Cognitive Neuroscience Foundations for School Psychologists: Brain-Behavior Relationships in the Classroom PDF
Preview Cognitive Neuroscience Foundations for School Psychologists: Brain-Behavior Relationships in the Classroom
Cognitive Neuroscience Foundations for School Psychologists Cognitive Neuroscience Foundations for School Psychologists provides a comprehensive overview of brain-behavior relationships relevant to the support of students at all ability levels. Carefully attuned to the shared language between neuroscience, psychology, and education, this book covers basic neuroanatomy, brain development in student academic performance, and general assessment and pedagogical implications and interventions in the classroom. School psychologists will be prepared to apply judicious neuroscientific findings to the initial stages of instruction through assessment and intervention, clearly linking best practices for classroom instruction, formative and summative assessment, and evidence-based intervention. Gabrielle Wilcox is an Associate Professor of School and Applied Child Psychology in the Werklund School of Education and Coordinator of the Educational Neuroscience cer- tificate at the University of Calgary, Canada. She is a Registered Psychologist in Alberta and a Nationally Certified School Psychologist. Frank P. MacMaster is an Associate Professor of Psychiatry and Paediatrics in the Cumming School of Medicine at the University of Calgary, Canada, and Scientific Director for the Provincial Addictions and Mental Health portfolio with Alberta Health Services. Erica Makarenko is a Senior Instructor and Academic Coordinator of School and Applied Child Psychology program in the Werklund School of Education and Co-Coordinator of the Educational Neuroscience certificate at the University of Calgary, Canada. She is a Registered Psychologist in Alberta and a Nationally Certified School Psychologist. Cognitive Neuroscience Foundations for School Psychologists Brain-Behavior Relationships in the Classroom Gabrielle Wilcox, Frank P. MacMaster, and Erica Makarenko Cover image: Getty images First published 2023 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 Gabrielle Wilcox, Frank P. MacMaster, and Erica Makarenko The right of Gabrielle Wilcox, Frank P. MacMaster, and Erica Makarenko to be identified as authors of this work has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Names: Wilcox, Gabrielle, author. | MacMaster, Frank P., author. | Makarenko, Erica, author. Title: Cognitive neuroscience foundations for school psychologists: brain-behavior relationships in the classroom/Gabrielle Wilcox, Frank P. MacMaster, Erica Makarenko. Description: First Edition. | New York: Routledge, 2023. | Identifiers: LCCN 2022025502 (print) | LCCN 2022025503 (ebook) | ISBN 9780367543334 (Hardback) | ISBN 9780367535377 (Paperback) | ISBN 9781003088806 (eBook) Subjects: LCSH: Educational psychology–United States. | Cognitive psychology–United States. | School psychologists–In-service training–United States. Classification: LCC LB1051 .W5866 2023 (print) | LCC LB1051 (ebook) | DDC 370.15–dc23/eng/20220818 LC record available at https://lccn.loc.gov/2022025502 LC ebook record available at https://lccn.loc.gov/2022025503 ISBN: 978-0-367-54333-4 (hbk) ISBN: 978-0-367-53537-7 (pbk) ISBN: 978-1-003-08880-6 (ebk) DOI: 10.4324/9781003088806 Typeset in Times New Roman by Deanta Global Publishing Services, Chennai, India Gabrielle Wilcox: Jonathan, Caleb, and Addison – you give meaning to my work. Frank MacMaster: This is dedicated to my family – Jacqueline, Connor, Frances, and Jack. Erica Makarenko: This work is dedicated to Dustin and Leanne. Thank you for supporting and encouraging me throughout this project and always. Contents Acknowledgments xvi 1 Introduction 1 Structure of the Book and Its Chapters 4 What This Book Is Not 4 References 5 2 Cells and Circuits 7 Cells 7 Neurons 7 Glia 9 Major Divisions of the Brain 9 How Do We Learn About the Brain? 14 Lesion and Post-Mortem Studies 14 Animal Models 15 Brain Imaging Studies 16 Computed Tomography (CT) 16 Magnetic Resonance Imaging (MRI) 17 Diffusion Tensor Imaging (DTI) 20 Single Photon Emission Computed Tomography (SPECT) and Positron Emission Tomography (PET) 20 Magnetic Resonance Spectroscopy (MRS) 21 Electroencephalogram (EEG) and Magnetoencephalography (MEG) 22 Functional Magnetic Resonance Imaging (fMRI) 23 How Do These Work Together? 24 Conclusion 25 viii Contents Additional Readings 26 Additional Resources 26 References 27 3 Brain Development Basics 30 Basic Principles of Brain Development 31 Brain Development Is Not Linear or Uniform 31 The Brain Gets More Connected and Specialized Over Time 33 The Balance in Functioning between Brain Regions Changes Over Time, Which in Turn Affects Behavior 33 Brain Development Is a Double-Edged Sword (Plasticity and Vulnerability) 34 Early Stages of Brain Development 34 Neurulation 34 Proliferation 35 Cell Migration 35 Differentiation 36 Synaptogenesis and Synaptic Pruning 36 Myelination 36 Childhood and Adolescent Brain Development 37 Conclusion 38 Additional Readings 38 Additional Resources 38 References 38 4 Executive Functioning, Reasoning, Learning, and Memory 41 Executive Functioning 41 Cognitive Neuroscience of Executive Functioning 44 Attention 44 Planning 45 Cognitive Flexibility 45 Switching/Shifting 45 Monitoring 46 Initiation 46 Inhibition 47 Metacognition 48 Executive Functioning in Practice 49 Thinking and Reasoning 52 Contents ix Cognitive Neuroscience of Thinking and Reasoning 52 Thinking and Reasoning in Practice 53 Processing Speed 55 Cognitive Neuroscience of Processing Speed 55 Processing Speed in Practice 56 Learning 56 Cognitive Neuroscience of Learning 57 Memory 60 Cognitive Neuroscience of Memory 60 Working memory 61 Long-Term Memory 62 Learning and Memory in Practice 64 Conclusion 65 Additional Reading 71 Additional Resources 72 References 72 5 Language 79 Early Language 79 Cognitive Neuroscience of Early Language 79 Early Language in Practice 84 Receptive and Expressive Language 84 Cognitive Neuroscience of Receptive and Expressive Language 84 Receptive and Expressive Language in Practice 86 Vocabulary 86 Cognitive Neuroscience of Vocabulary 86 Vocabulary in Practice 87 Pragmatic Language 87 Cognitive Neuroscience of Pragmatic Language 87 Pragmatic Language in Practice 88 Grammar 89 Cognitive Neuroscience of Grammar 89 Grammar in Practice 90 Language Disorders 90 Cognitive Neuroscience of Language Disorders 90 Language Disorders in Practice 92 English Language Learners 92 Cognitive Neuroscience of English Language Learners 92 English Language Learners in Practice 93 Conclusion 96
The list of books you might like
