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Author: Philip David Zelazo
Publisher: Wiley-Blackwell
ISBN:
Category : Family & Relationships
Languages : en
Pages : 172
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Book Description
This monograph concerns the psychological processes underlying the development of executive function, or the conscious control of thought and action. It has long been clear that these processes change considerably in early childhood, transforming a relatively stimulus-driven toddler into a child capable of flexible, goal-directed problem solving. However, the nature of these processes has remained elusive. In a programmatic series of 9 experiments, the authors examine circumstances that help or hinder executive function in 3- to 4-year-old children. The results provide the basis for a revision of their Cognitive Complexity and Control (CCC-r) theory, according to which there are age-related increases in the complexity of the rules that children can formulate and use when solving problems. The revised theory (a) specifies more clearly the circumstances in which children will have difficulty using rules at various levels of complexity, (b) provides a more detailed account of how to determine the complexity of rules required in a task, (c) takes account of both the activation and inhibition of rules as a function of experience, and (d) highlights the importance of considering intentionality in the study of executive function.
Author: Philip David Zelazo
Publisher: Wiley-Blackwell
ISBN:
Category : Family & Relationships
Languages : en
Pages : 172
Get Book Here
Book Description
This monograph concerns the psychological processes underlying the development of executive function, or the conscious control of thought and action. It has long been clear that these processes change considerably in early childhood, transforming a relatively stimulus-driven toddler into a child capable of flexible, goal-directed problem solving. However, the nature of these processes has remained elusive. In a programmatic series of 9 experiments, the authors examine circumstances that help or hinder executive function in 3- to 4-year-old children. The results provide the basis for a revision of their Cognitive Complexity and Control (CCC-r) theory, according to which there are age-related increases in the complexity of the rules that children can formulate and use when solving problems. The revised theory (a) specifies more clearly the circumstances in which children will have difficulty using rules at various levels of complexity, (b) provides a more detailed account of how to determine the complexity of rules required in a task, (c) takes account of both the activation and inhibition of rules as a function of experience, and (d) highlights the importance of considering intentionality in the study of executive function.
Author: Carol McDonald Connor
Publisher: Routledge
ISBN: 1317439546
Category : Education
Languages : en
Pages : 205
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Book Description
Learning to read may be the most complex cognitive operation that children are expected to master, and the latest research in cognitive development has offered important insights into how children succeed or fail at this task. The Cognitive Development of Reading and Reading Comprehension is a multidisciplinary, evidence-based resource for teachers and researchers that examines reading comprehension from a cognitive development perspective, including the principal theories and methods used in the discipline. The book combines research into basic cognitive processes—genetics, perception, memory, executive functioning, and language—with an investigation of the effects that context and environment have on literacy outcomes, making clear how factors such as health, family life, community, policy, and ecology can influence children’s cognitive development.
Author: Barbara Riddick
Publisher: Routledge
ISBN: 1135191743
Category : Education
Languages : en
Pages : 367
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Book Description
This book reinforces the need for understanding and support for children with dyslexia from parents and teachers, but also the importance of the children's own understanding of their strengths and weaknesses in order to fulfil their potential. It should be recommended reading for all those involved in dyslexia. - Professor Angela Fawcett, Director of the Centre for Child Research, Swansea University What is it like living with dyslexia on a day-to-day basis? Based on interviews with dyslexic children and their families, this insightful book presents first-hand accounts of how dyslexia affects the children themselves and the people around them. Living with Dyslexia, Second Edition places the original fascinating findings within the context of current research and practice in the UK, Europe, Australia and the USA. The author: examines issues of confidence and self-esteem; explores the coping strategies adopted by children and adults with dyslexia; investigates the concept of dyslexia-friendly schools; studies how children were first identified as having dyslexia, and the social and emotional difficulties they encountered; offers guidance on how teachers and parents can best support children with specific learning difficulties; considers the cognitive, educational, social and emotional perspectives in order for teachers and parents to gain a better understanding of dyslexia. This new edition provides an updated account of cognitive research and examines important changes in relation to Special Educational Needs policy and practice in the last ten years, including the Revised SEN Code of Practice (2001), Removing Barriers to Achievement (2004) and the National Literacy Strategy (2006). Living with Dyslexia recognises that the voices of children with dyslexia are increasingly important in developing good educational practice and makes an important contribution to the literature on dyslexia.
Author: Nikolas Rose
Publisher: Princeton University Press
ISBN: 0691149615
Category : Medical
Languages : en
Pages : 352
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Book Description
"The brain sciences are influencing our understanding of human behavior as never before, from neuropsychiatry and neuroeconomics to neurotheology and neuroaesthetics. Many now believe that the brain is what makes us human, and it seems that neuroscientists are poised to become the new experts in the management of human conduct. Neuro describes the key developments--theoretical, technological, economic, and biopolitical--that have enabled the neurosciences to gain such traction outside the laboratory. It explores the ways neurobiological conceptions of personhood are influencing everything from child rearing to criminal justice, and are transforming the ways we "know ourselves" as human beings. In this emerging neuro-ontology, we are not "determined" by our neurobiology: on the contrary, it appears that we can and should seek to improve ourselves by understanding and acting on our brains. Neuro examines the implications of this emerging trend, weighing the promises against the perils, and evaluating some widely held concerns about a neurobiological "colonization" of the social and human sciences. Despite identifying many exaggerated claims and premature promises, Neuro argues that the openness provided by the new styles of thought taking shape in neuroscience, with its contemporary conceptions of the neuromolecular, plastic, and social brain, could make possible a new and productive engagement between the social and brain sciences."--Publisher's description.
Author:
Publisher:
ISBN:
Category : Psychiatry
Languages : en
Pages : 744
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Book Description
Author: Tracy Packiam Alloway
Publisher: Psychology Press
ISBN: 113542134X
Category : Psychology
Languages : en
Pages : 322
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Book Description
Short-term or working memory - the capacity to hold and manipulate information mentally over brief periods of time - plays an important role in supporting a wide range of everyday activities, particularly in childhood. Children with weak working memory skills often struggle in key areas of learning and, given its impact on cognitive abilities, the identification of working memory impairments is a priority for those who work with children with learning disabilities. Working Memory and Neurodevelopmental Disorders supports clinical assessment and management of working memory deficits by summarising the current theoretical understanding and methods of assessment of working memory. It outlines the working memory profiles of individuals with a range of neurodevelopmental disorders (including Down's syndrome, Williams syndrome, Specific Language Impairment, and ADHD), and identifies useful means of alleviating the anticipated learning difficulties of children with deficits of working memory. This comprehensive and informative text will appeal to academics and researchers in cognitive psychology, neuropsychology and developmental psychology, and will be useful reading for students in these areas. Educational psychologists will also find this a useful text, as it covers the role of working memory in learning difficulties specific to the classroom.
Author: Eric de Corte
Publisher: CRC Press
ISBN: 9789026516283
Category : Education
Languages : en
Pages : 232
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Book Description
Word problems have been a staple of mathematics instruction for centuries, yet the rationale for their use has remained largely unexamined. A range of findings have shown how students consistently answer them in ways that fail to take account of the reality of the situations described. This monograph reports on studies carried out to investigate this "suspension of sense-making" in answering word problems. In Part One, a wide range of examples documenting the strength of the phenomenon is reviewed. Initial surprise at the findings was replaced by a conviction that the explanation lies in the culture of the mathematics classroom, specifically the rules implicitly governing the nature and interpretation of the word problem genre. This theoretical shift is reflected in Part Two. A detailed analysis of the way in which word problems are currently taught in typical mathematical classrooms is followed by reviews of design experiments illustrating how, by immersing students in a fundamentally changed learning environment, they can acquire what the authors consider to be more appropriate conceptions about, and strategies for doing, word problems. Part Three turns to a wider discussion of theoretical issues, a further analysis of the features of the educational system considered responsible for outcomes detrimental to many students' understanding and conception of mathematics, and suggestions for rethinking the role of word problems within the curriculum.
Author: Joseph Dumit
Publisher: Princeton University Press
ISBN: 0691236623
Category : Medical
Languages : en
Pages : 266
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Book Description
By showing us the human brain at work, PET (positron emission tomography) scans are subtly--and sometimes not so subtly--transforming how we think about our minds. Picturing Personhood follows this remarkable and expensive technology from the laboratory into the world and back. It examines how PET scans are created and how they are being called on to answer myriad questions with far-reaching implications: Is depression an observable brain disease? Are criminals insane? Do men and women think differently? Is rationality a function of the brain? Based on interviews, media analysis, and participant observation at research labs and conferences, Joseph Dumit analyzes how assumptions designed into and read out of the experimental process reinforce specific notions about human nature. Such assumptions can enter the process at any turn, from selecting subjects and mathematical models to deciding which images to publish and how to color them. Once they leave the laboratory, PET scans shape social debates, influence courtroom outcomes, and have positive and negative consequences for people suffering mental illness. Dumit follows this complex story, demonstrating how brain scans, as scientific objects, contribute to our increasing social dependence on scientific authority. The first book to examine the cultural ramifications of brain-imaging technology, Picturing Personhood is an unprecedented study that will influence both cultural studies and the growing field of science and technology studies.
Author: Majia Holmer Nadesan
Publisher: Routledge
ISBN: 1134355858
Category : Education
Languages : en
Pages : 258
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Book Description
This book examines the historical and social events that enabled autism to be identified as a distinct disorder in the early twentieth century.
Author: Roy Richard Grinker
Publisher: Basic Books
ISBN: 0786721928
Category : Family & Relationships
Languages : en
Pages : 354
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Book Description
A father's inspiring portrait of his daughter informs this classic reassessment of the "epidemic" of autism. When Isabel Grinker was diagnosed with autism in 1994, it occurred in only about 3 of every 10,000 children. Within ten years, rates had skyrocketed. Some scientists reported rates as high as 1 in 150. The media had declared autism an epidemic. Unstrange Minds documents the global quest of Isabel's father, renowned anthropologist Roy Richard Grinker, to discover the surprising truth about why autism is so much more common today. In fact, there is no autism epidemic. Rather, we are experiencing an increase in autism diagnoses, and Grinker shows that the identification and treatment of autism depends on culture just as much as it does on science. Filled with moving stories and informed by the latest science, Unstrange Minds is a powerful testament to a father's search for the truth.
