In this volume leading developmentalists address the question of how children's thinking develops in context by drawing on the theories of Vygotsky, Gibson, and Piaget.

Analyses of the ecology and the dynamics of behavior have become popular, emphasizing the particulars of people acting in specific environments and the many complex factors of human body and mind that contribute to action and thought. This volume brings together many of the current efforts to deal with development in this richly ecological, dynamic way.

The research reported demonstrates that recent years have produced major shifts in approach. Activities are studied as they naturally occur in everyday contexts. Children's active construction of the world around them is treated as fundamentally social in nature, occurring in families, with peers, and in cultures. Behavior is studied not as something disembodied but within a rich matrix of body, emotion, belief, value, and physical world. Behavior is analyzed as changing dynamically, not only over seconds and minutes, but over hours, days, and years.

One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.

In this volume leading developmentalists address the question of how children's thinking develops in context by drawing on the theories of Vygotsky, Gibson, and Piaget. Analyses of the ecology and the dynamics of behavior have become popular, emphasizing the particulars of people acting in specific environments and the many complex factors of human body and mind that contribute to action and thought. This volume brings together many of the current efforts to deal with development in this richly ecological, dynamic way. The research reported demonstrates that recent years have produced major shifts in approach. Activities are studied as they naturally occur in everyday contexts. Children's active construction of the world around them is treated as fundamentally social in nature, occurring in families, with peers, and in cultures. Behavior is studied not as something disembodied but within a rich matrix of body, emotion, belief, value, and physical world. Behavior is analyzed as changing dynamically, not only over seconds and minutes, but over hours, days, and years.

The emerging field of neuroeducation, concerned with the interaction between mind, brain and education, has proved revolutionary in educational research, introducing concepts, methods, and technologies into many advanced institutions around the world. The Educated Brain presents a broad overview of the major topics in this new discipline: Part I examines the historical and epistemological issues related to the mind/brain problem and the scope of neuroeducation; Part II provides a view of basic brain research in education and use of imaging techniques, and the study of brain and cognitive development; and Part III is dedicated to the neural foundations of language and reading in different cultures, and the acquisition of basic mathematical concepts. With contributions from leading researchers in the field, this book features the most recent and advanced research in cognitive neurosciences.

Thoroughly examining brain-behavior relationships in atypically developing children, this important volume integrates theories and data from multiple disciplines. Leading authorities present research on specific clinical problems, including autism, Williams syndrome, learning and language disabilities, ADHD, and issues facing infants of diabetic mothers. In addition, the effects of social stress and maltreatment on brain development and behavior are reviewed. Demonstrating the uses of cutting-edge methods from developmental neuroscience, developmental psychology, and cognitive science, the contributors emphasize the implications of their findings for real-world educational and clinical practices. Illustrations include eight pages in full color.

Thoroughly examining brain-behavior relationships in atypically developing children, this important volume integrates theories and data from multiple disciplines. Leading authorities present research on specific clinical problems, including autism, Williams syndrome, learning and language disabilities, ADHD, and issues facing infants of diabetic mothers. In addition, the effects of social stress and maltreatment on brain development and behavior are reviewed. Demonstrating the uses of cutting-edge methods from developmental neuroscience, developmental psychology, and cognitive science, the contributors emphasize the implications of their findings for real-world educational and clinical practices. Illustrations include eight pages in full color.

One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.