Title Neuromyths
Subtitle Debunking False Ideas About The Brain
Author Tracey Tokuhama-Espinosa
ISBN 9780393713237
List price USD 32.95
Price outside India Available on Request
Original price
Binding Paperback
No of pages 320
Book size 178 x 254 mm
Publishing year 2018
Original publisher W. W. Norton & Company
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
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Reviews:

“I am amazed at what Tracey Tokuhama-Espinosa has done in this book. Here in one place is not only evidence about the myths, but a richness about how to think and learn about neuro research. By ridding the discussion of nonsense, Neuromyths clears the way for enlightenment. We need a robust, sound, and evidence-based starting point to bring back learning and a deeper understanding of brain research.”

— John Hattie, Laureate Professor, Melbourne Graduate School of Education, University of Melbourne

 

“Through the lens of the compelling topic of neuromyths, Dr. Tokuhama-Espinosa bridges the reader to the essential foundations of the neuroscience of mind, brain, and education. Supported by her highly comprehensive and readable analysis and explanation of most current research, this is a book that will be relished by general readers, educators, and neuroeducators.”

— Judy Willis, MD, neurologist, teacher, author, neuroeducator


Description:

A guide to the science behind the art of teaching.

Not every teaching method touted as “brain-friendly” is supported by research findings—and misconceptions about the brain have the capacity to harm rather than help.

In her new book, Tracey Tokuhama-Espinosa untangles scientific fact from pedagogical fiction, debunking dozens of widely held beliefs about the brain that have made their way into the education literature. In ten central chapters on topics ranging from brain structure to classroom environments, the text traces the origins of common neuromyths—from categorizing individuals as “right-brained” or “left-brained” to prevailing beliefs about multitasking or the effects of video games—and corrects the record with the most current state of knowledge.

Rather than offering pat strategies, Tokuhama-Espinosa challenges teachers curious about the brain to become learning scientists, and supplies the tools needed to evaluate research and put it to use in the classroom.


Contents:

Acknowledgments

Introduction • Why We Love Myths • How Did We Get Here? A Brief History of How (We Think) We Know the Brain • Humans Are Getting Smarter Over Time, But ... • The Prevalence of Neuromyths • What is a Neuromyth? • Where Do Neuromyths Come From? • Why Neuromyths Do Harm, But Can Also Be Opportunities • What to Expect in this Book

Chapter 1: Myths About Intelligence • Mental Capacity is Hereditary • Intelligence is Fixed at Birth • There is No Such Thing as Genius • Most People Use About 10% of Their Brains • Listening to Classical Music Makes You Smarter: The Mozart Effect • Male and Female Brains Are Designed for Different Types of Skills • There Are Brain Differences Based on Race • Vaccines Cause Autism • Why This is Good News for Teaching

Chapter 2: Myths About Brain Architecture And Structure • The Left and Right Hemispheres of the Brain Are Separate Systems for Learning • Short Bouts of Coordination Exercises Improve Integration of Left and Right Hemispheric Brain Functions • Some People Are More “Right Brained” and Others Are More “Left Brained” • There is a “I ocalizationism” of Academic Skills in the Brain • Brain Parts Work in Isolation • Keeping a “Cool Head” (Thinking Without Emotions) Improves Learning • Feelings Are Produced in the Heart and Thinking in the Brain • Creativity is in the Right Hemisphere of the Brain • Your Brain Will Shrink if You Don’t Drink Six to Eight Glasses of Water a Day • The Bigger Your Brain, the Smarter You Are • Brain Scanners “See” Thinking • Why This is Good News for Teaching

Chapter 3: Myths About Teaching And Learning • Individuals Learn Better When They Receive Information in Their Preferred Learning Styles • The Theory of Multiple Intelligences is Validated by Neuroscientific Research • Intrinsic Motivation is Driven by External Reward • Teachers’ Subject Knowledge and Instructional Strategies are More Important Than Their Relationships With Students • Students Should Be Rewarded All the Time to Elicit Dopamine • Students Should Be Given Positive Reinforcement to Speed Learning Processes • Students Must Be Exposed to New Information between Three and Seven Times to Learn It Effectively • Unstructured Discovery Learning is Preferable to Structured, Teacher-Centered Instruction • Intelligence Tests Measure Intelligence • Why This is Good News for Teaching

Chapter 4: Myths About Human Development • Humans Are Born With a “Blank Slate” and They Will Learn if Knowledge is Simply Provided • Humans Are Born with All of the Neurons They Will Ever Have • Everything Important About the Brain is Determined by the Age of Three • Brain Development is Complete by the Time a Person Reaches Secondary School • Human Learning Progresses Linearly • Learning Problems Associated with Developmental Differences in Brain Function Cannot he Remediated with Education • The “Terrible Twos” and “Crazy Adolescence” Are Inevitable and Always Negative • Why This is Good News for Teaching

Chapter 5: Myths About Learning Environments • Humans Need Enriched Environments in Order to Develop Their Natural Potential • Violent Video Games Have No Effect on Behavior • Using the Internet Makes You Smarter/Dumber • Learning is Independent of the Learner’s History • “Brain Training” is Supported by Neuroscience • All Knowledge Has to be Actively Constructed by the Learner • Self-Perception is Less Important than IQ in Academic Achievement • Brain Activity Depends Entirely on Sensory Input • Playing Computer Games Keeps Your Brain Young • Why This is Good News for Teaching

Chapter 6: Myths About The Mind-Body Balance • Your Brain Uses 20% of the Body’s Calories, So Sugary Drinks Help Cognition • Dietary Supplements Improve Cognition • Omega-3 Pills Enhance the Mental Capacity of Children in the General Population • When You Sleep, Your Brain Shuts Down • People Can Learn in Their Sleep • Why This is Good News for Teaching

Chapter 7: Myths About Brain Plasticity • Critical Periods Limit Learning • You Can’t Grow New Brain Cells • Brain Damage is Always Permanent • Neural Plasticity is Due to Good Pedagogy • Why This is Good News for Teaching

Chapter 8: Myths About Memory • The Brain has Unlimited Memory Capacity • Memorization is Unnecessary for Learning and Undesirable in Modern Education • Memory is a Single Network in the Brain • The Learning Pyramid: People Only Remember 10% of What They Read • Why This is Good News for Teaching

Chapter 9: Myths About Attention • The Brain Can “Multitask” • Learning Can Occur Without Attention • Attention is a Single Network in the Brain • Children are Less Attentive after Sugary Snacks • Attention is Unaffected by Sleep • Why This is Good News for Teaching

Chapter 10: Myths About Language, Bilingualism, And Multilingualism • Language is Located in the Left Hemisphere of the Brain • Adults Cannot Learn a Foreign Language as Fast as a Child • Children Must Acquire Their Native Language Before Learning a Second • Children Learn Skills Effortlessly, Including Foreign Languages • All Language Functions Use the Same Brain Networks • Crawling is Necessary for Literacy • Why This is Good News for Teaching

Chapter 11: Key Takeaways From This Book • How to Separate the Wheat From the Chaff

Chapter 12- Conclusion • Characteristics of MBE Teachers, or Learning Scientists

Endnotes

References

Index


About the Author:

Tracey Tokuhama-Espinosa, PhD, is a Professor at Harvard University’s Extension School and is currently an educational researcher affiliated with the Latin American Social Science Research Faculty (FLACSO) in Quito, Ecuador. She is also the founder of Connections: The Learning Sciences Platform, and an Associate Editor of the Nature Partner Journal, Science of Learning. Tracey has taught Kindergarten through University and works with schools, universities, governments and NGOs in more than 40 countries around the world.


Target Audience:

Students and academicians of Education.

 

 
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