Left Brain/Right Brain Considerations in the Classroom
Greetings. The following materials are intended to provide an introduction to the role of left brain/right brain hemispheric functions. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Essays on the Brain
Splitting the Human Brain
Springer LINK: Experimental Brain Research - Contents
Left Brain/Right Brain Theory: Two Brains In One
Right Brain and Left Brain Characteristics
Brain Research Homepage
The 4-MAT System: Teaching to Learning Styles with Right/Left Mode Techniques
Lesson Plan - Left Brain vs. Right Brain
Left Vs. Right - Which Side Are You On?
International Brain Research Organization
Citations from the ERIC Database
AN: ED446055
AU: Seng,-SeokHoon; Yeo,-Alan
TI: Spatial Visualisation Ability and Learning Style Preference of Low Achieving Students.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED446055
DE: *Brain-Hemisphere-Functions; *Cognitive-Style; *Spatial-Ability; *Visualization-
DE: Academic-Achievement; Cognitive-Ability; Elementary-Secondary-Education; Foreign-Countries; Students-
AB: This paper explores the role of one cognitive style, spatial visualization, which research suggests correlates highly with student achievement. The study focuses on: whether students with high, average, and low spatial visualization ability differ in their preferred learning modes (concrete experience, abstract conceptualization, reflective observation, and active experimentation); whether these three groups of spatial visualization ability differ in their perception and processing dimensions; whether these three groups differ in their preferred learning styles (assimilator, converger, accommodator, and diverger); and what the relationship is between learning styles and brain hemisphericity. Three instruments (Kolb's Learning Style Inventory, McCarthy's Hemispheric Mode Indicator, and Dailey's Spatial Visualization Test) were administered to 192 students enrolled in a training center in Singapore. Statistical analyses revealed that students do not differ significantly in their learning modes and hemispheric preference across the three spatial visualization ability groups. Results also indicate that there are no significant differences in learning style preferences from the three brain dominance groups. The general patterns are not consistent with earlier research studies. (Contains 23 references.) (Author/SM)
AN: EJ609651
AU: Jensen,-Eric
TI: Brain-based Learning: A Reality Check.
PY: 2000
SO: Educational-Leadership; v57 n7 p76-80 Apr 2000
DE: *Brain-; *Learning-Processes; *Misconceptions-; *Research-Problems; *Theory-Practice-Relationship
DE: Cognitive-Style; Elementary-Secondary-Education; Enrichment-; Memorization-; Multiple-Intelligences
AB: Although neuroscience has much to offer teaching and learning conceptualizations, educators must be cautious about applying lab research to classrooms. Brain research seems hazy, confusing, and contradictory because it is new. Myths about synapses, low-stress learning, memorization, enrichment, and learning styles are debunked. (MLH)
AN: EJ609650
AU: Brandt,-Ron
TI: On Teaching Brains To Think: A Conversation with Robert Sylwester.
PY: 2000 SO: Educational-Leadership; v57 n7 p72-75 Apr 2000
DE: *Brain-; *Child-Development; *Emotional-Development; *Learning-Processes; *Metacognition-; *Thinking-Skills
DE: Biology-; Classification-; Cognitive-Development; Elementary-Secondary-Education; Interviews-; Young-Children
AB: Sylwester says education must begin relying more on biology than social and behavioral science. All brain systems move from a slow, awkward functional level to a fast, efficient level. Contributions of metacognition, self-regulation, emotions, reflective and reflexive responses, comparison, and classification to cognitive development are explained. (Contains 10 references.) (MLH)
AN: EJ609255
AU: Weiss,-Ruth-Palombo
TI: Brain-based Learning.
PY: 2000 SO: Training-and-Development; v54 n7 p20-24 Jul 2000
DE: *Brain-; *Cognitive-Processes; *Learning-Theories
DE: Technological-Advancement
AB: Discusses brain research and how new imaging technologies allow scientists to explore how human brains process memory, emotion, attention, patterning, motivation, and context. Explains how brain research is being used to revise learning theories. (JOW)
AN: ED443546
AU: Schore,-Allan-N.
TI: Parent-Infant Communication and the Neurobiology of Emotional Development.
PY: 2000
NT: Paper presented at the Head Start National Research Conference (Washington, DC, June 28-July 1, 2000).
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED443546
DE: *Attachment-Behavior; *Brain-; *Emotional-Development; *Infants-; *Parent-Child-Relationship
DE: At-Risk-Persons; Early-Intervention; Infant-Behavior; Interpersonal-Communication; Neurology-; Preschool-Education
AB: The interactive creation of an attachment bond of affective communication between the psychobiologically attuned primary caregiver and the infant is central to human emotional development. These emotional transactions directly influence the experience-dependent maturation of the infant's early developing right hemisphere, which is in a growth spurt in the first year-and-a-half of life and is dominant for the first 3 years of life. This paper examines attachment processes and emotional communications, the neurobiology and psychobiology of attachment, and the organization of an attachment regulatory system in the right brain. The paper notes that, as opposed to a secure attachment, early misattuned interactional environments generate an insecure attachment and a right brain regulatory system that is limited in its capacity to cope with stress. This neurodevelopment outcome represents a high risk for later-forming emotional disorders. It is suggested that Early Head Start interventions that focus on social-emotional development would thus have enduring effects on the adaptive coping capacities of the individual throughout the lifespan. (Contains 96 references.) (Author/KB)
AN: ED443326
AU: Boyd,-Michael
TI: Brain Hemispheric Consensus and the Quality of Investment Decisions.
PY: 2000
NT: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED443326
DE: *Brain-Hemisphere-Functions; *Business-Education; *Decision-Making; *Evaluative-Thinking; *Lateral-Dominance
DE: College-Students; Critical-Thinking; Decision-Making-Skills; Graduate-Students; Higher-Education; Masters-Programs; Problem-Solving; Thinking-Skills; Undergraduate-Study
AB: This on-going study explores the hypothesis that stock fund managers who underperform do so because they make bad decisions, and examines whether their choices can be improved by using a decision model that invokes principles of brain hemispheric consensus. The study, begun in fall 1999, involves two groups of business students: the control group consists of 17 undergraduate finance majors; the test group consists of 22 students enrolled in an off-campus executive Master of Business Administration program. All students completed a hemispheric consensus prediction (HCP) profile to determine brain hemispheric dominance. Each participant received an identical list of 20 stocks drawn from the Standard & Poors 500 index, as well as limited amounts of fundamental and technical information about each stock. Test-group students received a set of stock selection procedures built around Loye's decision model, a multi-step, brain hemispheric consensus-seeking decision-making technique; control-group students received more general instructions. Students were told to select a portfolio that would outperform the market over three to six months; they kept journals of their findings, observations, and thought processes, and their stocks were tracked. Preliminary results mildly support the use of hemispheric consensus in decision making for picking portfolio investments. The HCP profile is appended. (SM)
AN: EJ608613
AU: Wilson,-Frank-R.
TI: The Hand-Thought-Language Nexus.
PY: 2000
SO: NAMTA-Journal; v25 n2 p157-83 Spr 2000
NT: Theme Issue Topic: "Montessori Education: Positive Psychology for Today's Challenges."
DE: *Brain-; *Evolution-; *Intelligence-; *Language-; *Theories-
DE: Biological-Influences
AB: Discusses cognitive scientists' and psycholinguists' theories of the origins of consciousness and linguistic expression. Suggests that the hand is key in the development of human intelligence and in the origin of language. Maintains that the mutual influence of hand and brain reveals the subtleties of cause and effect, stories, and the organization of human language. (KB)
AN: EJ606262
AU: McQuillen,-Jeffrey-S.; Strong,-William-F.
TI: An Examination of the Functional Relationship between Brain and Language.
PY: 2000
SO: Reading-Improvement; v37 n1 p13-19 Spr 2000
DE: *Brain-; *Language-Processing; *Learning-Theories; *Speech-Communication
DE: Higher-Education; Information-Retrieval; Listening-; Memory-; Research-Needs
AB: Focuses on the structure/function relationship of the brain and language. Reviews the basic theories concerning cortical structures and language representation. Presents a call that highlights the need to examine the areas of listening, memory, and information retrieval for a more sophisticated analysis of the complex relationship between cortical and subcortical structures and language processing and production. (SC)
AN: ED442749
AU: Sylwester,-Robert
TI: A Biological Brain in a Cultural Classroom: Applying Biological Research to Classroom Management.
PY: 2000
AV: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218. Tel: 805-499-9774; e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Brain-; *Classroom-Techniques
DE: Biology-; Classroom-Design; Classroom-Environment; Democracy-; Elementary-Secondary-Education; Learning-Theories; Motion-; Student-Behavior; Teacher-Behavior; Time-Management
AB: This book applies the latest in brain research and learning theory to classroom management. The concepts of psychoneurophysiology are made readily accessible. The book offers creative data gathering activities to help students manage their own behavior and to help teachers learn how their own behavior impacts the classroom environment. The seven chapters are as follows: (1) "The Biological and Cultural Foundations of Classroom Management"; (2) "The Multiple-Everything Modular Bodybrain that Schools Seek to Manage"; (3) "Expending Energy: Who's in Charge"; (4) "Creating Biological and Cultural Space"; (5) "Spending, Saving, and Using Time"; (6) "Managing Movement"; and (7) "Exploring Range as a Dimension of Classroom Management." (Contains 72 references.) (SM)
AN: ED441567
AU: Blum,-Holly; D'Arcangelo,-Marcia
TI: The Brain and Early Childhood: Facilitator's Guide [with Videotapes].
CS: Association for Supervision and Curriculum Development, Alexandria, VA.
PY: 2000
AV: Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714 (Stock No. 400054, ASCD members, $326; non-members, $396). Tel: 800-933-2723 (Toll Free); Tel: 703-578-9600; Fax: 703-575-5871; Web site: http://www.ascd.org; e-mail: member@ascd.org.
PR: Document Not Available from EDRS.
DE: *Brain-; *Early-Childhood-Education; *Early-Experience; *Educational-Practices; *Young-Children
DE: Developmentally-Appropriate-Practices; Leaders-Guides; Play-; Videotape-Recordings; Workshops-
AB: Recent advances in neuroscience have engaged the interest of early childhood educators who believe that the more we know about the brain, the better able we will be to influence learning. This workshop facilitator's guide and set of two videotapes are designed to assist educators, students, caregivers, parents, and those providing services to young children and their families in using information about the brain to facilitate the growth and development of the young child. The materials provide information about research on the brain and the implications for teaching and learning. The facilitator's guide is presented in four sections: (1) an introduction presenting an overview of the philosophy, principles, and research pertaining to the brain, learning, and early childhood education; (2) four workshop agendas, including the time guide, materials list, and information to organize and conduct the workshops; (3) handouts and overheads; and (4) readings and resources for copying and distributing to workshop participants. Workshops range in length from 1 hour 15 minutes to 2 hours 45 minutes, including a videotape segment of approximately 35 minutes each. The first videotape, "A Mind of Their Own," explains recent research about how the brain works and factors influencing growth and development. The second videotape, "The Act of Learning," examines the importance of providing a continuum of developmentally appropriate educational experiences for young children, with a focus on play as a brain-compatible teaching and learning tool. The facilitator's guide contains 20 references. (KB)
AN: EJ605627
AU: Schaverien,-Lynette; Cosgrove,-Mark
TI: A Biological Basis for Generative Learning in Technology-and-Science Part II: Implications for Technology-and-Science Education.
PY: 2000 SO: International-Journal-of-Science-Education; v22 n1 p13-35 Jan 2000
DE: *Brain-; *Learning-Processes; *Learning-Theories; *Science-Education; *Technology-Education
DE: Cognitive-Psychology; Elementary-Secondary-Education; Higher-Education; Physiology-
AB: Argues that viewing learning from a biological basis is particularly fruitful for technology-and-science education. Demonstrates the potency of this new view of learning in making sense of the findings of empirical studies of technology-and-science learning, modeling technology-and-science education as a set of five natural and contiguous acts. (Contains 106 references.) (Author/WRM)
AN: EJ604897
AU: Robertson,-Jean
TI: Neuropsychological Intervention in Dyslexia: Two Studies on British Pupils.
PY: 2000
SO: Journal-of-Learning-Disabilities; v33 n2 p137-48 Mar-Apr 2000
DE: *Brain-Hemisphere-Functions; *Dyslexia-; *Neuropsychology-; *Outcomes-of-Treatment; *Reading-Strategies; *Tactile-Stimuli
DE: Children-; Foreign-Countries; Intervention-; Visual-Stimuli
AB: Two studies investigated whether an appropriate versus an inappropriate hemisphere alluding stimulation treatment of children with L-type dyslexia produces differential reading effects, and effects of hemisphere specific stimulation on children with L-, P-, and M-type dyslexia. Results support the validity of dyslexia subtyping and the effectiveness of the treatment methods. (Contains extensive references.) (Author/CR)
AN: ED440749
AU: Hyun,-Eunsook
TI: Ecological Human Brain and Young Children's "Naturalist Intelligence" from the Perspective of Developmentally and Culturally Appropriate Practice (DCAP).
PY: 2000
NT: Paper presented at the Annual Conference of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED440749
DE: *Brain-; *Developmentally-Appropriate-Practices; *Intelligence-; *Preschool-Curriculum; *Young-Children
DE: Cognitive-Development; Culturally-Relevant-Education; Curiosity-; Early-Childhood-Education; Experiential-Learning; Exploratory-Behavior; Multiple-Intelligences; Student-Centered-Curriculum; Theories-
AB: Based on the view that young children have a different intellectual culture from adults' in the way they know and understand nature, this paper explores ecological human brain development, children's intellectual culture of naturalist intelligence, and developmentally and culturally congruent curricula for young children. The paper discusses the theoretical connection between developmentally and culturally appropriate practice (DCAP) and the ecological human brain. Gardner's view of naturalist intelligence is presented as the ability to recognize and classify plants, minerals, and animals needed to survive. The paper argues that across all cultures, children have a unique affinity for the natural environment different from that of adults and that adults often respond in intellectually incongruent ways to children's knowledge constructions about nature. The paper contends that failing to support children's knowledge construction about nature during critical periods can have serious implications for how children will relate to the natural world over their lifespan. The paper describes the ecological brain as dependent on social-cultural input and as constantly changing structure and function in response to external experiences. The paper also describes the DCAP base curriculum as an exploratory curriculum that responds to, validates, and reinforces children's naturalist intelligence. The paper concludes by asserting that responses to children's naturalist intelligence should be based on their curiosity-center intellectual culture and reflected in daily exploratory curriculum. (Contains 44 references.) (KB)
AN: EJ603917
AU: Johnson,-Mark-H.
TI: Functional Brain Development in Infants: Elements of an Interactive Specialization Framework.
PY: 2000
SO: Child-Development; v71 n1 p75-81 Jan-Feb 2000
NT: Special Theme Issue: "New Directions for Child Development in the Twenty-First Century."
DE: *Brain-; *Cognitive-Development; *Infants-; *Research-Needs
DE: Child-Development; Models-; Neurological-Impairments; Neurology-; Perceptual-Development
AB: Maintains that one future direction for cognitive development research involves a closer integration with knowledge about the developing brain. Presents a framework for analyzing and interpreting postnatal functional brain development. Discusses three contributing hypotheses, within which a variety of phenomena associated with the neural basis of perception and cognition in normal and abnormal development can be characterized. (Author/KB)
AN: EJ603914
AU: Diamond,-Adele
TI: Close Interrelation of Motor Development and Cognitive Development and of the Cerebellum and Prefrontal Cortex.
PY: 2000
SO: Child-Development; v71 n1 p44-56 Jan-Feb 2000
NT: Special Theme Issue: "New Directions for Child Development in the Twenty-First Century."
DE: *Brain-; *Children-; *Cognitive-Development; *Motor-Development
DE: Attention-Deficit-Disorders; Autism-; Developmental-Disabilities; Dyslexia-; Neurological-Impairments
AB: Argues that motor and cognitive development may be fundamentally interrelated. Summarizes evidence of close co-activation of the neocerebellum and dorsolateral prefrontal cortex in functional neuroimaging, similarities in the cognitive sequelae of damage to dorsolateral prefrontal cortex and the neocerebellum, motor deficits in "cognitive" developmental disorders, and abnormalities in the cerebellum and in prefrontal cortex in the same developmental disorders. (Author/KB)
AN: EJ602848
AU: Baylor,-Steven-C.
TI: Brain Research and Technology Education.
PY: 2000
SO: Technology-Teacher; v59 n7 p6-11 Apr 2000
DE: *Brain-; *Research-Utilization; *Technology-Education
DE: Scientific-Research; Tables-Data; Teaching-Methods
AB: Today's brain research is unveiling new information that supports and advocates for the methodologies and practices seen in technology education laboratories. Technology educators must keep current in order to apply this information in teaching. (JOW)
AN: ED439843
AU: Rule,-J.-Chris
TI: Brain Development & Early Childhood: An Arkansas Kids Count Special Report.
CS: Arkansas Advocates for Children and Families, Little Rock.
PY: 2000
AV: Arkansas Advocates for Children and Families, 103 E. 7th St., Suite 931, Little Rock, AR 72201. Tel: 501-371-9678. For full text: http://www.aradvocates.org/kidscountbulletins/braindevelop. pdf.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED439843
DE: *Brain-; *Child-Welfare; *Childhood-Needs; *State-Aid
DE: Child-Advocacy; Cognitive-Development; Preschool-Education; State-Action; State-Programs
AB: Using recent economic data on state spending and information about childhood brain development, this Kids Count mini-report offers a snapshot of where Arkansas stands on early education and spending on such programs. The report examines the next steps, challenging conventional wisdom in order to explore the best path for improving child outcomes in Arkansas. The report's sections are: (1) "Brain Growth and Spending on Kids: What's the Connection?"; (2) "What Investment Has Arkansas Made in Early Education?"; (3) "The Impacts of Early Education on Children"; (4) "Quality Early Education and Child Care"; (5) "Changing Our Priorities: Strategies for Better Early Childhood Care"; and (6) "Caring for Our Youngest Citizens: What Can You Do To Help?" The report recommends promoting good parenting, health care for children, and good early childhood care; targeting preventive early childhood programs to more high-risk children; and securing and maintaining funding for young children. (EV)
AN: ED439445
AU: Erland,-Jan
TI: Building a More Powerful Brain.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED439445
DE: *Brain-; *Cognitive-Development; *Skill-Development; *Thinking-Skills
DE: Careers-; Cognitive-Style; Self-Actualization; Training-Methods
AB: Technically speaking, brain building is called cognitive skill development and has been in the psychology domain since the early 1960s. Historically, cognitive skill improvement was isolated within progressive coastal school districts and psychologists' private offices. Cognitive skill improvement was used successfully as a treatment in these arenas for learning and even psychological problems. Unfortunately its use as a training tool was ignored, in spite of obvious workplace implications. One learning disability specialist who conducted many field tests with corporations and over a thousand students made some interesting discoveries: individuals can modify or add to their existing learning style inventory, and each person has a unique mental profile with high and low areas. Knowledge of personal strengths and weaknesses gives a person the power to match himself/herself with the demands of potential careers and their skill requirements. Different careers require different skill sets, some more analytical, some more verbal, some more spatial, or organizational. Self-knowledge not only translates into better work proficiency, but also higher income and self-actualization. There are many simple exercises individuals can try, which are based upon formal measurements. Many other games and checklists for assessing right- and left-brain dominance are on the market in bookstores. An individual's ability to organizing or sequencing information is fundamental to office and work management. The best thing people can do for themselves is determine what their strengths and weaknesses are. (NKA)
AN: EJ602275
AU: Kolb,-Bryan
TI: Experience and the Developing Brain.
PY: 2000
SO: Education-Canada; v39 n4 p24-26 Win 2000
NT: Theme issue
DE: *Brain-; *Cognitive-Development; *Experience-
DE: Adolescent-Development; Age-Differences; Anatomy-; Child-Development; Neurological-Organization; Sex-Differences
AB: Recent research findings show that experiences alter the anatomical structure of the brain, that the effects of experience on the brain differ at different ages and between males and females, and that brain development is not complete until about age 18. (SV)
AN: EJ602274
AU: Rutledge,-Don
TI: Neurons and Nurture in the Early Years.
PY: 2000
SO: Education-Canada; v39 n4 p16-18 Win 2000
NT: Theme issue title: "Young Children."
DE: *Brain-; *Child-Development; *Cognitive-Development; *Early-Childhood-Education; *Young-Children
DE: Mothers-; Parent-Child-Relationship; Parent-Role; Speech-
AB: Recent findings from neuroscience have confirmed the critical importance of the early years to the development of human intelligence. However, these findings may be misunderstood or misapplied by policy makers and educators. We must preserve a balanced view of early education that recognizes the importance of the mother-child relationship and the role of speech in cognitive development. (SV)
AN: ED445528
AU: Lamb,-Sydney-M.
TI: Pathways of the Brain: The Neurocognitive Basis of Language. Amsterdam Studies in the Theory and History of Linguistic Science. Series IV, Current Issues in Linguistic Theory, Volume 170.
PY: 1999
AV: John Benjamins North America, P.O. Box 27519, Philadelphia, PA 19118-0519 (Hardcover: ISBN-55619-886-8, $99; Paperback: ISBN-1-55619-888-4, $34.95). Tel: 800-562-5666 (Toll Free).
PR: Document Not Available from EDRS.
DE: *Brain-Hemisphere-Functions; *Linguistic-Theory; *Neurolinguistics-
DE: Anthropological-Linguistics; Cognitive-Processes; Diachronic-Linguistics; Grammar-; Language-Research; Language-Universals; Structural-Analysis-Linguistics; Syntax-
AB: The brain is the organ of knowledge and the organizer of human abilities, the means of recognizing a face in a crowd, of conversing about experiences and images, of forming thoughts and developing ideas, and of instantly understanding words coming rapidly in conversation. This book seeks to explain how the brain accomplishes all that it does. Using a top-down modeling strategy, it charts relationships among words and other products of the brain's linguistic system to reveal the properties of that system. Going beyond earlier linguistics, it sets three plausibility requirements for valid neurocognitive theory: operations, developmental, and neurological. It must show how the linguistic system can operate for speaking and understanding, how it can be learned by children, and how it can be implemented in neural structures. Unlike theories that leave linguistics isolated from science, it builds a bridge to biology. The book is divided into 18 chapters, and includes an epilogue, appendix, notes, extensive scholarly references, and an index. (Author/KFT)
AN: ED440733
AU: Leister,-Clarissa; Phipps,-Patricia-A.
TI: Your Child's Brain: Food for Thought. Second Edition.
CS: Southern Early Childhood Association, Little Rock, AR.
PY: 1999
AV: Southern Early Childhood Association, P.O. Box 55930, Little Rock, AR 72215-5930 (SECA members, $4; nonmembers, $4.50). Tel: 800-305-7322 (Toll Free); e-mail: SECA@aristotle.net; Web site: http://www.seca50.org.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Brain-; *Cognitive-Development; *Infants-; *Parent-Child-Relationship
DE: Childhood-Needs; Children-; Developmental-Stages; Early-Experience; Emotional-Development; Influences-; Neurology-; Young-Children
AB: Research reveals the importance of early experiences for the development of young children's brains. This guide suggests ways to make the most of children's brain potential at different ages. The activities described can be used to enhance all children's learning and brain development. Following an introduction, the guide's sections are: (1) "Understanding the Brain"; (2) "Old Thinking vs. New Thinking"; (3) "Three Key Findings in New Brain Research"; (4) "Misunderstandings about the New Brain Research"; (5) "Brain Compatible Learning"; (6) "Birth to 12 Months"; (7) "Ages 12-24 Months"; (8) "Ages 2-3"; (9) "Ages 4-5"; (10) "Starting to School"; (11) "Early Primary"; (12) "Later Primary"; and (13) "Resources." (EV)
AN: EJ604319
AU: Crinella,-Francis-M.; Yu,-Jen
TI: Brain Mechanisms and Intelligence: Psychometric g and Executive Function.
PY: 1999
SO: Intelligence-; v27 n4 p299-327 1999
DE: *Brain-; *Intelligence-; *Psychometrics-
DE: Theories-
AB: Presents three lines of evidence that fail to support R. Sternberg's theory of general intelligence ("g"): (1) animal problem solving studies; (2) studies of children with attention-deficit hyperactivity disorder; and (3) studies of patients with frontal lobe damage. Discusses differences between psychometric "g" and practical intelligence. (SLD)
AN: ED439934
AU: Murphy,-Pat; Klages,-Ellen; Tesler,-Pearl; Shore,-Linda
TI: The Brain Explorer: Puzzles, Riddles, Illusions, and Other Mental Adventures. An Exploratorium Science-at-Home Book.
CS: Exploratorium, San Francisco, CA.
PY: 1999
AV: Van Holtzbrinck Publishing Services, 16365 James Madison Highway, Gordonsville, VA 22942 ($15.95). Tel: 888-330-8477 (Toll Free).
PR: Document Not Available from EDRS.
DE: *Brain-; *Educational-Games; *Puzzles-
DE: Elementary-Education; Museums-; Science-Activities; Science-Instruction
AB: This book contains puzzles, riddles, illusions, experiments, and games for children ages 9-12. The experiments and activities teach students about the inner workings of their brain. Contents inclu
DE: (1) "Caverns of Memory"; (2) "Forests of Hidden Treasure"; and (3) "The Puzzle House." (CCM)
AN: ED442545
TI: Cooing, Crying, Cuddling: Infant Brain Development. [Videotape].
CS: National Association for the Education of Young Children, Washington, DC.
PY: 1998
AV: NAEYC, 1509 16th Street, N.W., Washington, DC 20036-1426; (28-minute VHS videotape: Order #897, $42). Tel: 800-424-2460 (Toll-Free); Tel: 202-232-8777; Fax: 202-328-1846.
PR: Document Not Available from EDRS.
DE: *Brain-; *Caregiver-Child-Relationship; *Child-Development; *Early-Experience; *Infants-
DE: Attachment-Behavior; Caregiver-Role; Child-Health; Child-Safety; Emotional-Development; Infant-Behavior; Nutrition-; Parent-Child-Relationship; Parent-Role; Prenatal-Influences; Safety-; Theories-; Videotape-Recordings
AB: Noting recent neuroscience research findings suggesting that caregivers play a vital role in brain development, this videotape explores the process of brain development during the first 15 months of life and presents implications for infant care. Part 1 of the 28-minute video discusses basic infant development and brain research, focusing on how the brain works, the role of early experience, developmental milestones, and the importance of attachment relationships. Part 2 examines health and safety issues, highlighting influences on brain development, injuries that could impair brain development, creating a safe environment, and factors contributing to child abuse. Part 3 discusses caregiver responsiveness, guidance, and partnering, focusing on the ways caregivers' behavior provides the basis for a secure attachment, including sensitive behavior, predictability, teaching, creating a learning environment, and providing challenging and appropriate toys. Part 4 addresses ways caregivers can form partnerships with parents and presents characteristics of high quality child care programs. Part 5 summarizes the impact of the environment on early brain development, from prenatal effects to the role of intervention for at-risk infants. (KB)
AN: ED440894
AU: Taylor,-Lucy-E.
TI: A Right Brain Drawing Study.
PY: 1998
NT: M.A. Thesis, Salem-Teikyo University.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED440894
DE: *Art-Education; *Brain-Hemisphere-Functions; *Freehand-Drawing
DE: Childrens-Art; Classroom-Research; Grade-6; Intermediate-Grades; Student-Improvement
AB: This study was done to see if sixth grade students could improve their drawing abilities by looking at lines more abstractly--by drawing a picture viewing the original upside down and comparing it to the same student's drawing done viewing the original right side up. Pairs of works were scored on the basis of line quality, proportion, and likeness to the original. The paired t-test revealed no significant effect on drawing ability when students used the upside down drawing technique as opposed to the traditional right side up approach. Appended are 14 figures. Contains 2 tables, 3 graphs, and 24 references. (Author/BT)
AN: EJ604186
AU: Madsen,-Clifford-K.; LeBlanc,-Albert; Flowers,-Patricia; Radocy,-Rudolf-E.; Webster,-Peter; Yarbrough,-Cornelia
TI: A Passion for Research.
PY: 1998
SO: Teaching-Music; v6 n2 p38-39,56 Oct 1998
DE: *Brain-; *Educational-Research; *Music-Education; *Student-Research; *Teacher-Researchers
DE: Anthologies-; Books-; Higher-Education; Instructional-Materials; Music-Teachers; Music-Theory
AB: Discusses how to involve students and teachers in music education research through the use of two resources: (1) "Music Education Research"; and (2) "A Research Agenda for Music Education." Stresses the importance for teachers to apply music education research in their teaching. Focuses on brain-behavior and neurobiology as one emerging area of music education research. (CMK)
The
Confident Learner: Help Your Child Succeed In School
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Other Resources (available either for sale or via interlibrary loan)
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Authors: Byrne, John H. ; LeDoux, Joseph E. ; Ungerleider, Leslie G.
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Title: Minds, brains, and learning : understanding the psychological and educational relevance of neuroscientific research
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