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Early Experience, the Brain, and Consciousness
This new book examines the interrelationship between neuroscience
and developmental science to help us understand how children differ
in their capacity to benefit from their early motor and cognitive
experiences. In so doing, it helps us better understand how
experience affects brain growth and a child' s capacity to learn.
In this interdisciplinary book, the authors review the most
significant research findings and historical scientific events
related to early experience, the brain, and consciousness. Authors
Dalton and Bergenn propose a new theory to help demonstrate the
crucial roles of attention and memory in motor and perceptual
development. The goal is to help readers better understand the
differences between how individuals with normal and dysfunctional
brains process information and how this impacts their ability to
learn from experience.
"Early Experience, the Brain, and Consciousness" opens with a
critical examination of why motor and perceptual development should
be understood as interrelated phenomena. The authors then introduce
their new theory that argues that neurodevelopment is an emergent
process that enables infants to respond to the challenge of
integrating complex motor and cognitive functions. Subsequent
chapters examine the research that suggests that the sequence of
events before and after birth account for divergent
neuropsychological outcomes. The authors then demonstrate how the
acquisition and early use of language conform to the same
principles as those involved in the construction of motor skills.
This perspective views perception and cognition as complex forms of
communication and memory, rooted in preverbal forms of
categorization. The book concludes with a review of strategies to
help young children exploit the brain' s multiple pathways of
retrieval for more efficient learning. The authors' hope is that
this new theory can be used to understand why children with brain
disorders fail to attain thethreshold of conscious control to
benefit from their learning experiences.
Intended for researchers and advanced students in developmental and
educational psychology, neuro- psychology and biology, cognitive
neuroscience, and pediatrics interested in the effect of
experientially-based developmental processes on the emergence of
mind and consciousness.
This new book examines the interrelationship between neuroscience
and developmental science to help us understand how children differ
in their capacity to benefit from their early motor and cognitive
experiences. In so doing, it helps us better understand how
experience affects brain growth and a child's capacity to learn. In
this interdisciplinary book, the authors review the most
significant research findings and historical scientific events
related to early experience, the brain, and consciousness. Authors
Dalton and Bergenn propose a new theory to help demonstrate the
crucial roles of attention and memory in motor and perceptual
development. The goal is to help readers better understand the
differences between how individuals with normal and dysfunctional
brains process information and how this impacts their ability to
learn from experience. Early Experience, the Brain, and
Consciousness opens with a critical examination of why motor and
perceptual development should be understood as interrelated
phenomena. The authors then introduce their new theory that argues
that neurodevelopment is an emergent process that enables infants
to respond to the challenge of integrating complex motor and
cognitive functions. Subsequent chapters examine the research that
suggests that the sequence of events before and after birth account
for divergent neuropsychological outcomes. The authors then
demonstrate how the acquisition and early use of language conform
to the same principles as those involved in the construction of
motor skills. This perspective views perception and cognition as
complex forms of communication and memory, rooted in preverbal
forms of categorization. The book concludes with a review of
strategies to help young children exploit the brain's multiple
pathways of retrieval for more efficient learning. The authors'
hope is that this new theory can be used to understand why children
with brain disorders fail to attain the threshold of conscious
control to benefit from their learning experiences. Intended for
researchers and advanced students in developmental and educational
psychology, neuro- psychology and biology, cognitive neuroscience,
and pediatrics interested in the effect of experientially-based
developmental processes on the emergence of mind and consciousness.
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