Book contents
- Frontmatter
- Contents
- List of figures
- List of tables
- List of contributors
- Preface
- Foreword: Towards a new pedagogical and didactic approach
- Part I The mind, brain, and education triad
- Part II Brain development, cognition, and education
- 6 Epigenesis and brain plasticity in education
- 7 Chronoeducation: How the biological clock influences the learning process
- 8 Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education
- 9 Brain mechanisms and learning of high level skills
- 10 Developing the brain: A functional imaging approach to learning and educational sciences
- Part III Brain, language, and mathematics
- Index
- References
8 - Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education
from Part II - Brain development, cognition, and education
Published online by Cambridge University Press: 22 September 2009
Book contents
- Frontmatter
- Contents
- List of figures
- List of tables
- List of contributors
- Preface
- Foreword: Towards a new pedagogical and didactic approach
- Part I The mind, brain, and education triad
- Part II Brain development, cognition, and education
- 6 Epigenesis and brain plasticity in education
- 7 Chronoeducation: How the biological clock influences the learning process
- 8 Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education
- 9 Brain mechanisms and learning of high level skills
- 10 Developing the brain: A functional imaging approach to learning and educational sciences
- Part III Brain, language, and mathematics
- Index
- References
Summary
Overview
Since the seminal work of Jean Piaget on the relation between knowledge and general biology, researchers have started to understand the basic neurocognitive processes in the unfolding of human development. In particular, recent dynamic growth models illuminate the complex, interrelated changes that take place during brain growth, cognitive development, and learning. Neurocognitive development should be conceived not as a ladder of successive stages but as a complex network of interactions and attractors, convergent and divergent paths, nested cycles, stabilities and instabilities, progressions and regressions, clusters of discontinuities and stable levels of performance. Cycles of cortical development and cycles of cognitive performance seem to be related. In particular the relationship becomes most visible with optimal functioning of the cognitive system, such as when a good teacher or textbook supports a student's performance. A series of discontinuities in optimal cognitive growth define a ten-level developmental scale, which has many potential educational implications. More generally, the systematic growth cycles of cognition and brain have many implications for education, which are sometimes not straightforward. It is essential to the future of education that teachers become involved in neurocognitive research and neuroscientists discover the great theoretical and practical challenge of working in schools.
The Editors
Most scientists and teachers find it obvious that cognitive development and brain development go together, and the enterprise of connecting mind, brain, and education starts with that assumption, as evident in most chapters of this book.
- Type
- Chapter
- Information
- The Educated BrainEssays in Neuroeducation, pp. 127 - 150Publisher: Cambridge University PressPrint publication year: 2008
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