SEARCH

SEARCH BY CITATION

References

  • Bailey, D. B., Jr., Bruer, J. T., Symons, F. J., & Lichtman, J. W. (Eds.). (2001). Critical thinking about critical periods. Baltimore: Paul H. Brookes.
  • Baldwin, J. M. (1894). Mental development in the child and the race. New York: MacMillan.
  • Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge, UK: Cambridge University Press.
  • Battro, A. (2000). Half a brain is enough: The story of Nico. Cambridge, UK: Cambridge University Press.
  • Benedict, R. (1934). Patterns of culture. Boston: Houghton Mifflin.
  • Blake, P., & Gardner, H. (2007). A first course in mind, brain, and education. Mind, Brain, and Education, 1, 6165.
  • Boscardin, C. K., Muthén, B., Francis, D. J., & Baker, E. L. (2008). Early identification of reading difficulties using heterogeneous developmental trajectories. Journal of Educational Psychology, 100, 192208.
  • Bruer, J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26, 416.
  • Case, R. (Ed.). (1991). The mind’s staircase: Exploring the conceptual underpinnings of children’s thought and knowledge. Hillsdale, NJ: Erlbaum.
  • Case, R., & Griffin, S. (1990). Child cognitive development: The role of central conceptual structures in the development of scientific and social thought. In H.Claude-Alain (Ed.), Developmental psychology: Cognitive, perceptuo-motor and neuropsychological perspectives (Vol. 64, pp. 193230). Amsterdam: North-Holland.
  • Case, R., Griffin, S., & Kelly, W. M. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling. In S. L.Golbeck (Ed.), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice (pp. 3763). Mahwah, NJ: Erlbaum.
  • Coch, D., Michlovitz, S. A., Ansari, D., & Baird, A. (2009). Building mind, brain, and education connections: The view from the Upper Valley. Mind, Brain, and Education, 3, 2632.
  • Daniel, D. B., & Poole, D. A. (2009). Learning for life: An ecological approach to pedagogical research. Perspectives on Psychological Science, 4, 9196.
    Direct Link:
  • Dawson-Tunik, T. L. (2006). Conceptual development in adulthood. In C.Hoare (Ed.), Handbook of adult development and learning (pp. 433454). New York: Oxford University Press.
  • Dawson, T. L., & Stein, Z. (2008). Cycles of research and application in science education: Learning pathways for energy concepts. Mind, Brain, and Education, 2, 89102.
  • Dehaene, S. (1997). The number sense: How the mind creates mathematics. New York: Oxford University Press.
  • Della Chiesa, B., Christoph, V., & Hinton, C. (2009). How many brains does it take to build a new light? Knowledge management challenges of a transdisciplinary project. Mind, Brain, and Education, 3, 1625.
  • Dewey, J. (1896). The university school. University Record (University of Chicago), 1, 417419.
  • Dewey, J. (1900). The psychology of the elementary curriculum. Elementary School Record, 1, 221232.
  • Fink, R. P. (2006). Why Jane and Johnny couldn’t read—and how they learned. Newark, DE: International Reading Association.
  • Fischer, K. W. (2004). Myths and promises of the learning brain. Ed.: The Magazine of the Harvard Graduate School of Education, 48(1), 2829.
  • Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In W.Damon & R. M.Lerner (Eds.), Theoretical models of human development. Handbook of child psychology (6th ed., Vol. 1, pp. 313399). New York: Wiley.
  • Fischer, K. W., Daniel, D. B., Immordino-Yang, M. H., Stern, E., Battro, A., & Koizumi, H. (2007). Why mind, brain, and education? Why now? Mind, Brain, and Education, 1, 12.
  • Fischer, K. W., & Granott, N. (1995). Beyond one-dimensional change: Parallel, concurrent, socially distributed processes in learning and development. Human Development, 38, 302314.
  • Fischer, K. W., Immordino-Yang, M. H., & Waber, D. P. (2007). Toward a grounded synthesis of mind, brain, and education for reading disorders: An introduction to the field and this book. In K. W.Fischer, J. H.Bernstein, & M. H.Immordino-Yang (Eds.), Mind, brain, and education in reading disorders (pp. 315). Cambridge, UK: Cambridge University Press.
  • Fischer, K. W., Kenny, S. L., & Pipp, S. L. (1990). How cognitive processes and environmental conditions organize discontinuities in the development of abstractions. In C. N.Alexander & E. J.Langer (Eds.), Higher stages of human development: Perspectives on adult growth (pp. 162187). New York: Oxford University Press.
  • Fischer, K. W., & Rose, S. P. (1994). Dynamic development of coordination of components in brain and behavior: A framework for theory and research. In G.Dawson, & K. W.Fischer (Eds.), Human behavior and the developing brain (pp. 366). New York: Guilford.
  • Fischer, K. W., & Rose, S. P. (1996). Dynamic growth cycles of brain and cognitive development. In R.Thatcher, G. R.Lyon, J.Rumsey, & N.Krasnegor (Eds.), Developmental neuroimaging: Mapping the development of brain and behavior (pp. 263279). New York: Academic Press.
  • Fischer, K. W., Yan, Z., & Stewart, J. (2003). Adult cognitive development: Dynamics in the developmental web. In J.Valsiner & K.Connolly (Eds.), Handbook of developmental psychology (pp. 491516). Thousand Oaks, CA: Sage.
  • Gardner, H. (2008). Quandaries for neuroeducators. Mind, Brain, and Education, 2, 165169.
  • Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Reviews Neuroscience, 7, 27.
  • Granott, N., Fischer, K. W., & Parziale, J. (2002). Bridging to the unknown: A transition mechanism in learning and problem-solving. In N.Granott & J.Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 131156). Cambridge, UK: Cambridge University Press.
  • Griffin, S., & Case, R. (1997). Rethinking the primary school math curriculum. Issues in Education: Contributions from Educational Psychology, 3(1), 149.
  • Hemenway, D. (2001). The public health approach to motor vehicles, tobacco and alcohol, with applications to firearm policy. Journal of Public Health Policy, 22, 381402.
  • Hinton, C., & Fischer, K. W. (2008). Research schools: Grounding research in educational practice. Mind, Brain, and Education, 2, 157160.
  • Hinton, C., Miyamoto, K., & Della Chiesa, B. (2008). Brain research, learning, and emotions: Implications for education research, policy, and practice. European Journal of Education, 43, 87103.
  • Hirsch-Pasek, K., & Bruer, J. T. (2007). The brain/education barrier. Science, 317, 1293.
  • Hubel, D. H., & Wiesel, T. N. (1970). The period of susceptibility to the physiological effects of unilateral eye closure in kittens. Journal of Physiology, 206, 419436.
  • Immordino-Yang, M. H. (2004). A tale of two cases: Emotion and affective prosody after left and right hemispherectomy. Unpublished doctoral dissertation, Harvard Graduate School of Education, Cambridge, MA.
  • Immordino-Yang, M. H. (2007). A tale of two cases: Lessons for education from the study of two boys living with half their brains. Mind, Brain, and Education, 1, 6683.
  • Katzir, T., & Paré-Blagoev, E. J. (2006). Applying cognitive neuroscience research to education: The case of literacy. Educational Psychologist, 41, 5374.
  • Knight, C. C., & Fischer, K. W. (1992). Learning to read words: Individual differences in developmental sequences. Journal of Applied Developmental Psychology, 13, 377404.
  • Koizumi, H. (2004). The concept of ‘developing the brain’: A new natural science for learning and education. Brain & Development, 26, 434441.
  • Kuriloff, P., Richert, M., Stoudt, B., & Ravitch, S. (2009). Building research collaboratives among schools and universities: Lessons from the field. Mind, Brain, and Education, 3, 3343.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
  • Le Corre, M., Van de Walle, G., Brannon, E. M., & Carey, S. (2006). Re-visiting the competence/performance debate in the acquisition of counting as a representation of the positive integers. Cognitive Psychology, 52, 130169.
  • Lesser, G. S. (1974). Children and television: Lessons from Sesame Street. New York: Random House.
  • Levi-Strauss, C. (1966). The savage mind (nature of human society). Chicago: University of Chicago Press.
  • MacWhinney, B. (1996). The CHILDES system. American Journal of Speech-Language Pathology, 5, 514.
  • Matousek, M., & Petersén, I. (1973). Frequency analysis of the EEG in normal children and adolescents. In P.Kellaway & I.Petersén (Eds.), Automation of clinical electroencephalography (pp. 75102). New York: Raven Press.
  • National Institute of Child Health and Human Development Early Child Care Research Network. (1994). Child care and child development: The NICHD Study of Early Child Care. In S. L.Friedman & H. C.Haywood (Eds.), Developmental follow-up: Concepts, domains, and methods (pp. 377396). New York: Academic Press.
  • National Institute of Child Health and Human Development Early Child Care Research Network. (2006). Child-care effect sizes for the NICHD study of early child care and youth development. American Psychologist, 61, 99116.
  • Organization for Economic Cooperation and Development. (2002). Understanding the brain: Towards a new learning science. Paris: Author.
  • Organization for Economic Cooperation and Development. (2007a). PISA 2006: Science competencies for tomorrow’s world. Vol. 1: Analysis. Paris: Author.
  • Organization for Economic Cooperation and Development. (2007b). Understanding the brain: The birth of a learning science. Paris: Author.
  • Petrill, S. A., & Justice, L. M. (2007). Bridging the gap between genomics and education. Mind, Brain, and Education, 1, 153161.
  • Piaget, J. (1952). The origins of intelligence in children (M.Cook, Trans.). New York: International Universities Press.
  • Plomin, R., Kovas, Y., & Haworth, C. M. A. (2007). Generalist genes: Genetic links between brain, mind, and education. Mind, Brain, and Education, 1, 1119.
  • Reddy, M. (1979). The conduit metaphor. In A.Ortony (Ed.), Metaphor and thought (pp. 284324). Cambridge, UK: Cambridge University Press.
  • Rose, D., & Meyer, A. (2002). Teaching every student in the digital age. Alexandria, VA: American Association for Supervision & Curriculum Development.
  • Samuels, B. M. (2009). Can the differences between education and neuroscience be overcome by mind, brain, and education? Mind, Brain, and Education, 3, 4454.
  • Schneps, M. H., Rose, L. T., & Fischer, K. W. (2007). Visual learning and the brain: Implications for dyslexia. Mind, Brain, and Education, 1, 128139.
  • Schwartz, M., & Gerlach, J. (in press). The birth of a discipline and the rebirth of the laboratory school for educational philosophy and theory. Educational Philosophy and Theory.
  • Singer, W. (1995). Development and plasticity of cortical processing architectures. Science, 270, 758764.
  • Stern, E. (2005). Pedagogy meets neuroscience. Science, 310, 745.
  • Vidal, F. (2007). Historical considerations on brain and self. In A.Battro, K. W.Fischer, & P.Léna (Eds.), The educational brain: Essays on neuroeducation (pp. 2042). Cambridge, UK: Cambridge University Press.
  • Von Károlyi, C., Winner, E., Gray, W., & Sherman, G. F. (2003). Dyslexia linked to talent: Global visual-spatial ability. Brain & Language, 85, 427431.
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (M.Cole, V.John-Steiner, S.Scribner, & E.Souberman, Trans.). Cambridge, MA: Harvard University Press.