Titlebook: Explorations in Learning and the Brain; On the Potential of Ton Jong,Tamara Gog,Annemarie Boschloo Book 2009 Springer-Verlag US 2009 Affec

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https://doi.org/10.1007/978-0-387-89512-3Affective Processes; Brain Plasticity; Cognitive Neuroscience; Dyscalculia; Dyslexia; Language Learning; L

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978-0-387-89511-6Springer-Verlag US 2009

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Gisele W. B. Colleoni,Valquiria Buenozed by an emphasis on (structured) self-directed learning, the acquisition of insightful, conceptual, knowledge, and collaborative learning. They also embed the content in a (multimodal and multi-representational) realistic context (Mayer, 2001). The current chapter focuses on the representation of

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Creating a SQL Health Repository,n this chapter we therefore focus on a number of focal questions: What is the neurological basis of development of literacy? Can cognitive neuroscience help to distinguish between competing models discussed in educational research? What is the role of age of acquisition in second language (L2) learn

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https://doi.org/10.1007/978-90-481-9606-7ational science. Although there is no single agreed upon definition, numeracy implies an understanding of the concept of number and the ability to reason quantitatively. As such, it is considered the basis of both simple and complex mathematics.

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When Human Beings Become Guinea Pigs,m global intellectual deficits or a chronic problem of motivation are termed dyslexia. Quantifying the (world wide) prevalence of dyslexia would require a universally accepted definition and screening process, both of which are lacking. However, estimates range from 2% to 10% of the population, with

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Swen Malte John,Patricia Weinertnitive neuroscience. Issues that directly arise from the neurosciences which might be of relevance for education are only described in relation to educational issues. The interested reader is referred to recent reviews and ‘opinion’ articles which take a more cognitive neuroscience stance (e.g., Ans

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