The Learning Brain: Lessons for Education
June 2005, Wiley-Blackwell
- Pioneering book in emerging field from two leading authorities
- Reviews in an accessible style what we know about how and when the brain learns
- Draws out the implications of this knowledge for educational policy and practice
- Covers studies on learning during the whole of development, including adulthood
- Looks at what we can learn from brain research about children with learning difficulties, and how this can inform remedial education
2. The Developing Brain.
3. Words and Numbers in Early Childhood.
4. The Mathematical Brain.
5. The Literate Brain.
6. Learning to Read and its Difficulties.
7. Disorders of Social-Emotional Development.
8. The Adolescent Brain.
9. Life Long Learning.
10. Learning and Remembering.
11. Different Ways of Learning.
12. Harnessing the Learning Powers of the Brain.
Uta Frith is Professor of Cognitive Development and Deputy Director of the Institute of Cognitive Neuroscience at University College, London. She has researched developmental disorders for more than 30 years. She is a leading authority on autism and dyslexia and has gained prestigious prizes and honorary doctorates. She is the author of well known books on autism and Asperger syndrome. Her work has led to greater awareness of disorders of cognitive and social development with a basis in the brain.
- groundbreaking book in emerging field from two leading
- reviews in an accessible style what we know about how and when
the brain learns;
- draws out the implications of this knowledge for educational
policy and practice;
- covers studies on learning during the whole of development,
- looks at what we can learn from brain research about children with learning difficulties, and how this can inform remedial education.
Robert Winston, Imperial College London <!--end-->
"This upbeat, fast paced review of brain research is a must
read. It has a large canvass and a big point – when it comes
to learning, it’s all about the brain.”
Michael S. Gazzaniga, David T. McLaughlin Distinguished University Professor, Dartmouth College
"This is an exciting, readable and compelling account of how the
workings of the brain shape both formal and informal
Kathy Sylva, Professor of Educational Psychology, University of Oxford
"Sarah Blakemore and Uta Frith have written a highly accessible
survey of the many links between brain science and education. They
do a beautiful job of summarizing many recent and exciting
discoveries in neuroscience, brain imaging, and psychology, from
sleep to dyslexia, autism or attention deficits. Teaching will
always be something of an art – but the teachers who read
The Learning Brain will know much more about the science
behind it. This book should be read by all educators, students and
parents who want to understand how the brain changes during
learning, and what can be done to ground educational practices on a
sound basis in psychology and neuroscience." Stanislas Dehaene,
INSERM Cognitive Neuroimaging Research Unit,
“It [The Learning Brain: Lessons for
Education] is rich with facts, yet easily accessible to the
general reader. While sending a positive and encouraging message
about the relevance of neuroscience to the classroom, its tone is
responsible and not exaggerated. The book is packed with details of
cutting-edge research, presented in a lively manner with care to
avoid excessive detail.
Nature Neuroscience, October 2005
"The material is well presented, and much of it is
fascinating in its own right. Anyone interested in the workings of
the brain can profit from reading this book."
PsycCRITIQUES, October 2005
"The Learning Brain should become compulsory
reading for everyone who is involved in educational practice and
policy because it by no means raises unrealistic hopes, or –
like some other popular books in this field – give more or
less trivial advice about ‘brain-appropriate’ learning.
It also helps in the understanding of what might have gone wrong in
the brains of learners who, for example, have persistent reading
difficulties despite schooling, or who fail to grasp advanced
mathematical and scientific concepts."
Trends in Cognitive Science, December 2005
"This is a very readable account of the findings of brain
research and will appeal to a wide variety of readers . . .
Readers, whether they be members of the general public who have an
interest in how the brain works, people working within education or
new researchers will be amazed by the findings of brain research
and will want to find out more."
Education in the North
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