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Delve into the intricacies of the human mind with this engaging and
insightful guide to how the brain works. Written in a playful style
and beautifully illustrated, this book is designed to support you
as you embark on the beginning of your psychology degree. It
provides an accessible guide to how the brain’s structures and
functions determine how the mind works, and how this fits into the
bigger picture of our evolution and biology as a species. From
focus boxes that delve into specific topics to entertaining puzzles
that bring the subject to life, this book will captivate your
imagination while building your understanding of biological and
cognitive psychology. This is an essential read for undergraduate
psychology students. Â Michael S.C. Thomas is Professor of
Cognitive Neuroscience at Birkbeck, University of London. Simon
Green is a Chartered Psychologist and retired Senior Lecturer in
Psychology at Birkbeck, University of London.
The Pasoh Forest Reserve in Malaysia is one of the most species-rich ecological systems on our planet. Since the 1970s it has been the site of intensive research on lowland tropical rain forest across a diverse range of disciplines including ecology, forestry, meteorology, and hydrology. Research has focused on biodiversity and sustainable management of tropical rain forests as well as the role of tropical rain forests in maintaining global climate and carbon sinks. This book compiles diverse studies of the ecology and natural history of the Pasoh Forest Reserve and focuses on six areas: Physical settings and environment; Vegetation structure, diversity, and dynamics; Plant population and functional biology; Animal ecology and biodiversity; Plant–animal interactions; and Anthropogenic impacts and forest management. This book is of interest to tropical forest researchers worldwide in ecology, conservation biology, taxonomy, and forestry.
Educational Neuroscience: The Basics is an engaging introduction to
this emerging, interdisciplinary field. It explains how the brain
works and its priorities for learning, and shows how educational
neuroscience, when combined with existing knowledge of human and
social psychology, and with teacher expertise, can improve outcomes
for students. Cathy Rogers and Michael S. C. Thomas reveal how
neuroscientific evidence is forcing us to question our assumptions
about how our brains learn and what this means for education. The
chapters in this vital volume step through the brain's priorities:
processing senses and moving our bodies, emotional processing, and
the difficult job of dealing with other people. It unpacks the
tricky tasks of thinking and learning, considering how memory works
and the many systems involved in learning. It draws this all
together to offer guidance for effective classroom practice,
current and future. Chapter features include key issues for special
educational needs and neurodiversity, case studies of novel
interventions, debunking of common neuromyths, and guidance for
teachers on how to evaluate their own practice. This book is a
compact, lively introductory text for students of psychology,
neuroscience and education and courses where these disciplines
interconnect. It will also be essential reading for educational
professionals, including teachers, heads, educational advisors and
the many industry bodies who govern and train them, as well as
anyone interested in the fascinating story of how we learn.
This influential festschrift honours the legacy of Annette
Karmiloff-Smith, a seminal thinker in the field of child
development and a pioneer in developmental cognitive neuroscience.
The current volume brings together many of the researchers,
collaborators and students who worked with Professor
Karmiloff-Smith to show how her ideas have influenced and continue
to influence their own research. Over four parts, each covering a
different phase or domain of Karmiloff-Smith's research career,
leading developmental psychologists in cognition, neuroscience and
computer science reflect on her extensive contribution, from her
early work with Piaget in Geneva to her innovative research project
investigating children with Down syndrome to understand the
mechanisms of Alzheimer's disease. The chapters provide a mix of
cutting-edge science and reminiscence, providing a fascinating
insight into the historical contexts in which many of Annette's
theoretical insights arose, including such ideas as the
microgenetic approach, representational redescription and
neuroconstructivism. The chapters also provide updates about how
earlier theoretical ideas have stood the test of time, and present
unpublished data from the early years of Annette's career. Taking
Development Seriously is essential reading for students and
scholars in child development and developmental neuroscience.
This influential festschrift honours the legacy of Annette
Karmiloff-Smith, a seminal thinker in the field of child
development and a pioneer in developmental cognitive neuroscience.
The current volume brings together many of the researchers,
collaborators and students who worked with Professor
Karmiloff-Smith to show how her ideas have influenced and continue
to influence their own research. Over four parts, each covering a
different phase or domain of Karmiloff-Smith's research career,
leading developmental psychologists in cognition, neuroscience and
computer science reflect on her extensive contribution, from her
early work with Piaget in Geneva to her innovative research project
investigating children with Down syndrome to understand the
mechanisms of Alzheimer's disease. The chapters provide a mix of
cutting-edge science and reminiscence, providing a fascinating
insight into the historical contexts in which many of Annette's
theoretical insights arose, including such ideas as the
microgenetic approach, representational redescription and
neuroconstructivism. The chapters also provide updates about how
earlier theoretical ideas have stood the test of time, and present
unpublished data from the early years of Annette's career. Taking
Development Seriously is essential reading for students and
scholars in child development and developmental neuroscience.
The field of educational neuroscience uses new insights about the
neural mechanisms of learning to improve educational practices and
outcomes. The first volume to bring together the latest knowledge
on the development of educational neuroscience from a life-span
perspective, this important text offers state of the art,
authoritative research findings in educational neuroscience before
providing evidence-based recommendations for classroom practice.
Thomas, Mareschal, Dumontheil, and the team of expert international
contributors assembled in this volume thoroughly explore four main
themes throughout the book. The first theme is individual
differences, or what makes children perform better or worse in the
classroom. The second theme is the nature of individual differences
at different stages in development, from early years into
adulthood. The third theme addresses cognitive enhancement,
summarizing research that has investigated activities that might
give general benefits to cognition. And the fourth theme considers
the translation of research findings into classroom practices,
discussing broader ethical issues raised by educational
neuroscience, and what teachers need to know about neuroscience to
enhance their day-to-day practice. Specific topics explored include
neuropsychological perspectives on socioeconomic disparities in
educational achievement, reading difficulties, phonological skills,
executive function, and emotional development. Educational
Neuroscience is essential reading for researchers and graduate
students of educational psychology, developmental science,
developmental psychology, and cognitive psychology, especially
those specializing in emotion regulation.
Educational Neuroscience: The Basics is an engaging introduction to
this emerging, interdisciplinary field. It explains how the brain
works and its priorities for learning, and shows how educational
neuroscience, when combined with existing knowledge of human and
social psychology, and with teacher expertise, can improve outcomes
for students. Cathy Rogers and Michael S. C. Thomas reveal how
neuroscientific evidence is forcing us to question our assumptions
about how our brains learn and what this means for education. The
chapters in this vital volume step through the brain's priorities:
processing senses and moving our bodies, emotional processing, and
the difficult job of dealing with other people. It unpacks the
tricky tasks of thinking and learning, considering how memory works
and the many systems involved in learning. It draws this all
together to offer guidance for effective classroom practice,
current and future. Chapter features include key issues for special
educational needs and neurodiversity, case studies of novel
interventions, debunking of common neuromyths, and guidance for
teachers on how to evaluate their own practice. This book is a
compact, lively introductory text for students of psychology,
neuroscience and education and courses where these disciplines
interconnect. It will also be essential reading for educational
professionals, including teachers, heads, educational advisors and
the many industry bodies who govern and train them, as well as
anyone interested in the fascinating story of how we learn.
In the World Library of Psychologists series, international experts
present career-long collections of what they judge to be their
finest pieces - extracts from books, key articles, salient research
findings, and their major practical theoretical contributions. This
influential volume of papers, chosen by Professor Annette
Karmiloff-Smith before she passed away, recognises her major
contribution to the field of developmental psychology. Published
over a 40-year period, the papers included here address the major
themes that permeate through Annette's work: from typical to
atypical development, genetics and computation modelling
approaches, and neuroimaging of the developing brain. A newly
written introduction by Michael S. C. Thomas and Mark H. Johnson
gives an overview of her research journey and contextualises her
selection of papers in relation to changes in the field over time.
Thinking Developmentally from Constructivism to
Neuroconstructivism: Selected Works of Annette Karmiloff-Smith is
of great interest to researchers and postgraduates in child
development specialising in atypical development, developmental
disorders, and developmental neuroscience. It also has appeal to
clinical neuropsychologists and rehabilitation professionals.
Delve into the intricacies of the human mind with this engaging and
insightful guide to how the brain works. Written in a playful style
and beautifully illustrated, this book is designed to support you
as you embark on the beginning of your psychology degree. It
provides an accessible guide to how the brain’s structures and
functions determine how the mind works, and how this fits into the
bigger picture of our evolution and biology as a species. From
focus boxes that delve into specific topics to entertaining puzzles
that bring the subject to life, this book will captivate your
imagination while building your understanding of biological and
cognitive psychology. This is an essential read for undergraduate
psychology students. Â Michael S.C. Thomas is Professor of
Cognitive Neuroscience at Birkbeck, University of London. Simon
Green is a Chartered Psychologist and retired Senior Lecturer in
Psychology at Birkbeck, University of London.
In the World Library of Psychologists series, international experts
present career-long collections of what they judge to be their
finest pieces - extracts from books, key articles, salient research
findings, and their major practical theoretical contributions. This
influential volume of papers, chosen by Professor Annette
Karmiloff-Smith before she passed away, recognises her major
contribution to the field of developmental psychology. Published
over a 40-year period, the papers included here address the major
themes that permeate through Annette's work: from typical to
atypical development, genetics and computation modelling
approaches, and neuroimaging of the developing brain. A newly
written introduction by Michael S. C. Thomas and Mark H. Johnson
gives an overview of her research journey and contextualises her
selection of papers in relation to changes in the field over time.
Thinking Developmentally from Constructivism to
Neuroconstructivism: Selected Works of Annette Karmiloff-Smith is
of great interest to researchers and postgraduates in child
development specialising in atypical development, developmental
disorders, and developmental neuroscience. It also has appeal to
clinical neuropsychologists and rehabilitation professionals.
The Pasoh Forest Reserve (pasoh FR) has been a leading center for
international field research in the Asian tropical forest since the
1970s, when a joint research project was carried out by Japanese,
British and Malaysian research teams with the cooperation of the
University of Malaya (UM) and the Forest Research Institute (FRI,
now the Forest Research Institute Malaysia, FRIM) under the
International Biological Program (IBP). The main objective of the
project was to provide basic information on the primary
productivity ofthe tropical rain forest, which was thought to be
the most productive of the world's ecosystems. After the IBP
project, a collaborative program between the University of Malaya
and the University of Aberdeen, Scotland, UK, for post-graduate
training was carried out at Pasoh. Reproductive biology of so me
dipterocarp trees featured in many of the findings arrived at
through the program, contributing greatly to progress in the
population genetics of rain forest trees. Since those research pro
grams, apart of the Pasoh forest and its field research station
have been managed by FRIM. In 1984, FRIM started a long-term
ecological research program in Pasoh FR with the Smithsonian
Tropical Research Institute (STRI) and Harvard University,
establishing a 50-ha plot and enumerating and mapping all trees 1
cm or more in diameter at breast height. A recensus has been
conducted every 5 years.
The field of educational neuroscience uses new insights about the
neural mechanisms of learning to improve educational practices and
outcomes. The first volume to bring together the latest knowledge
on the development of educational neuroscience from a life-span
perspective, this important text offers state of the art,
authoritative research findings in educational neuroscience before
providing evidence-based recommendations for classroom practice.
Thomas, Mareschal, Dumontheil, and the team of expert international
contributors assembled in this volume thoroughly explore four main
themes throughout the book. The first theme is individual
differences, or what makes children perform better or worse in the
classroom. The second theme is the nature of individual differences
at different stages in development, from early years into
adulthood. The third theme addresses cognitive enhancement,
summarizing research that has investigated activities that might
give general benefits to cognition. And the fourth theme considers
the translation of research findings into classroom practices,
discussing broader ethical issues raised by educational
neuroscience, and what teachers need to know about neuroscience to
enhance their day-to-day practice. Specific topics explored include
neuropsychological perspectives on socioeconomic disparities in
educational achievement, reading difficulties, phonological skills,
executive function, and emotional development. Educational
Neuroscience is essential reading for researchers and graduate
students of educational psychology, developmental science,
developmental psychology, and cognitive psychology, especially
those specializing in emotion regulation.
What are the processes, from conception to adulthood, that enable a
single cell to grow into a sentient adult? The processes that occur
along the way are so complex that any attempt to understand
development necessitates a multi-disciplinary approach, integrating
data from cognitive studies, computational work, and neuroimaging -
an approach till now seldom taken in the study of child
development. Neuroconstructivism is a major new 2 volume
publication that seeks to redress this balance, presenting an
integrative new framework for considering development. In the first
volume, the authors review up-to-to date findings from
neurobiology, brain imaging, child development, computer and
robotic modelling to consider why children's thinking develops the
way it does. They propose a new synthesis of development that is
based on 5 key principles found to operate at many levels of
descriptions. They use these principles to explain what causes a
number of key developmental phenomena, including infants'
interacting with objects, early social cognitive interactions, and
the causes of dyslexia. The "neuroconstructivist" framework also
shows how developmental disorders do not arise from selective
damage to normal cognitive systems, but instead arise from
developmental processes that operate under atypical constraints.
How these principles work is illustrated in several case studies
ranging from perceptual to social and reading development. Finally,
the authors use neuroimaging, behavioural analyses, computational
simulations and robotic models to provide a way of understanding
the mechanisms and processes that cause development to occur.
Computer and robotic models provide concrete tools for
investigating the processes and mechanisms involved in learning and
development. Volume 2 illustrates the principles of
'Neuroconstructivist' development, with contributions from 9
different labs across the world. Each of the contributions
illustrates how models play a central role in understanding
development. The models presented include standard connectionist
neural network models as well as multi-agent models. Also included
are robotic models emphasizing the need to take embodiment and
brain-system interactions seriously. A model of Autism and one of
Specific Language Impairment also illustrate how atypical
development can be understood in terms of the typical processes of
development but operating under restricted conditions. This volume
complements Volume 1 by providing concrete examples of how the
'Neuroconstructivist' principles can be grounded within a diverse
range of domains, thereby shaping the research agenda in those
domains.
What are the processes, from conception to adulthood, that enable a
single cell to grow into a sentient adult? The processes that occur
along the way are so complex that any attempt to understand
development necessitates a multi-disciplinary approach, integrating
data from cognitive studies, computational work, and neuroimaging -
an approach till now seldom taken in the study of child
development. Neuroconstructivism is a major new 2 volume
publication that seeks to redress this balance, presenting an
integrative new framework for considering development. In the first
volume, the authors review up-to-to date findings from
neurobiology, brain imaging, child development, computer and
robotic modelling to consider why children's thinking develops the
way it does. They propose a new synthesis of development that is
based on 5 key principles found to operate at many levels of
descriptions. They use these principles to explain what causes a
number of key developmental phenomena, including infants'
interacting with objects, early social cognitive interactions, and
the causes of dyslexia. The "neuroconstructivist" framework also
shows how developmental disorders do not arise from selective
damage to the normal cognitive system, but instead arise from
atypical constraints. How these principles work is illustrated in
several case studies ranging from perceptual to social and reading
development. Finally, the authors use neuroimaging, behavioural
analyses, computational simulations and robotic models to provide a
way of understanding the mechanisms and processes that cause
development to occur.
What are the processes, from conception to adulthood, that enable a
single cell to grow into a sentient adult? The processes that occur
along the way are so complex that any attempt to understand
development necessitates a multi-disciplinary approach, integrating
data from cognitive studies, computational work, and neuroimaging -
an approach till now seldom taken in the study of child
development. Neuroconstructivism is a major new 2 volume
publication that seeks to redress this balance, presenting an
integrative new framework for considering development. In the first
volume, the authors review up-to-to date findings from
neurobiology, brain imaging, child development, computer and
robotic modelling to consider why children's thinking develops the
way it does. They propose a new synthesis of development that is
based on 5 key principles found to operate at many levels of
descriptions. They use these principles to explain what causes a
number of key developmental phenomena, including infants'
interacting with objects, early social cognitive interactions, and
the causes of dyslexia. The "neuroconstructivist" framework also
shows how developmental disorders do not arise from selective
damage to the normal cognitive system, but instead arise from
developmental processes that operate under atypical constraints.
How these principles work is illustrated in several case studies
ranging from perceptual to social and reading development. Finally,
the authors use neuroimaging, behavioural analyses, computational
simulations and robotic models to provide a way of understanding
the mechanisms and processes that cause development to occur.
The study of developmental disorders is an enormous and
intrinsically multi-disciplinary field of research. The articles in
this five-volume collection cover the myriad genetic and
non-genetic developmental psychopathological conditions which are
now known and being researched from a variety of perspectives, from
dyslexia to autism and beyond. Covering a broad range of
considerations around the topic, the papers in this major work seek
to capture historical antecedents, contemporary themes, conceptual
issues and cutting-edge methods in the study of human
neurodevelopmental disorders. Each volume opens with a
contextualising introductory passage written by the editors and the
volumes are organised thematically for ease of navigation: Volume
One: Disorder Typology and explanatory frameworks Volume Two:
Behaviourally defined developmental disorders Volume Three:
Genetically defined developmental disorders Volume Four:
Developmental disorders and the environment Volume Five:
Multi-disciplinary approaches to developmental disorders
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