The author examines the evolutionary and neural roots of a triune intelligence comprised of a primal mind, an emotional mind, and a rational mind. A simple brain model and some definitions of unfamiliar behavioral terms are included. (Author/MA)

States that performance in the 3R's improves as the metaphoric and creative capacities are nurtured and that it is an act of prejudice to eliminate from curricula access routes to the metaphoric capacities of human thought. Makes the case for inviting the metaphoric modes of knowing into the basic curriculum as well as to ensure access to the arts…

Suggests English teaching activities to which students must respond using the neural functions in both hemispheres of their brains. (DD)

Because the brains of 12-14 year olds are in a slow-growth period, middle schools should concentrate on developing maturity in existing cognitive skills rather than on introducing new skills. (IRT)

A resume of an interview between the authors and Andre Martinet on the book "Les reflexes linguistiques." The topics discussed are: rambling discourse, the necessity of unifying efforts of specialists in human sciences, and consideration of human communication processes from the physiological point of view. (Text is in French.) (AMH)

The role of experience in the developing brain is considered. A categorization scheme based upon the type of information stored and the brain mechanisms involved in storing the information is proposed. Experience-expectant and experience-dependent information storage are differentiated. (BN)

Data suggesting that different brain circuits may underlie different forms of learning and memory are reviewed. Several current theories of learning and memory with respect to hippocampal and other brain circuit involvement are considered. (PCB)

A computational model of the neural substrates of elementary associate learning is developed. It is used to demonstrate that several higher order features of classical conditioning could be elaborations of the known cellular mechanisms for simple associative learning. (Author/LMO)

A model of generative learning suggests teachers must be aware that students learn what they construct from teaching, not necessarily what teachers are teaching. The study of student thought processes upon a base of neural, cognitive and educational research leads to improved instruction and furthers the goal of universal education. (MT)

This article looks at the brain as it is used in learning, considers how a better understanding of the brain can be used in education, and discusses the emerging role of the neuroeducator, a person able to understand the concepts of both brain function and good teaching. (MT)

The integration of neuropsychological (NP) methods into the comprehensive assessment of preschool children is examined. It is concluded that NP assessment serves as a powerful tool for individual case planning only when used in combination with information gathered in other settings. (Author/LMO)

Examined the differential effects of minority status in Blacks (N=94) on a facial recognition test and a naming test. Results showed that performance on the facial recognition test was relatively free of racial bias, but this was not the case for visual naming. (LLL)

Research shows that persons with dyslexia may have bilateral neural involvement in spatial processing that interferes with the left hemisphere's processing of its own specialized functions. This results in deficient linguistic, sequential cognitive processing. (MLH)

The relationship between cognitive tempo and time estimation as measured by reproduction and production was investigated in boys. Impulsives underestimated time intervals more than reflectives when measured reproductively. Impulsive boys' response times were significantly correlated with their estimates of reproduction times. The physiological…