How the brain learns:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks [u.a.]
Corwin
2011
|
| Ausgabe: | 4. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIII, 321 S. Ill., graph. Darst. |
| ISBN: | 9781412997973 |
Internformat
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| 100 | 1 | |a Sousa, David A. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a How the brain learns |c David A. Sousa |
| 250 | |a 4. ed. | ||
| 264 | 1 | |a Thousand Oaks [u.a.] |b Corwin |c 2011 | |
| 300 | |a XIII, 321 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Learning, Psychology of | |
| 650 | 4 | |a Learning |x Physiological aspects | |
| 650 | 4 | |a Brain | |
| 650 | 0 | 7 | |a Neurowissenschaften |0 (DE-588)7555119-6 |2 gnd |9 rswk-swf |
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Datensatz im Suchindex
| _version_ | 1804148638813782016 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFACE TO THE FOURTH EDITION ACKNOWLEDGMENTS
ABOUT THE AUTHOR
INTRODUCTION LOOKING INSIDE THE BRAIN TYPES OF BRAIN IMAGING
IMPLICATIONS FOR TEACHING
SOME IMPORTANT FINDINGS WHY THIS BOOK CAN HELP IMPROVE TEACHING AND
LEAMING
CHAPTER CONTENTS WHO SHOULD USE THIS BOOK?
TRY IT YOURSELF-DO ACTION RESEARCH
WHAT S COMING UP?
CHAPTER 1 - BASIC BRAIN FACTS SOME EXTERIOR PARTS OF THE BRAIN LOBES OF
THE BRAIN MOTOR CORTEX AND SOMATOSENSORY CORTEX
SOME INTERIOR PARTS OF THE BRAIN
BRAIN STERN THE LIMBIC SYSTEM
CEREBRUM
CEREBELLUM BRAIN CELLS BRAIN FUEL
NEURON DEVELOPMENT IN CHILDREN WINDOWS OF OPPORTUNITY
THE BRAIN AS A NOVELTY SEEKER
ENVIRONMENTAL FACTORS THAT ENHANCE NOVELTY WHAT S COMING UP?
CHAPTER 2 - HOW THE BRAIN PROCESSES INFORMATION THE INFORMATION
PROCESSING MODEL ORIGINS OF THE MODEL
XI
XII
XIII
1 I
2 4 5
6
7 8 9
10
15 16 16
18 18
18
18 20
20 21 23
24 25 29
29 35
41 42 42
IMAGE 2
U SEFULNESS OF THE MODEL
LIMITATIONS OF THE MODEL INADEQUACY OF THE COMPUTER MODEL THE SENSES
SENSORY REGISTER SHORT- TERM MEMORY
LONG- TERM STORAGE THE COGNITIVE BELIEF SYSTEM SE 1F-CONCEPT
LEAMING PROFILES (STYLES) WHAT S COMING UP?
CHAPTER 3 - MEMORY, RETENTION, AND LEARNING HOW MEMORY FORMS THE
TEMPORARY STIMULUS
FORMING THE MEMORY STAGES AND TYPES OF MEMORY
STAGES OF MEMORY TYPES OF MEMORY
EMOTIONAL MEMORY
LEAMING AND RETENTION
FACTORS AFFECTING RETENTION OF LEAMING REHEARSAL
RETENTION DURING A LEAMING EPISODE
IMPLICATIONS FOR TEACHING LEAMING MOTOR SKILLS
BRAIN ACTIVITY DURING MOTOR SKILL ACQUISITION DOES PRACTICE MAKE
PERFEET?
DAILY BIOLOGICAL RHYTHMS AFFECT TEACHING AND LEAMING CIRCADIAN RHYTHMS
THE IMPORTANCE OF SLEEP IN LEAMING AND MEMORY INTELLIGENCE AND RETRIEVAL
INTELLIGENCE RETRIEVAL
CHUNKING
FORGETTING
WHAT S COMING UP?
CHAPTER 4 - THE POWER OFTRANSFER WHAT IS TRANSFER?
TRANSFER DURING LEAMING
TYPES OF TRANSFER TRANSFER OF LEAMING
TEACHING FAR TRANSFER
FACTORS AFFECTING TRANSFER
42
43 44
45 45 46
55 56 56
58 60
82 83 84 84
86
86 86 89 91 91 92 94 95 102 102 103 106 106
107 110
110 113 116 120 124
143 144 144 145
146
147
149
IMAGE 3
TEACHING METHODS
TRANSFER AND CONSTRUCTIVISM ENGLISH LANGUAGE LEAMERS (ELLS) AND TRANSFER
TECHNOLOGY AND TRANSFER ADDITIONAL THOUGHTS ABOUT TRANSFER WHAT S COMING
UP?
CHAPTER 5 - DRAIN ORGANIZATION AND LEARNING BRAIN LATERALIZATION LEFT
AND RIGHT HEMISPHERE PROCESSING (LATERALITY) WHAT CAUSES SPECIALIZATION?
SPECIALIZATION DOES NOT MEAN EXCLUSIVITY THE GENDER CONNECTION SCHOOLS
AND BRAIN ORGANIZATION SPOKEN LANGUAGE SPECIALIZATION
LEAMING SPOKEN LANGUAGE LEAMING A SECOND LANGUAGE LEAMING TO READ IS
READING A NATURAL ABILITY?
NEURAL SYSTEMS INVOLVED IN READING SKILLS INVOLVED IN READING PROBLEMS
IN LEAMING TO READ IMPLICATIONS FOR TEACHING READING WHAT S COMING UP?
CHAPTER 6 - THE DRAIN AND THE ARTS THE ARTS ARE BASIC TO THE HUMAN
EXPERIENCE WHY TEACH THE ARTS?
THE ARTS AND THE YOUNG BRAIN THE ARTS DEVELOP COGNITIVE GROWTH THE ARTS
AND CREATIVITY THE SCIENCES NEED THE ARTS IMPACT OF THE ARTS ON STUDENT
LEAMING AND BEHAVIOR
ARTS EDUCATION AND ARTS INTEGRATION OTHER AREAS OF IMPACT MUSIC IS MUSIC
INBOM?
EFFECTS OF LISTENING TO MUSIC VERSUS CREATING INSTRUMENTAL MUSIC HOW THE
BRAIN LISTENS TO MUSIC THE BENEFITS OF LISTENING TO MUSIC
CREATING MUSIC BENEFITS OF CREATING MUSIC CREATING MUSIC BENEFITS MEMORY
DOES CREATING MUSIC AFFECT ABILITY IN OTHER SUBJECTS?
154 157 157 158
158 159
175 176 176 178
179 180 185 187
188 191 192 192
193 194 196 198
198
216 216 217 218
218 220 221 222
222 222 224 224
225 226 227 228
229 230 230
IMAGE 4
MUSIC AND READING
STUDENT ATTITUDES TOWARD MUSIC IN THE SCHOOLS THE VISUAL ARTS IMAGERY
RESEARCH ON VISUAL ARTS AND LEAMING
MOVEMENT MOVEMENT AND THE BRAIN IMPLICATIONS FOR SCHOOLS WHAT S COMING
UP?
CHAPTER 7 - THINKING SKILLS AND LEARNING CHARACTERISTICS OF HUMAN
THINKING TYPES OF THINKING THINKING AS A REPRESENTATIONAL SYSTEM
THINKING AND EMOTION THE DIMENSIONS OF HUMAN THINKING DESIGNING MODELS
ARE WE TEACHING THINKING SKINS?
MODELING THINKING SKILLS IN THE CLASSROOM REVISITING BLOOM S TAXONOMY
OFTHE COGNITIVE DOMAIN WHY START WITH THIS MODEL?
THE MODEL S STRUCTURE AND REVISION IMPORTANT CHARACTERISTICS OF THE
REVISED MODEL COGNITIVE AND EMOTIONAL THINKING TESTING YOUR
UNDERSTANDING OF THE TAXONOMY
THE TAXONOMY AND THE DIMENSIONS OF THINKING THE CRITICAL DIFFERENCE
BETWEEN COMPLEXITY AND DIFFICULTY CURRICULUM CHANGES TO ACCOMMODATE THE
TAXONOMY WHAT S COMING UP?
CHAPTER 8 - PUTTING IT ALL TOGETHER DAILY PLANNING GENERAL GUIDELINES
DAILY LESSON DESIGN
TWENTY-ONE QUESTIONS TO ASK DURING LESSON PLANNING UNIT PLANNING
TEACHER S WORK SAMPIE MAINTAINING SKINS FR THE FUTURE
THE BUILDING PRINCIPAL S ROLE TYPES OF SUPPORT SYSTEMS CONCLUSION
RESOURCES
GLOSSARY
REFERENCES
INDEX
233 234 234 234
236 237 237 238
240
250 250 251 251
252 252 252 253
254 255 255 256
260 261 261 262
263 265 267
279 280 280 280
284 286 286
287 287 287 289
292
296
301
314
|
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| discipline | Pädagogik Psychologie |
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| illustrated | Illustrated |
| indexdate | 2024-07-10T00:10:19Z |
| institution | BVB |
| isbn | 9781412997973 |
| language | English |
| lccn | 2011022456 |
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| physical | XIII, 321 S. Ill., graph. Darst. |
| publishDate | 2011 |
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| publisher | Corwin |
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| spelling | Sousa, David A. Verfasser aut How the brain learns David A. Sousa 4. ed. Thousand Oaks [u.a.] Corwin 2011 XIII, 321 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Learning, Psychology of Learning Physiological aspects Brain Neurowissenschaften (DE-588)7555119-6 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 s Neurowissenschaften (DE-588)7555119-6 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024595635&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| subject_GND | (DE-588)7555119-6 (DE-588)4074166-7 |
| title | How the brain learns |
| title_auth | How the brain learns |
| title_exact_search | How the brain learns |
| title_full | How the brain learns David A. Sousa |
| title_fullStr | How the brain learns David A. Sousa |
| title_full_unstemmed | How the brain learns David A. Sousa |
| title_short | How the brain learns |
| title_sort | how the brain learns |
| topic | Learning, Psychology of Learning Physiological aspects Brain Neurowissenschaften (DE-588)7555119-6 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Learning, Psychology of Learning Physiological aspects Brain Neurowissenschaften Lernpsychologie |
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