Washington University, USA
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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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The specification in this catalogue, including without limitation price, format, extent, number of illustrations, and month of publication, was as accurate as possible at the time the catalogue was compiled. Occasionally, due to the nature of some contractual restrictions, we are unable to ship a specific product to a particular territory. Jacket images are provisional and liable to change before publication.
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