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Author: University of Michigan. Mental Health Research Institute
Publisher: UM Libraries
ISBN:
Category : Mental health
Languages : en
Pages : 860
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Book Description
Author: University of Michigan. Mental Health Research Institute
Publisher: UM Libraries
ISBN:
Category : Mental health
Languages : en
Pages : 860
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Book Description
Author: Psychological Review Publications
Publisher:
ISBN:
Category :
Languages : en
Pages : 618
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Book Description
Author: Robert J. Zatorre
Publisher: Oxford University Press
ISBN: 0197558283
Category : Education
Languages : en
Pages : 369
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Book Description
"Our species has been making music most likely for as long as we've been human. It seems to be an indelible a part of us. The oldest known musical instruments date back to the upper paleolithic period, some 40,000 years ago. Among the most intriguing of these are delicate bone flutes, seen in Figure 1.1, found in what is now southern Germany. (Conard et al. 2009). These discoveries testify to the advanced technology that our ancestors applied to create music: the finger holes are carefully bevelled to allow the musician's fingers to make a tight seal; and the distances between the holes appear to have been precisely measured, perhaps to correspond to a specific musical scale. This time period corresponds to the last glaciation episode in the northern hemisphere -- life could not have been easy for people living at that time. Yet time, energy, and the skills of craftworkers were expended for making abstract sounds "of the least use ... to daily habits of life". So, music must have been very meaningful and important for them. Why would that be?"--
Author: Barbara Kerr
Publisher: SAGE
ISBN: 1412949718
Category : Psychology
Languages : en
Pages : 1113
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Book Description
The three-volume Encyclopedia of Giftedness, Creativity, and Talent presents state-of-the-art research and ready-to-use facts from the fields of education, psychology, sociology, and the arts.
Author: American Council on Education. Committee on Student Personnel Work
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 212
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Book Description
Author: Don Rogers
Publisher: Springer Science & Business Media
ISBN: 1461337240
Category : Language Arts & Disciplines
Languages : en
Pages : 607
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Book Description
This book is a selection of papers from a conference which took place at the University of Keele in July 1982. The conference was an extraordinarily enjoyable one, and we would like to take this opportunity of thanking all participants for helping to make it so. The conference was intended to allow scholars working on different aspects of symbolic behaviour to compare findings, to look for common ground, and to identify differences between the various areas. We hope that it was successful in these aims: the assiduous reader may judge for himself. Several themes emerged during the course of the conference. Some of these were: 1. There is a distinction to be made between those symbol systems which attempt, more or less directly, to represent a state of affairs in the world (e. g. language, drawing, map and navigational skill) and those in which the representational function is complemented, if not overshadowed, by properties of the symbol system itself, and the systematic inter-relations that symbols can have to one another (e. g. music, mathematics). The distinction is not absolute, for the nature of all symbolic skills is, in part, a function of the structure of the symbolic system employed. Nonetheless, this distinction helps us to understand some common acquisition difficulties, such as that experienced in mathematics, where mental manipulation of symbols can go awry if a child assumes too close a correspondence between mathematical symbols and the world they represent. 2.
Author:
Publisher:
ISBN:
Category : Nervous system
Languages : en
Pages : 300
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Book Description
Author: Julia Eklund Koza
Publisher: University of Michigan Press
ISBN: 0472129112
Category : Education
Languages : en
Pages : 813
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Book Description
A little-known fact about the prominent US psychologist and educator Carl E. Seashore (1866–1949) is that he was deeply involved in the American eugenics movement. He was among the US academics to support eugenics long before German Nazis embraced it. A titan in a host of disciplines and a proponent of radical education reform, Seashore used his positional power to promote a constellation of education reforms consistent with central precepts of eugenics. Many of these reforms, including tracking, gifted and talented programs, and high-stakes standardized testing, were adopted and remain standard practice in the United States today. He promulgated the idea that musical talent is biologically inheritable, and he developed the first standardized tests of musical talent; these tests were used by early-twentieth-century researchers in their attempts to determine whether there are race differences in musical talent. Seashore’s ideas and work profoundly shaped music education’s research trajectory, as well as enduring “commonsense” beliefs about musical ability. An intersectional analysis, “Destined to Fail” focuses on the relationship between eugenics and Seashore’s views on ability, race, and gender. Koza concludes that Seashore promoted eugenics and its companion, euthenics, because he was a true believer. She also discusses the longstanding silences surrounding Seashore’s participation in eugenics. As a diagnosis and critique of the present, “Destined to Fail” identifies resemblances and connections between past and present that illustrate the continuing influence of eugenics—and the systems of reasoning that made early-twentieth-century eugenics imaginable and seem reasonable—on education discourse and practice today. It maps out discursive, citational, and funding connections between eugenicists of the early twentieth-century and contemporary White supremacists; this mapping leads to some of Donald Trump’s supporters and appointees.
Author: Indiana University. School of Education. Division of Research and Field Services
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 266
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Book Description
Author: Zvia Breznitz
Publisher: Routledge
ISBN: 1135637431
Category : Education
Languages : en
Pages : 340
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Book Description
This is the first book to examine in-depth the crucial role of the speed of information processing in the brain in determining reading fluency in both normal and dyslexic readers. Part I explains fluency in reading from both traditional and modern perspectives. Fluency has historically been viewed as the outcome of other reading-related factors and has often been seen as a convenient measure of reading skills. This book, however, argues that fluency has a strong impact on other aspects of reading and plays a central role in the entire reading process. Part II deals with the determinants of reading fluency. Chief among these is the speed of information processing in the brain. Using both behavioral and electrophysiological evidence, the book systematically examines the features of processing speed in the various brain systems involved in reading: visual-orthographic, auditory-phonological, and semantic and shows how speed of processing affects fluency in reading. Part III deals with the complex issues of cross-modal integration and specifically with the need for effective synchronization of the brain processes involved in reading. It puts forward the Synchronization Hypothesis and discusses the role of the Asynchrony Phenomenon as a major factor in dyslexia. Finally, it summarizes research on manipulating reading rate by means of the Acceleration method, providing evidence for a possible intervention aimed at reducing Asynchrony. Key features of this outstanding new book include: *Expanded View of Fluency. Reading fluency is seen as both a dependent and an independent Variable. Currently available books focus on reading rate solely as the outcome of other factors whereas this volume stresses that it is both an outcome and a cause. *Information Processing Focus. Fluency itself is determined to a large extent by a more general factor, namely, speed of processing in the brain. The book presents wide-ranging evidence for individual differences in speed of processing across many subpopulations. *Brain Synchronization Focus. The book posits a new theory arguing that effective reading requires synchronization of the different brain systems: visual orthographic, auditory-phonological, and semantic. *Research-Based Interventions. Interventions to enhance fluency and, thereby, reading skills in general are presented in detail. *Author Expertise. Zvia Breznitz is Head of the Department of Learning Disabilities and Director of the Laboratory for Neurocognitive Research at Haifa University in Israel, where she has been researching this topic for over a decade. This book is appropriate for researchers and advanced students in reading, dyslexia, learning disabilities, cognitive psychology, and neuropsychology.
