Understanding the Brain Towards a New Learning Science: Towards a New Learning ScienceOECD Publishing, Sep 4, 2002 - 110 pages This book examines how new scientific developments in understanding how the brain works can help educators and educational policy makers develop new and more efficient methods for teaching and developing educational policies. This new "science of learning" is providing insights into how to improve reading and mathematical skills and highlights the significance of the distinction between nature and nurture in learning and brain development. The book focuses on the importance of developing a trans-disciplinary approach where teachers, the medical profession, and scientists work together. |
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Page 8
... ......... 72 4.6.3. Synaptic development, “enriched” environments and “critical” periods .. 73 Part III CONCLUSION Chapter 5. The Way Ahead..................................................................................
... ......... 72 4.6.3. Synaptic development, “enriched” environments and “critical” periods .. 73 Part III CONCLUSION Chapter 5. The Way Ahead..................................................................................
Page 13
... environment probably provide all that an infant needs for healthy “natural development”. “Cultural education” is another matter: for a start, you almost certainly need a teacher if you want to learn to read, dance, or drive a car. How ...
... environment probably provide all that an infant needs for healthy “natural development”. “Cultural education” is another matter: for a start, you almost certainly need a teacher if you want to learn to read, dance, or drive a car. How ...
Page 19
... environment. The idea that human intelligence is strictly limited or in short supply seems odd today. Forty years ago, very few went on to higher education in OECD countries. Today, more than 30% gain entry to universities and colleges ...
... environment. The idea that human intelligence is strictly limited or in short supply seems odd today. Forty years ago, very few went on to higher education in OECD countries. Today, more than 30% gain entry to universities and colleges ...
Page 24
... environment characterised by “high challenge” coupled with “low threat”. Learning failure occurs when one (or more) of four impediments prevent the achievement of success. These impediments to learning are: a) lack of confidence and ...
... environment characterised by “high challenge” coupled with “low threat”. Learning failure occurs when one (or more) of four impediments prevent the achievement of success. These impediments to learning are: a) lack of confidence and ...
Page 29
... environment and learning agenda for very young children? In particular, is it advisable to provide an intensive early programme of training in numeracy and literacy (hot-housing)? 29 30 • What are the key sensitive periods in the. © OECD ...
... environment and learning agenda for very young children? In particular, is it advisable to provide an intensive early programme of training in numeracy and literacy (hot-housing)? 29 30 • What are the key sensitive periods in the. © OECD ...
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ability able activity adults approach areas associated attention behaviour better brain century challenge changes claims cognitive neuroscience complex concept condition considered continue cortex critical cultural curriculum difficult disciplines disease early effective emerging emotional environment example experience field findings function Granada hemisphere human idea imaging implications important individual Institute intelligence involved issues Japan knowledge language learners learning lifelong learning literacy lobe mathematical mechanisms memory mental method mind nature networks neural neurons neuroscientific normal occur OECD website particular plasticity possible potential practice present Press processes psychology questions reading recent region responsible role scientific scientists sensitive period skills social society spatial specific structure studies subjects successful suggest synapses tasks teaching thinking throughout tion Tokyo trans-disciplinary understanding University York young