The Brain, Cognition, and Education

ContributorsForewordPrefaceAcknowledgmentsPart I Introduction 1. Building Bridges among Neuroscience, Cognitive Psychology, and Education I. The Origins of Neuroscience and Cognitive Science II. Interrelationships among Neuroscience, Cognitive Science, and Education III. Attention IV. Knowledge Acquisition, Representation, and Use V. Cognitive and Neural Development VI. Discussion VII. Conclusion ReferencesPart II Attention 2. Attention and the Brain I. Introduction II. Neurological Disorders III. Animal Studies IV. Human Neurophysiology V. Conclusions References 3. Attention and the Control of Cognition I. Introduction II. Spatial Attention III. Attention and Semantic Memory IV. Conclusions References 4. The Role of Attention in Cognition I. The Meaning of Attention II. Levels of Explanation III. The Educational Level of Theory IV. Motivation for Attention V. Final Comments ReferencesPart III Knowledge Acquisition, Representation, and Use 5. Biological Preprogramming for Language Learning? I. Analysis of the Language Learning Problem II. A Significant Innate Basis for Language Learning III. The Deprivation Paradigm IV. Relations to Neuroscience and Education References 6. Education and Recent Research on Attention and Knowledge Acquisition I. Introduction II. Attention III. The Acquisition of Knowledge IV. For the Future References 7. Memory and the Brain I. Introduction II. Cellular and Synaptic Analysis of Memory III. Candidates for Long-Term Behavioral Plasticity IV. Brain Systems and Memory V. Neuropsychology of Memory VI. More than One Kind of Memory: Some Implications VII. Conclusion References 8. Integrating Three Perspectives on Learning I. Introduction II. Three Facets of Knowledge Acquisition III. Educational Implications (?) of Neuroscience ReferencesPart IV Cognitive and Neural Development 9. Setting the Stage: Neural Development before Birth I. Introduction II. Neurogenesis III. Cell Migration IV. Dendritic Maturation V. Synaptic Development VI. Development and Organization of Connections VII. Cytoarchitectonic Parcellation and Fissuration of Cerebral Surface VIII. Prospects for Understanding Neural Systems Underlying Cognition References 10. Notes on Cognitive Development: Recent Trends, New Directions I. Cognitive Development circa 1970 II. Cognitive Development circa 1980 III. Principle Trends and a Prototypical Child IV. A Critique V. A Neurobiological Perspective VI. A Search for "Natural Kinds" in Cognition VII. The Settings of Learning VIII. Cognitive Development circa 1990: A Parable References 11. The Influence of Neuroscience upon Educational Practice I. Introduction II. Historical Overview of Research on the Causes and Treatment of Reading Disabilities III. Conceptual Framework for Viewing Research in Education and Neuroscience IV. Conclusions and Recommendations References 12. Instructional Influences on Cognition and on the Brain I. Introduction II. Influences of Enriched Environments on Learning and Cognition III. Instructional Influences on Learning and Cognition IV. Influences of Environmental Enrichment and Instruction on the Brain V. Can the Influences of Instruction be Studied Directly? ReferencesPart V Discussion 13. Multiple Models of Memory I.