Chapter 1: Introduction
Chapter 2: Brain Development
Chapter 3: Memory
Chapter 4: Attention
Chapter 5: Emotion
Chapter 6: Reading
Chapter 7: Math Skills
Chapter 8: Conclusions
Glossary
References
Index
James P. Byrnes, PhD, is Professor of Educational Psychology and Applied Developmental Science in the College of Education at Temple University. He was a Fellow of Division 15 (Educational Psychology) of the American Psychological Association between 2002 and 2018, has served as Vice President of the Jean Piaget Society, and was Associate Editor of the Journal of Cognition and Development. Dr. Byrnes has published over 100 books, chapters, and articles on areas of cognitive development, including language development, logical reasoning, and mathematical learning. His most recent work has focused primarily on developing and testing a comprehensive theoretical model of academic achievement (the opportunity–propensity model) in order to provide insight into ways to eliminate or substantially reduce gender, ethnic, and racial gaps in achievement. Dr. Byrnes has received awards for his teaching and mentoring of undergraduate and graduate students.
In the Preface, Byrnes is hopeful that his book will be useful to
teachers and others in the field of education who are currently
being bombarded with information about the brain in
teacher-oriented publications. This goal is amply fulfilled. Even
those in education who remain skeptical of the relevance of
neuroscience research need to read this book, if only in order to
ground their criticisms in evidence. Byrnes delivers a fine summary
of current neuroscientific work. The book is not for the
specialist, but instead provides a wonderful overview for those
relatively new to the field. We need more books like this that
attempt to fill the communication gap between the practitioner and
the basic researcher. --Keith E. Stanovich, PhD, Department of
Human Development and Applied Psychology, University of Toronto
Educators seeking information on how the brain develops to make
learning possible need look no further. This balanced, expansive
book provides a highly readable account of the latest advances in
both cognitive science and neuroscience, with an eye towards
educational practice. Offering particular benefits to educational
and school psychologists, the book will also be of interest to
cognitive and developmental psychologists. --Charles A. Nelson,
PhD, Distinguished McKnight University Professor of Child
Psychology, Neuroscience, and Pediatrics, Institute of Child
Development, University of Minnesota
Byrnes artfully juxtaposes the current status of two emergent
disciplines: brain science and cognitive science. Besides
succinctly introducing the important role of brain structures in
cognitive and educational processes, the text provides a
provocative scaffold for rethinking several assumptions related to
the interdependence between mental and neural processes. This clear
and readable book will be a useful text in both educational
psychology and cognitive psychology courses. --Stephen W. Porges,
PhD, Center for Developmental Psychobiology, Department of
Psychiatry, University of Illinois at Chicago
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