The Neurological Basis of Learning, Development and Discovery: Implications for Science and Mathematics Instruction
A goal of mine ever since becoming an educational researcher has been to help construct a sound theory to guide instructional practice. For far too long, educational practice has suffered because we have lacked firm instructional guidelines, which in my view should be based on sound psychological theory, which in turn should be based on sound neurological theory. In other words, teachers need to know how to teach and that "how-to-teach" should be based solidly on how people learn and how their brains function. As you will see in this book, my answer to the question of how people learn is that we all learn by spontaneously generating and testing ideas. Idea generating involves analogies and testing requires comparing predicted consequences with actual consequences. We learn this way because the brain is essentially an idea generating and testing machine. But there is more to it than this. The very process ofgenerating and testing ideas results not only in the construction of ideas that work (i. e. , the learning of useful declarative knowledge), but also in improved skill in learning (i. e. , the development of improved procedural knowledge).
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HOW DO PEOPLE LEARN?
THE NEUROLOGICAL BASIS OF SELFREGULATION
BRAIN MATURATION INTELLECTUAL DEVELOPMENT AND DESCRIPTIVE CONCEPT CONSTRUCTION
BRAIN MATURATION INTELLECTUAL DEVELOPMENT AND THEORETICAL CONCEPT CONSTRUCTION
CREATIVE THINKING ANALOGY AND A NEURAL MODEL OF ANALOGICAL REASONING
THE ROLE OF ANALOGIES AND REASONING SKILL IN THEORETICAL CONCEPT CONSTRUCTION AND CHANGE
INTELLECTUAL DEVELOPMENT DURING THE COLLEGE YEARS IS THERE A FIFTH STAGE?
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The Neurological Basis of Learning, Development and Discovery
Anton E. Lawson
No preview available - 2014
activity additive strategy adolescence alternative hypotheses analogy assimilation atoms barbecue behavior Bloops bottle brain causal causal hypotheses causal question cause cells Chapter chunking classified concept construction concept questions conclusion constructivism context contradiction creatures cylinder declarative knowledge descriptive concepts developmental Diffusion Question Dye Question epigenetic landscape example exist experiment explanation feedback Figure frontal lobe Galileo's genetic assimilation Grossberg's hypotheses involving hypothesis hypothesis-testing skill hypothetico-predictive reasoning initial input instruction intellectual development Laurent Lawson learning match Mellinark mental structure misconceptions molecules natural selection neural network neurological neurons nodes observed result outstars performance photosynthesis Piaget planned test Pontius Pilate posttest prediction present presumably prior procedural knowledge reasoning pattern reasoning skill level reject response row three sample scientific method scores self-regulation self-regulation theory signals slab specific Stage 5 reasoning successful suck synaptic strengths Task theoretical concepts theory unobservable variables water molecules water rise words