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This book introduces new and provocative neuroscience research that advances our understanding of intelligence and the brain. Compelling evidence shows that genetics plays a more important role than environment as intelligence develops from childhood, and that intelligence test scores correspond strongly to specific features of the brain assessed with neuroimaging. In understandable language, Richard J. Haier explains cutting-edge techniques based on genetics, DNA, and imaging of brain connectivity and function. He dispels common misconceptions, such as the belief that IQ tests are biased or meaningless, and debunks simple interventions alleged to increase intelligence. Readers will learn about the real possibility of dramatically enhancing intelligence based on neuroscience findings and the positive implications this could have for education and social policy. The text also explores potential controversies surrounding neuro-poverty, neuro-socioeconomic status, and the morality of enhancing intelligence for everyone. Online resources, including additional visuals, animations, questions and links, reinforce the material.
Psyche, Self and Spirit in People on the Autism Spectrum
Author: Olga Bogdashina
Publisher: Jessica Kingsley Publishers
Olga Bogdashina argues persuasively that, contrary to popular belief, spirituality plays a vital role in the lives of many people with autism spectrum disorders (ASD). Drawing on interdisciplinary research from fields as diverse as psychology, philosophy, anthropology, linguistics, neuroscience and religion, as well as first-hand experiences of people on the spectrum, she shows how people with ASD experience their inner worlds and sense of self, and how this shapes the spiritual dimension of their lives and vice versa. She presents a coherent framework for understanding the routes of spiritual development and 'spiritual giftedness' within this group, offering insights that will inform understanding of how to support and nurture spiritual wellbeing in people with ASDs. This book gives a voice to both verbal and non-verbal individuals on the autism spectrum whose spiritual experiences, though often unconventional, are meaningful and profound. It is essential reading for all those interested in the spiritual wellbeing of this group, including pastoral carers and counsellors, ministers of religion, spiritual leaders, parents and carers and individuals on the autism spectrum.
The statement, "The Right Hemisphere (RH) processes language"--while not exactly revolutionary--still provokes vigorous debate. It often elicits the argument that anything the RH does with language is not linguistic but "paralinguistic." The resistance to the notion of RH language processing persists despite the fact that even the earliest observers of Left Hemisphere (LH) language specialization posited some role for the RH in language processing, and evidence attesting to various RH language processes has steadily accrued for more than 30 years. In this volume, chapters pertain to a wide, but by no means, exhaustive set of language comprehension processes for which RH contributions have been demonstrated. The sections are organized around these processes, beginning with initial decoding of written or spoken input, proceeding through semantic processing of single words and sentences, up to comprehension of more complex discourse, as well as problem solving. The chapters assembled here should begin to melt this resistance to evidence of RH language processing. This volume's main goal is to compile evidence about RH language function from a scattered literature. The editorial commentaries concluding each section highlight the relevance of these phenomena for psycholinguistic and neuropsychological theory, and discuss similarities and apparent discrepancies in the findings reported in individual chapters. In the final chapter, common themes that emerge from the enterprise of studying RH language and future challenge for the field are reviewed. Although all chapters focus only on "typical" laterality of right handed people, this work provides a representative sample of the current state of the art in RH language research. Important features include: * a wide range of coverage from speech perception and reading through complex discourse comprehension and problem-solving; * research presented from both empirical and theoretical perspectives; and * commentaries and conclusions integrating findings and theories across sub-domains, and speculating on future directions of the field.
ìBy far, the most comprehensive and detailed coverage of pediatric neuropsychology available in a single book today, Davis provides coverage of basic principles of pediatric neuropsychology, but overall the work highlights applications to daily practice and special problems encountered by the pediatric neuropsychologist.î Cecil R. Reynolds, PhD Texas A&M University "The breadth and depth of this body of work is impressive. Chapters written by some of the best researchers and authors in the field of pediatric neuropsychology address every possible perspective on brain-behavior relationships culminating in an encyclopedic textÖ. This [book] reflects how far and wide pediatric neuropsychology has come in the past 20 years and the promise of how far it will go in the next." Elaine Fletcher-Janzen, EdD, NCSP, ABPdN The Chicago School of Professional Psychology "...it would be hard to imagine a clinical situation in pediatric neuropsychology in whichthis book would fail as a valuable resource."--Archives of Clinical Neuropsychology "I believe there is much to recommend this hefty volume. It is a solid reference that I can see appreciating as a resource as I update my training bibliography."--Journal of the International Neuropsychological Society This landmark reference covers all aspects of pediatric neuropsychology from a research-based perspective, while presenting an applied focus with practical suggestions and guidelines for clinical practice. Useful both as a training manual for graduate students and as a comprehensive reference for experienced practitioners, it is an essential resource for those dealing with a pediatric population. This handbook provides an extensive overview of the most common medical conditions that neuropsychologists encounter while dealing with pediatric populations. It also discusses school-based issues such as special education law, consulting with school staff, and reintegrating children back into mainstream schools. It contains over 100 well-respected authors who are leading researchers in their respective fields. Additionally, each of the 95 chapters includes an up-to-date review of available research, resulting in the most comprehensive text on pediatric neuropsychology available in a single volume. Key Features: Provides thorough information on understanding functional neuroanatomy and development, and on using functional neuroimaging Highlights clinical practice issues, such as legal and ethical decision-making, dealing with child abuse and neglect, and working with school staff Describes a variety of professional issues that neuropsychologists must confront during their daily practice, such as ethics, multiculturalism, child abuse, forensics, and psychopharmacology
When the first edition of Teaching with the Brain in Mind was published in 1998, it quickly became an ASCD best-seller, and it has gone on to inspire thousands of educators to apply brain research in their classroom teaching. Now, author Eric Jensen is back with a completely revised and updated edition of his classic work, featuring new research and practical strategies to enhance student comprehension and improve student achievement. In easy to understand, engaging language, Jensen provides a basic orientation to the brain and its various systems and explains how they affect learning. After discussing what parents and educators can do to get children’s brains in good shape for school, Jensen goes on to explore topics such as motivation, critical thinking skills, optimal educational environments, emotions, and memory. He offers fascinating insights on a number of specific issues, including * How to tap into the brain’s natural reward system. * The value of feedback. * The importance of prior knowledge and mental models. * The vital link between movement and cognition. * Why stress impedes learning. * How social interaction affects the brain. * How to boost students’ ability to encode, maintain, and retrieve learning. * Ways to connect brain research to curriculum, assessment, and staff development. Jensen’s repeated message to educators is simple: You have far more influence on students’ brains than you realize . . . and you have an obligation to take advantage of the incredible revelations that science is providing. The revised and updated edition of Teaching with the Brain in Mind helps you do just that.
Few areas have witnessed the type of growth we have seen in the affective sciences in the past decades. Across psychology, philosophy, economics, and neuroscience, there has been an explosion of interest in the topic of emotion and affect. Comprehensive, authoritative, up-to-date, and easy-to-use, the new Oxford Companion to Emotion and the Affective Sciences is an indispensable resource for all who wish to find out about theories, concepts, methods, and research findings in this rapidly growing interdisciplinary field - one that brings together, amongst others, psychologists, neuroscientists, social scientists, philosophers, and historians. Organized by alphabetical entries, and presenting brief definitions, concise overviews, and encyclopaedic articles (all with extensive references to relevant publications), this Companion lends itself to casual browsing by non-specialists interested in the fascinating phenomena of emotions, moods, affect disorders, and personality as well as to focused search for pertinent information by students and established scholars in the field. Not only does the book provide entries on affective phenomena, but also on their neural underpinnings, their cognitive antecedents and the associated responses in physiological systems, facial, vocal, and bodily expressions, and action tendencies. Numerous entries also consider the role of emotion in society and social behavior, as well as in cognitive processes such as those critical for perception, attention, memory, judgement and decision-making. The volume has been edited by a group of internationally leading authorities in the respective disciplines consisting of two editors (David Sander and Klaus Scherer) as well as group of 11 associate editors (John T. Cacioppo, Tim Dalgleish, Robert Dantzer, Richard J. Davidson, Ronald B. de Sousa, Phoebe C. Ellsworth, Nico Frijda, George Loewenstein, Paula M. Niedenthal, Peter Salovey, and Richard A. Shweder). The members of the editorial board have commissioned and reviewed contributions from major experts on specific topics. In addition to comprehensive coverage of technical terms and fundamental issues, the volume also highlights current debates that inform the ongoing research process. In addition, the Companion contains a wealth of material on the role of emotion in applied domains such as economic behaviour, music and arts, work and organizational behaviour, family interactions and group dynamics, religion, law and justice, and societal change. Highly accessible and wide-ranging, this book is a vital resource for scientists, students, and professionals eager to obtain a rapid, conclusive overview on central terms and topics and anyone wanting to learn more about the mechanisms underlying the emotions dominating many aspects of our lives.
Highly readable and accessible, this book describes how research in cognitive science is transforming the way scientists and clinicians think about abnormal behavior. Bruce Pennington draws on work from multiple disciplines to identify compelling links among psychiatric, neurodevelopmental, and neurological disorders that are not generally studied together. Presenting cutting-edge work on the brain systems involved in key domains of neuropsychological functioning, Pennington sheds light on acquired neurological disorders like aphasia and amnesia, as well as the development of such conditions as schizophrenia, depression, dyslexia, autism, and intellectual disability. The book also reveals how the analysis of both typical and atypical brain-behavior relationships can contribute to a neural explanation of the self and consciousness.