How To Improve Neuroscience Education For The Public And For A Multi Professional Audience In Different Parts Of The Globe

This new edition provides an accessible guide to advances in neuroscience research and what they reveal about intelligence. Compelling evidence shows that genetics plays a major role as intelligence develops from childhood, and that intelligence test scores correspond strongly to specific features of the brain assessed with neuroimaging. In detailed yet understandable language, Richard J. Haier explains cutting-edge techniques based on DNA and imaging of brain connectivity and function. He dispels common misconceptions – such as the belief that IQ tests are biased or meaningless. Readers will learn about the real possibility of dramatically enhancing intelligence 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.

This book examines multi-quantum magnetic resonance imaging methods and the diagnostics of brain disorders. It consists of two Parts. The part I is initially devoted towards the basic concepts of the conventional single quantum MRI techniques. It is supplemented by the basic knowledge required to understand multi-quantum MRI. Practical illustrations are included both on recent developments in conventional MRI and the MQ-MRI. This is to illustrate the connection between theoretical concepts and their scope in the clinical applications. The Part II initially sets out the basic details about quadrupole charge distribution present in certain nuclei and their importance about the functions they perform in our brain. Some simplified final mathematical expressions are included to illustrate facts about the basic concepts of the quantum level interactions between magnetic dipole and the electric quadrupole behavior of useful nuclei present in the brain. Selected practical illustrations, from research and clinical practices are included to illustrate the newly emerging ideas and techniques. The reader should note that the two parts of the book are written with no interdependence. One can read them quite independently.

In this book, Paul Howard-Jones explores the differences between science and education, drawing on the voices of educators and scientists to argue for a new field of enquiry: neuroeducational research.

Educational Neuroscience provides an overview of the wide range of recent initiatives in educational neuroscience, examining a variety of methodological concerns, issues, and directions. Encourages interdisciplinary perspectives in educational neuroscience Contributions from leading researchers examine key issues relating to educational neuroscience and mind, brain, and education more generally Promotes a theoretical and empirical base for the subject area Explores a range of methods available to researchers Identifies agencies, organizations, and associations facilitating development in the field Reveals a variety of on-going efforts to establish theories, models, methods, ethics, and a common language

Linking Neuroscience and Behavior in COVID-19 examines the impact of the virus and pandemic on behavior and mental health. Chapters look at those with pre-existing conditions, including dementia and multiple sclerosis, and how the pandemic has burdened them further. There is also discussion on the mental health consequences the pandemic has had and continues to have on the broad populace, including depression and anxiety, as well as neurological effects of the virus itself. Finally, managing care and treatment of conditions - those preceding, caused by, or emerging for the first time during the pandemic are also detailed. Discusses the impact of the COVID-19 pandemic and the virus itself on behavior and psychology Examines comorbidities including Parkinson’s disease, neuroinflammation, and autism spectrum disorders Outlines the management and care for coexisting conditions including brain tumors, multiple sclerosis, and ischemic stroke Features chapters on the severe damage to the nervous system which may be caused by SARS-CoV-2 infection including myelitis Contains chapters with key facts, dictionary of terms, summary points, applications to other areas pertinent to each chapter, and policies and procedures

This book examines how new scientific developments in understanding how the brain works can help educators and educational policy makers develop new and more efficient methods for teaching and developing educational policies.

This volume presents a short review study of the potential relationships between cognitive neuroscience and educational science. Conducted by order of the Dutch Programme Council for Educational Research of the Netherlands Organization for Scienti c Research (NWO; cf. the American NSF), the review aims to identify: (1) how educational principles, mechanisms, and theories could be extended or re ned based on ndings from cognitive neuroscience, and (2) which neuroscience prin- ples, mechanisms, or theories may have implications for educational research and could lead to new interdisciplinary research ventures. The contents should be seen as the outcome of the ‘Explorations in Learning and the Brain’ project. In this project, we started with a ‘quick scan’ of the lite- ture that formed the input for an expert workshop that was held in Amsterdam on March 10–11,2008. This expert workshopidenti ed additional relevant themesand issues that helped us to update the ‘quick scan’ into this nal document. In this way the input from the participants of the expert workshop (listed in Appendix A) has greatly in uenced the present text. We are therefore grateful to the participants for their scholarly and enthusiastic contributions. The content of the current volume, however, is the full responsibility of the authors.