Great Myths of Education and Learning reviews the scientific research on a number of widely-held misconceptions pertaining to learning and education, including misconceptions regarding student characteristics, how students learn, and the validity of various methods of assessment. A collection of the most important and influential education myths in one book, with in-depth examinations of each topic Focusing on research evidence regarding how people learn and how we can know if learning has taken place, the book provides a highly comprehensive review of the evidence contradicting each belief Topics covered include student characteristics related to learning, views of how the learning process works, and issues related to teaching techniques and testing
This important new book explores the nature of the divided brain and its relevance for contemporary psychotherapy. Citing the latest neuroscientific research, it shows how the relationship between the two hemispheres of the brain is central to our mental health, and examines both the practical and theoretical implications for therapy. Disconnections, dissociations, and imbalances between our two hemispheres underlie many of our most prevalent forms of mental distress and disturbance. These include issues of addiction, autism, schizophrenia, depression, anorexia, relational trauma, borderline and personality disorders, psychopathy, anxiety, derealisation and devitalisation, and alexithymia. A contemporary understanding of the nature of the divided brain is therefore of importance in engaging with and treating these disturbances. Featuring contributions from some of the key authors in the field, The Divided Therapist suggests that hemispheric integration lies at the heart of the therapeutic process itself, and that a better understanding of the precise mechanisms that underlie and enable this integration will help to transform the practice of psychotherapy and psychoanalysis in the twenty-first century. The book will be essential reading for any therapeutic practitioner interested in how the architecture of the brain informs and effects their client’s issues and challenges.
A new edition of the bestselling classic – published with a special introduction to mark its 10th anniversary This pioneering account sets out to understand the structure of the human brain – the place where mind meets matter. Until recently, the left hemisphere of our brain has been seen as the ‘rational’ side, the superior partner to the right. But is this distinction true? Drawing on a vast body of experimental research, Iain McGilchrist argues while our left brain makes for a wonderful servant, it is a very poor master. As he shows, it is the right side which is the more reliable and insightful. Without it, our world would be mechanistic – stripped of depth, colour and value.
A research work carried out to find out the relationship between Brain Dominance and Leadership Style of the High School Teachers. The book gives a clear conceptual framework of the work that lays the rationale base to purse research explaining the theories, concepts and facts with supportive illustrations and evidences. Inferentially justifying the study, considering its significance, a scientific and systematic approach in tune with the norms of research, proceeds to formulation of objectives and hypotheses. An extensive review of literature is surveyed to make this work unique and original. The standardized Brain Dominance tool and the self-constructed Leadership Style tool pave the path for exploring the relationship of these two variables among the high school teachers. The arrived at findings, based on computations, will indeed throw a lightning of spark to succeed and shine in the track of education and if judiciously also in the field of corporate sectors.
A presentation of music and language within an integrative, embodied perspective of brain mechanisms for action, emotion, and social coordination. This book explores the relationships between language, music, and the brain by pursuing four key themes and the crosstalk among them: song and dance as a bridge between music and language; multiple levels of structure from brain to behavior to culture; the semantics of internal and external worlds and the role of emotion; and the evolution and development of language. The book offers specially commissioned expositions of current research accessible both to experts across disciplines and to non-experts. These chapters provide the background for reports by groups of specialists that chart current controversies and future directions of research on each theme. The book looks beyond mere auditory experience, probing the embodiment that links speech to gesture and music to dance. The study of the brains of monkeys and songbirds illuminates hypotheses on the evolution of brain mechanisms that support music and language, while the study of infants calibrates the developmental timetable of their capacities. The result is a unique book that will interest any reader seeking to learn more about language or music and will appeal especially to readers intrigued by the relationships of language and music with each other and with the brain. Contributors Francisco Aboitiz, Michael A. Arbib, Annabel J. Cohen, Ian Cross, Peter Ford Dominey, W. Tecumseh Fitch, Leonardo Fogassi, Jonathan Fritz, Thomas Fritz, Peter Hagoort, John Halle, Henkjan Honing, Atsushi Iriki, Petr Janata, Erich Jarvis, Stefan Koelsch, Gina Kuperberg, D. Robert Ladd, Fred Lerdahl, Stephen C. Levinson, Jerome Lewis, Katja Liebal, Jônatas Manzolli, Bjorn Merker, Lawrence M. Parsons, Aniruddh D. Patel, Isabelle Peretz, David Poeppel, Josef P. Rauschecker, Nikki Rickard, Klaus Scherer, Gottfried Schlaug, Uwe Seifert, Mark Steedman, Dietrich Stout, Francesca Stregapede, Sharon Thompson-Schill, Laurel Trainor, Sandra E. Trehub, Paul Verschure
Music therapists have a rich diversity of approaches and methods, often developed with specific relevance to meet the needs of a certain client population. This book reflects the components of such diversity, and is a comprehensive guide to accessing the ideas, theory, research results and clinical outcomes that are the foundations of this field.
Providing music teachers and student teachers with an understanding of what constitutes good practice in the classroom, this text combines recent research of music theory - particularly on music and the brain - with a strong practical emphasis on how this applies in class.
This collection initiates a resolutely interdisciplinary research dynamic specifically concerning musical creativity. Creativity is one of the most challenging issues currently facing scientific psychology and its study has been relatively rare in the cognitive sciences, especially in artificial intelligence. This book will address the need for a coherent and thorough exploration. Musical Creativity: Multidisciplinary Research in Theory and Practice comprises seven sections, each viewing musical creativity from a different scientific vantage point, from the philosophy of computer modelling, through music education, interpretation, neuroscience, and music therapy, to experimental psychology. Each section contains discussions by eminent international specialists of the issues raised, and the book concludes with a postlude discussing how we can understand creativity in the work of eminent composer, Jonathan Harvey. This unique volume presents an up-to-date snapshot of the scientific study of musical creativity, in conjunction with ESCOM (the European Society for the Cognitive Sciences of Music). Describing many of the different aspects of musical creativity and their study, it will form a useful springboard for further such study in future years, and will be of interest to academics and practitioners in music, psychology, cognitive science, artificial intelligence, neuroscience and other fields concerning the study of human cognition in this most human of behaviours.
"Wallin's discourse encompasses: 1) the musical consequences of cerebral functional asymmetry; 2) the hierarchic and selective organization of perceptual-cognitive auditory processes; 3) reticular-limbic responses to musical stimuli interpreted as synapse-modifying mechanisms for long-term motivation and learning, as well as for phylogenetical "learning"; 4) the question of remnants or retentions with roots in the sound-gestures of other vertebrates of a higher order (and not solely the non-human primates) being active in the innermost structure of music; 5) vocalization techniques, e.g., the "kolning" technique of the late Paleolithic herding culture of Europe, as paleobiological retention; 6) the epistemological perspective of models of life-processes as discussed in recent scientific research."--BOOK JACKET.
The study of music and the brain can be traced back to the work of Gall in the 18th century, continuing with John Hughlings Jackson, August Knoblauch, Richard Wallaschek, and others. These early researchers were interested in localizing musicality in the brain and learning more about how music is processed in both healthy individuals and those with dysfunctions of various kinds. Since then, the research literature has mushroomed, especially in the latter part of the 20th and early 21st centuries. The Oxford Handbook of Music and the Brain is a groundbreaking compendium of current research on music in the human brain. It brings together an international roster of 54 authors from 13 countries providing an essential guide to this rapidly growing field. The major themes include Music, the Brain, and Cultural Contexts; Music Processing in The Human Brain; Neural Responses to Music; Musicianship and Brain Function; Developmental Issues in Music and the Brain; Music, the Brain, and Health; and the Future. Each chapter offers a thorough review of the current status of research literature as well as an examination of limitations of knowledge and suggestions for future advancement and research efforts. The book is valuable for a broad readership including neuroscientists, musicians, clinicians, researchers and scholars from related fields but also readers with a general interest in the topic.
