The Learning Brain: Lessons for Education

Forced learning, or "hot–housing", of infants has become increasingly popular in recent years – but does it work? The plasticity of the adolescent and adult brain is becoming gradually acknowledged by brain scientists. What does this say about lifelong learning? In this groundbreaking book, two scientists take stock of what is now known about how and when the brain learns, and consider the implications of this knowledge for educational policy and practice.
Blakemore and Frith break new ground by drawing out the relevance of brain research to education. After reviewing brain development and learning from infancy, through school years to adolescence and adulthood, they explore how the brain can change and learn at any age. They consider naturally learned skills, such as emotional and social competence, and formally taught skills, such as reading, writing and arithmetic. They also take a look at the potential of new ways to improve learning, including physical and mental exercise, sleep and diet. An important part of the book deals with brain research on learning difficulties, such as dyslexia, dyscalculia, attention deficit and autism, and how this research can inform remedial education.
This landmark book will be of interest to students of psychology and education, teachers, psychologists, educational policy–makers, and parents.

Spis treści:
1. Introduction.
2. The Developing Brain.
3. Words and Numbers in Early Childhood.
4. The Mathematical Brain.
5. The Literate Brain.
6. Learning to Read and its Difficulties.
7. Disorders of Social–Emotional Development.
8. The Adolescent Brain.
9. Life Long Learning.
10. Learning and Remembering.
11. Different Ways of Learning.
12. Harnessing the Learning Powers of the Brain.
Appendix.
Glossary.
References.
Further Reading.
Index

Nota biograficzna:
Sarah–Jayne Blakemore is a Research Fellow at th e Institute of Cognitive Neuroscience at University College, London. She is engaged in neuroscience research, for which she obtained the 2001 British Psychological Society Award for Outstanding Doctoral Research. She has been seconded to the Houses of Parliament to write a report on Early Years Education for Select Committee for Education. Her involvement in the Public Engagement with Science is demonstrated in her frequent public lectures and scientific consultancy on a major BBC series on the Human Mind.
Uta Frith is Professor of Cognitive Development and Deputy Director of the Institute of Cognitive Neuroscience at University College, London. She has researched developmental disorders for more than 30 years. She is a leading authority on autism and dyslexia and has gained prestigious prizes and honorary doctorates. She is the author of well known books on autism and Asperger syndrome. Her work has led to greater awareness of disorders of cognitive and social development with a basis in the brain.

Okładka tylna:
Forced learning, or "hot–housing", of infants has become increasingly popular in recent years – but does it work? The plasticity of the adolescent and adult brain is becoming gradually acknowledged by brain scientists. What does this say about lifelong learning? In this groundbreaking book, two scientists take stock of what is now known about how and when the brain learns, and consider the implications of this knowledge for educational policy and practice.
Blakemore and Frith break new ground by drawing out the relevance of brain research to education. After reviewing brain development and learning from infancy, through school years to adolescence and adulthood, they explore how the brain can change and learn at any age. They consider naturally learned skills, such as emotional and social competence, and formally taught skills, such as reading, writing and arithmetic. They also take a look at the potential of new ways to improve learning, including physical and mental exercise, sleep and diet. An important part of the book deals with brain research on learning difficulties, such as dyslexia, dyscalculia, attention deficit and autism, and how this research can inform remedial education.
This landmark book will be of interest to students of psychology and education, teachers, psychologists, educational policy–makers, and parents.