This paper describes three models of brain function, each of which contributes to an integrated understanding of human learning. The first model, the up-and-down model, emphasizes the interconnection between brain structures and functions, and argues that since physiological, emotional, and cognitive responses are inseparable, the learning context…

Interest has recently revived in the theory that the left and right hemispheres of the brain control distinguishable facets of cognitive behavior. Robert Samples has described the realm of the left hemisphere as that of rationality, logic, linear thinking, and separation of reality into its component parts. He sees the right hemisphere as the…

The goals of this review are to: (1) provide a set of concepts to aid in the understanding of complex processes which occur during central nervous system (CNS) development; (2) illustrate how they contribute to our knowlege of adult brain anatomy; and (3) delineate how modifications of normal developmental processes may affect the structure and…

Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…

The brain's capability to apprehend complex information at multiple levels is ignored when teaching is limited to rote or "symbol-specific" learning. Educators should be concerned with increasing neurological networks or "maps" representing richness of content, instead of teaching isolated, segmented facts along well-worn…

Fifteen aphasic and 15 normal adults demonstrated use of a right hemisphere visuospatial strategy to analyze printed whole words and word parts such as prefixes and suffixes. The performances of the two groups were similar, suggesting that the hypothesized strategy could be useful as a reading approach for aphasics. (Author/CL)

The article reviews research on direct and indirect evidence of neurological dysfunction associated with autism (including brainstem and cortical dysfunction). Issues of reorganization of language functions are discussed. Clinical implications of findings, including the value of gestural sign systems, are noted. (CL)

The author sees threats to children, rather than brain disorders, as the cause of learning disability symptoms. (IRT)

Continuing dramatic developments in the ability of neuroscientists to peer inside the brain to discover its incredible intricacy places awesome responsibility on all educators to "do the right thing" for their students. Here, the authors offer readers powerful brain-compatible and research-based teaching and learning strategies based on how the…

In an attempt to further substantiate Bender's throry of maturational lag as a factor in schizophrenia, 72 schizophrenic children, ages 7 to 15 were tested on their ability to make right-left discriminations. The results indicated that the schizophrenic children as a group performed substantially poorer than normal children. (CS)

Discusses the consequences of severe malnutrition in young experimental animals. Development of the brain is permanently impaired. Studies of the effects of malnutrition on children are included. (This paper was presented at the Eighth Annual Lecture of the Merrill-Palmer Historical Library in Child Development and Family Life, October 25, 1968.)…

Eight autistic, language impaired, and non-language impaired children (six-eight years old) were compared on a dichotic listening task to determine hemispheric lateralization. Language impaired Ss exhibited a left ear bias for language material (indicating right hemisphere lateralization for language), while the autistic and non language impaired…