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Battro, Antonio M.; Fischer, Kurt W. – Mind, Brain, and Education, 2012
Computers are everywhere, and they are transforming the human world. The technology of computers and the Internet is radically changing the ways that people learn and communicate. In the midst of this technology-driven revolution people need to examine the changes to analyze how they are altering interaction and human culture. The changes have…
Descriptors: Conflict, Interaction, Longitudinal Studies, Internet
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Umewaka, Soraya – Mind, Brain, and Education, 2011
Many education systems have a tendency to be limiting and rigid. These systems teach children to value facts over knowledge and routine and repetition over playfulness and curiosity to seek knowledge. How can we unleash our children's imagination and permit them to use play and other creative tools as a means of learning? This article proposes new…
Descriptors: Imagination, Play, Creative Activities, Learning Strategies
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Battro, Antonio M. – Mind, Brain, and Education, 2010
Animals cannot teach as humans do. Therefore, we lack the experimental support of animal studies that are so important to understand the evolution of our basic learning skills but are useless to explore the development of the teaching skills, unique to humans. And most important: children teach! We have at least two new challenges in our Mind,…
Descriptors: Brain, Teaching Skills, Information Technology, Diagnostic Tests
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Coch, Donna; Michlovitz, Stephen A.; Ansari, Daniel; Baird, Abigail – Mind, Brain, and Education, 2009
This article describes the efforts of a small group of educators and researchers to build a model for making connections across mind, brain, and education. With a common goal of sharing, strengthening, and building useable knowledge about child and adolescent learning and development, we focused on questions of mutual interest to educators and…
Descriptors: Preservice Teachers, Educational Research, Researchers, Brain
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Woltering, Steven; Lewis, Marc D. – Mind, Brain, and Education, 2009
This article presents a model featuring two types of emotion regulation--reactive and deliberate--and discusses the developmental trajectory of both types. We argue that the later-developing capacity for deliberate control builds on and coevolves with earlier-developing reactive control. Findings from the field of developmental neuroscience are…
Descriptors: Intervention, Children, Educational Policy, Neuropsychology
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Goswami, Usha – Mind, Brain, and Education, 2009
Neuroscience has the potential to make some very exciting contributions to education and pedagogy. However, it is important to ask whether the insights from neuroscience studies can provide "usable knowledge" for educators. With respect to literacy, for example, current neuroimaging methods allow us to ask research questions about how the brain…
Descriptors: Learning Problems, Learning Disabilities, Dyslexia, Brain
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Rappolt-Schlichtmann, Gabrielle; Ayoub, Catherine C.; Gravel, Jenna W. – Mind, Brain, and Education, 2009
Despite the promise of scientific knowledge contributing to issues facing vulnerable children, families, and communities, typical approaches to research have made applications challenging. While contemporary theories of human development offer appropriate complexity, research has mostly failed to address dynamic developmental processes. Research…
Descriptors: Research Methodology, Educational Practices, Genetics, Adolescents
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Schneider, Wolfgang – Mind, Brain, and Education, 2008
This article gives an overview of developmental trends in research on metacognition in children and adolescents. Whereas a first wave of studies focused on the assessment of declarative and procedural metacognitive knowledge in schoolchildren and adolescents, a second wave focused on very young children's "theory of mind" (ToM). Findings from a…
Descriptors: Adolescents, Metacognition, Children, Longitudinal Studies
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Grigorenko, Elena L. – Mind, Brain, and Education, 2007
This article offers some thoughts on possible connections between genomics and education. Genomics is already revolutionizing the way medical care is delivered and distributed; it will inevitably affect children's developmental trajectories by introducing more pharmacological and behavioral therapies. Educators should be prepared to understand the…
Descriptors: Child Development, Adolescents, Therapy, Children