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K. Fischer, Mary Immordino‐Yang (2002)
Cognitive Development and Education: From Dynamic General Structure to Specific Learning and Teaching
L. Vygotsky (1978)
Mind in Society: The Development of Higher Psychological Processes: Harvard University Press
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Nelson Nelson, Sundt Sundt (1993)
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Mary Immordino‐Yang (2007)
A Tale of Two Cases: Lessons for Education From the Study of Two Boys Living With Half Their BrainsMind, Brain, and Education, 1
Mary Immordino‐Yang, A. Damasio (2007)
We feel, therefore we learn: The relevance of affective and social neuroscience to education.Mind, Brain, and Education, 1
K. Fischer, David Daniel, Mary Immordino‐Yang, Elsbeth Stern, A. Battro, H. Koizumi (2007)
Why Mind, Brain, and Education? Why Now?Mind, Brain, and Education, 1
J. Piaget (1954)
The construction of reality in the child
Susan Pickering, P. Howard-Jones (2007)
Educators’ Views on the Role of Neuroscience in Education: Findings From a Study of UK and International PerspectivesMind, Brain, and Education, 1
ABSTRACT— How can current findings in neuroscience help educators identify particular cognitive strengths in students? In this commentary on Immordino‐Yang’s research regarding Nico and Brooke, I make 3 primary assertions: (a) the cognitive science community needs to develop an accessible language and mode of communicating applicable research to educators, (b) educators need proper professional development in order to understand and relate current research findings to practice in the classroom, and (c) the specific research on Nico and Brooke clearly suggests that educators need to rethink the classroom as a place not of problem solving but rather problem design in order to further understand and use the cognitive strengths of each individual student.
Mind, Brain, and Education – Wiley
Published: Jun 1, 2008
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