What is immediately clear when meeting individuals with acquired brain damage is that the patterns of communication impairments vary in remarkable ways among these individuals. Aphasia and related communication disorders, while devastating life events for individuals who acquire brain damage, provide lessons of considerable interest to many clinicians and researchers trying to understand the brain's neurological and psychological complexity and develop methods to facilitate optimum recovery of lost language and communication functions following brain damage. The Oxford Handbook of Aphasia and Language Disorders weaves theoretical and neurological foundations with rational, motivated clinical approaches to assessment, diagnosis, and intervention for aphasia and related communication disorders. The contributing authors, experienced clinicians and scientists with strong backgrounds in neurological and cognitive neuropsychological theories, bridge theory to clinical practice, reviewing the extant literature in each aphasia syndrome while exploring implications for guiding clinical decision-making. Introductory chapters provide historical perspectives on the aphasia syndromes following left hemisphere brain damage, and review aphasia assessment across the decades. The bulk of the Handbook covers aphasia syndromes, with chapters that describe each aphasia syndrome in detail, including behavioral, neural, and cognitive neuropsychological correlates and methods to assess and treat each syndrome. Additional chapters provide insights into acquired reading and writing disorders and social and prosodic communication disorders that follow damage to the right cerebral hemisphere. The final chapters examine neural perspectives on aphasia recovery and principles of neuroplasticity in aphasia treatment. As such, this book integrates neural, cognitive, and clinical perspectives to provide a broad understanding of the complexity of language and impairments that can arise following acquired brain damage, and will be of interest to scholars and clinicians in the speech-language, neuropsychology, and rehabilitation professions.

Providing a deeper understanding of how two-year-old children learn, Understanding Schematic Learning at Two highlights how a schematic pedagogy can be used to recognise and support two-year-old children's thinking and understanding of the world around them. Over a 16-week period four children's individual experiences and stories are constructed, providing detailed written and photographic evidence of the unfolding schematic learning journeys of each. Following the children from nursery setting to their home environments, readers gain a greater understanding of how, even at such a young age, children are intrinsically motivated to select resources from the environment to support their schematic pursuits. The book focuses on the importance of an appropriate environment and informed pedagogy to support two-year-old children's schematic explorations and the significant role adults play in developing these. Beginning by highlighting the important links between learning opportunities, environment and the role of the adults, Brierley and Nutbrown briefly trace the origins of schema and provide an overview of some definitions and characteristics of schemas. This leads to an exploration of how the early years landscape has been influenced through a research, practice and government policy initiatives, concluding that future focus must foreground how children learn. Understanding Schematic Learning at Two highlights how recognising and valuing young children's schemas can provide their supportive adults with the opportunity and ability to acknowledge two-year-old children's capability to actively construct and develop an understanding of the world they live in.

Learning Begins, written by a teacher for teachers, translates current brain research into practical classroom strategies. Because students learn with their brains, it simply makes sense for teachers to explore educational psychology and neuroscience. And yet, information in these fields can be daunting and contradictory. Worse still, few researchers can clearly explain the specific classroom uses of their remarkable discoveries. Learning Begins both explains this research and makes it useful for teachers and administrators. Part I investigates the science of working memory: a cognitive capacity essential to all school work. When teachers recognize the many classroom perils that can overwhelm working memory, they can use research-aligned strategies to protect it, and thereby promote student learning. Part II reveals the complexities of student attention. By understanding the three neural sub-processes that create attention, teachers can structure their classrooms and their lessons to help students focus on and understand new material. Written in a lively and approachable voice, based on years of classroom experience and a decade of scientific study, Learning Begins makes educational psychology and neuroscience clear and useful in schools and classrooms.

As a must-have reference for busy teachers with little special education training, this book supplies classroom-tested instructional strategies that address the characteristics of and challenges faced by students with special needs. Dozens of differentiated strategies target teachers' anxieties and provide responsive interventions that can be used to address specifics of IEPs and learning plans. With Building on the Strengths of Students with Special Needs,special education expert Toby Karten focuses on specific disabilities and inclusive curriculum scenarios for learners in K-12 environments. She offers valuable advice on how to prevent labels from capping student potential and encouragement to help teachers continually improve learner outcomes. By highlighting more than a dozen disability labels, this resource walks teachers through the process of reinforcing, motivating, scaffolding, and planning for instruction that targets learners of all ability levels. Included are details relevant to each disability: Possible Causes. Characteristics and Strengths. Classroom Implications. Inclusion Strategies. Typical instruction needs to match the diversity of atypical learners without viewing any disability as a barrier that impedes student achievement. Teachers must not only learn how to differentiate their approach and target specific student strengths but also maintain a positive attitude and belief that all students are capable of achieving self-efficacy.

In Exploring Robotic Minds: Actions, Symbols, and Consciousness as Self-Organizing Dynamic Phenomena, Jun Tani sets out to answer an essential and tantalizing question: How do our minds work? By providing an overview of his "synthetic neurorobotics" project, Tani reveals how symbols and concepts that represent the world can emerge in a neurodynamic structure-iterative interactions between the top-down subjective view, which proactively acts on the world, and the bottom-up recognition of the resultant perceptual reality. He argues that nontrivial problems of consciousness and free will could be addressed through structural understanding of such iterative, conflicting interactions between the top-down and the bottom-up pathways. A wide range of readers will enjoy this wonderful journey of the mind and will follow the author on interdisciplinary discussions that span neuroscience, dynamical systems theories, robotics, and phenomenology. The book also includes many figures, as well as a link to videos of Tani's exciting robotic experiments.

Psychologizing introduces students to the study of psychology by encouraging them to approach the subject on a personal level. Classroom-tested, the psychologizing model emphasizes learning through practice. A conversational and highly engaging narrative prompts students to begin thinking like psychologists as they examine key concepts, including learning, development, personality, and emotion. Based on the practice of phenomenology, Psychologizing emphasizes meaning and context. Chapters include a discussion of influential psychologists who have adopted this attitude and, in doing so, have forever changed the way that we understand thinking and learning. By exploring how experience is always meaningful, and how meaning can only be understood within a context, students will sharpen and develop critical thinking, and reflect on how they identify and shape meaning in their own lives. This book is accompanied by ancillaries designed to enhance the experience of both instructors and students: Instructor's Manual. This valuable resource provides a sample syllabus, open response activities for discussion, suggested research paper guidelines, and sample rubrics. Test Bank. For every chapter in the text, the Test Bank includes questions in multiple choice, true/false, and essay formats.

We acquire concepts such as "atom," "force," "integer," and "democracy" long after we are born; these concepts are not part of the initial cognitive state of human beings. Other concepts like "object," "cause," or "agent" may be present early in infancy-if not innately. Processes of change occur throughout our conceptual development, which prompts two key questions: Which human concepts constitute innate, core knowledge? How do humans acquire new concepts, and how do these concepts change in development? Core Knowledge and Conceptual Change provides a unique theoretical and empirical introduction to the study of conceptual development, documenting key advances in case studies, including ground-breaking science on human representations of language, objects, number, events, color, space, time, beliefs, and desires. Additionally, it explores how humans engage in moral reasoning and causal explanation: Are humans born good and tainted by an imperfect world, or do we need to teach children to be moral? Could a concept like "freedom" be woven into the human soul, or is it a historical invention, constructed over generations of humans? Written by an eminent list of contributors renowned in child development and cognitive science, this book delves widely, and deeply, into the cognitive tools available at birth that are repurposed, combined, and transformed to complex, abstract adult conceptual representations, and should be of interest to developmental psychologists, linguists, philosophers, and students of cognitive science.

Offering students choices about their learning, says author Mike Anderson, is one of the most powerful ways teachers can boost student learning, motivation, and achievement. In his latest book, Anderson offers numerous examples of choice in action, ideas to try with different students, and a step-by-step process to help you plan and incorporate choice into your classroom. You'll explore: What effective student choice looks like in the classroom. Why it's important to offer students choices. How to create learning environments, set the right tone for learning, and teach specific skills that enable choice to work well. When students have more choices about their learning, they can find ways of learning that match their personal needs and be more engaged in their work, building skills and work habits that will serve them well in school and beyond. This teacher-friendly guide offers everything you need to help students who are bored, frustrated, or underperforming come alive to learning through the fundamental power of choice.

Research on fundamental learning processes continues to tell an important and interesting story. In the Second Edition of his textbook, Mark Bouton recounts that story, providing an in-depth but highly readable review of modern learning and behavior theory that is informed by the history of the field. The text reflects the author's conviction that the study of animal learning has a central place in psychology, and that understanding its principles and theories is important for students, psychologists, and scientists in related disciplines (e.g., behavioral neuroscience and clinical psychology). Lively and current, Learning and Behavior: A Contemporary Synthesis, Second Edition engages students while illustrating the interconnectedness of topics within the field and the excitement of modern research. What's New in This Edition Over 50 new chapter-end Discussion Questions engage the student in reviewing and integrating the chapter material. In addition to new figures, all of the art has been digitally enhanced and updated to full colour. New and expanded coverage of topics such as metacognition in animals, behavioral economics, hybrid attention theory, consolidation and reconsolidation, the motivational control of instrumental behavior, and action and habit learning. More illustrative studies that focus on human participants. All material has been thoroughly updated, with 279 new references cited.

This book, a sequel to A Resource Book for Improving Principals' Learning-Centered Leadership, first introduces the content and process of the Learning-Centered Leadership Development Program. It then presents nine case studies and a cross-case analysis of how schools enacted the content and process, in a framework of school renewal, to improve their school operations and student achievement. The book is unique in offering an inside view from the perspective of the school personnel. Finally, it summarizes the parameters of the renewal model (versus the reform model). The book will be useful for school administrators and teachers, educational policy makers, and educational researchers.

Our longstanding view of memory and remembering is in the midst of a profound transformation. This transformation does not only affect our concept of memory or a particular idea of how we remember and forget; it is a wider cultural process. In order to understand it, one must step back and consider what is meant when we say memory. Brockmeier's far-ranging studies offer such a perspective, synthesizing understandings of remembering from the neurosciences, humanities, social studies, and in key works of autobiographical literature and life-writing. His conclusions force us to radically rethink our very notion of memory as an archive of the past, one that suggests the natural existence of a distinctive human capacity (or a set of neuronal systems) enabling us to "encode," "store," and "recall" past experiences. Now, propelled by new scientific insights and digital technologies, a new picture is emerging. It shows that there are many cultural forms of remembering and forgetting, embedded in a broad spectrum of human activities and artifacts. This picture is more complex than any notion of memory as storage of the past would allow. Indeed it comes with a number of alternatives to the archival memory, one of which Brockmeier describes as the narrative approach. The narrative approach not only permits us to explore the storied weave of our most personal form of remembering-that is, the autobiographical-it also sheds new light on the interrelations among memory, self, and culture.

This book is the essence of what the french language is in all forms, translated in english as a part of the Smith's Education series to help TEACH AND BUILD A BETTER TOMMOROW.754 BOOKS PUBLISHING 201

SPANISH FROM A-Z TEACHES YOU HOW TO LEARN AND UNDERSTAND THE ENGLISH - SPANISH VOCABULARY.

Although the ability to retain, process, and project prior experience onto future situations is indispensable, the human mind also possesses the ability to override experience and adapt to changing circumstances. Cognitive scientist Stellan Ohlsson analyzes three types of deep, non-monotonic cognitive change: creative insight, adaptation of cognitive skills by learning from errors, and conversion from one belief to another, incompatible belief. For each topic, Ohlsson summarizes past research, re-formulates the relevant research questions, and proposes information-processing mechanisms that answer those questions. The three theories are based on the principles of redistribution of activation, specialization of practical knowledge, and re-subsumption of declarative information. Ohlsson develops the implications of those mechanisms by scaling their effects with respect to time, complexity, and social interaction. The book ends with a unified theory of non-monotonic cognitive change that captures the abstract properties that the three types of change share.

The "Psychology of Learning and Motivation" series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving.
Volume 58 of the highly regarded "Psychology of Learning and Motivation" seriesAn essential reference for researchers and academics in cognitive scienceRelevant to both applied concerns and basic research

"Psychology of Learning and Motivation" publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 59 includes chapters on such varied topics as pupillometric studies of face memory, self-organization of human interaction, and the role of relational competition in the comprehension of modifier-noun phrases and noun-noun compounds.
Volume 59 of the highly regarded "Psychology of Learning and Motivation" series An essential reference for researchers and academics in cognitive science Relevant to both applied concerns and basic research

The "Psychology of Learning and Motivation" series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving.
Volume 57 of the highly regarded "Psychology of Learning and Motivation" seriesAn essential reference for researchers and academics in cognitive scienceRelevant to both applied concerns and basic research

The "Psychology of Learning and Motivation" series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 56 includes chapters on such varied topics as emotion and memory interference, electrophysiology, mathematical cognition, and reader participation in narrative.
Volume 56 of the highly regarded "Psychology of Learning and Motivation" seriesAn essential reference for researchers and academics in cognitive scienceRelevant to both applied concerns and basic research

By explaining the theoretical context and highlighting relevant research evidence, this book supports a whole child approach to learning in the early years. Drawing on case studies from a wide range of early years settings, the chapters consider how the different professions in education, health and social care can work together to achieve the best possible outcomes for all young children. Included are chapters on: *theories of learning *partnerships with parents and carers *motivation and self-esteem *diversity *inclusion *thinking skills *approaches to play *engaging early learners *leadership and management *multi-agency working The links made between theory and practice, and the practical suggestions for how to make this happen in any early years setting, make this book a vital text for all early years students.