The Student's Guide to Cognitive Neuroscience, 2nd Edition Review

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The Student's Guide to Cognitive Neuroscience, 2nd Edition ReviewThis book is an accessible source for information in one of the hottest areas in science -- cognitive neuroscience. The book is not intended for experts (it won't give you any new ideas), nor for the reader who is not interested in putting forth a little effort. It is a student's guide and students study. But the effort is not great and the reward exceeds the effort if ou have any interest in the brain or the mind.The Student's Guide to Cognitive Neuroscience, 2nd Edition OverviewReflecting recent changes in the way cognition and the brain are studied, thisthoroughly updated edition of the best-selling textbook provides a comprehensive and student-friendly guide to cognitive neuroscience. Jamie Ward provides an easy-to-follow introduction to neural structure and function, as well as all the key methods and procedures of cognitive neuroscience, with a view to helping students understand how they can be used to shed light on the neural basis of cognition.The book presents an up-to-date overview of the latest theories and findings in all the key topics in cognitive neuroscience, including vision, attention, memory, speech and language, numeracy, executive function, and social and emotional behavior. This edition also contains two completely new chapters on developmental cognitive neuroscience and hearing. Throughout, case studies, newspaper reports and everyday examples are used to help students understand the more challenging ideas that underpin the subject. In addition each chapter includes:Summaries of key terms and points Example essay questions Recommended further reading Feature boxes exploring interesting and popular questions and their implications for the subject.Written in an engaging style by a leading researcher in the field, and now presented in full-color including numerous illustrative materials, this book will be invaluable as a core text for undergraduate modules in cognitive neuroscience. It can also be used as a key text on courses in cognition, cognitive neuropsychology, or brain and behavior. Those embarking on research will find it an invaluable starting point and reference.The Student's Guide to Cognitive Neuroscience, 2nd Edition is accompanied by a set of online resourcesavailable free of charge to departmentsthat recommend the textbook. These resources include:A chapter-by-chapter, illustrated slideshow lecture course A bank of multiple-choice questions which allow for confidence-weighted answers Student resources to aid exam preparation.

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Physiology of Behavior, with Neuroscience Animations and Student Study Guide CD-ROM, Eighth Edition Review

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Physiology of Behavior, with Neuroscience Animations and Student Study Guide CD-ROM, Eighth Edition ReviewI would like to find Neil Carlson and shake his hand. This is is without a doubt one of the best textbooks I've had the pleasure of using.
I'm in my senior year of studying cognitive sciences and so far I've had two courses that used this book. When studying for exams in those course I simply read the relevant chapters. The material is concise, well-organized, summarized just when you need it to be summarized, pockmarked with occasional interesting tidbits and stories, just to keep you interested. Every once in a while there's a small terminology box to refresh your memory on the terms you've just encountered.
Simply put, it's a book that makes studying the (rather complex, actually) subject of physiology of behaviour easy.
If you need this book for a course, I heartily recommend you buy it instead of just borrowing from friends. I'm not sure why you would want to buy such a book for non-academic purposes and just to read it for the hell of it - but if you do - it's a book that supplies a lot of information in a very easy to digest manner.
Two thumbs up. Good job Dr/Prof/Mr/Whatever Carlson...
Physiology of Behavior, with Neuroscience Animations and Student Study Guide CD-ROM, Eighth Edition OverviewThe Eighth Edition of Physiology of Behavior continues its tradition as the most comprehensive, current, and teachable text for physiological psychology. This classic text incorporates the latest discoveries in the rapidly changing fields of neuroscience and physiological psychology and offers the most comprehensive and integrative coverage of research and theory in contemporary behavioral neuroscience.Thoughtfully organized, it offers scholarly, yet accessible coverage and effectively emphasizes the dynamic interaction between biology and behavior. Collaboration with a talented artist has provided beautiful, accurate, and informative full-color illustrations that further enhance the appeal to both students and professors alike.

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Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom Review

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Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom ReviewIf you are a teacher, like myself, you have doubtless been inundated by advice about teaching to multiple intelligences, active (rather than passive) learning, teaching students to think rather than memorize facts, etc. If so, then you can't afford to pass up this book, which will provide a very helpful guide as to why some of these well-intentioned ideas are wrong, and what it means for you as a teacher.
Dan Willingham's Why Don't Students Like School? is a book applying findings of cognitive psychology to the world of education. Sound a lot like Eric Jensen and his wildly popular book Teaching With the Brain in Mind? Well, unlike Jensen - who educators hear a lot about - Willingham is a PhD in cognitive psychology (while Jensen, who has a bachelors in English, is "working towards" a PhD from an online university, while making his real living as a motivational speaker). Long and short: Willingham is the real deal and I move to suggest that this book infinitely deserves more popularity amongst educators than anything Jensen has written.
Willingham's basic theme is that, despite everything you've heard, nothing works to increase student ability like factual learning and practice. In fact, one of his first ideas is to point out that what seperates the excellent student (or adult) from those performing less well is their ability to recall facts. The more facts you know about your subject, the more you can understand your subject because of significantly less energy spent on fact recall or retention. With facts learned to automaticity, more time can be spent on higher-order concept learning, and once that becomes automatic....etc.
While that may sound mundane, think of how many times you as a teacher have heard the idea of "rote memorization" and "regurgitation of fact" denegrated. Of course, Willingham is not advocating the strawman position that teachers do nothing but drill, drill, drill and enforce memorization of text passages. (No one actually holds that position!) What he reminds us, though, is that the critical thinking we hear so much about teaching our kids simply CANNOT happen without giving kids the requisite background info that must be employed to think critically. (One cannot critically reflect on whether the revolutionary war was justified without some big factual understanding of Colonial American and Empirial Britian, for example.)
Another big idea in educaiton that Willingham works to dispel is the idea that we all have different learning styles - auditory, visual, kinesthetic, etc. Cognitive science, in fact, has shown the opposite: with minor variation, we all learn very similarly. While I may have a better memory for visual phemonena than you (who may be better at remembering sounds), we remember IDEAS not through the media in which they were delivered, but by...thinking about them. When memorizing words and definitions, we are not being asked to memorize sounds or visuals, but ideas, and the fact that I am an auditory or visual learner does nothing to predict what presentation method will help me memorize the best. (The amount I studied, of course, will.)
I don't want to give the impression that Willingham's book is about bashing education icons and maxims. It is not It is a book for teachers designed to bring up ideas we may not have thought about, and to suggest how to apply these ideas to our classrooms. Each chapter is focused around a question ("Is Drilling Worth It?" "Why is it So Hard for Students to Understand Abstract Ideas?") and gives a detailed, but engaging, answer. At the end of each chapter, the author makes several concrete suggestions for how the answer can shape how we teach as well as reccomendations for further readings.
All in all, this is one of the single best education books I have read, and cannot wait to share it with fellow educators. As mentioned, I sincerely hope that this book becomes as widely devoured as those by Eric Jensen and Howard Gardner. Willingham offers a valuable and very constructive counterpoint, especially to Jensen's "brain based ways of learning."Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom Overview

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Cognitive Neuroscience and Neuropsychology (Student Text) Review

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Cognitive Neuroscience and Neuropsychology (Student Text) ReviewThis textbook is an excellent introduction to cognitive neuroscience and human neuropsychology. It integrates what is known (2004) about cortical control of cognitive processes with the strategies the cortical hemispheres can utilize in problem solving. The text also deals, I think fairly, with current issues in cognitive science that have yet to be fully resolved.
The text assumes little prior knowledge, and is clearly written. Although the topics include neuroanatomical terms beyond the ordinary, they are almost always explained clearly so that students can follow the important issues. I have used it three times in courses that I have taught and would hope that the text will be updated to remain current so that I may do so again.Cognitive Neuroscience and Neuropsychology (Student Text) OverviewThis text balances experimental and clinical perspectives with a survey of a variety of mental functions. In a conversational style, the author provides clear, accessible explanations of difficult concepts, making use of analogies and case studies to illustrate them. A consistent structure throughout each chapter defines a mental function and the role of each part or parts of the brain in that function, followed by a discussion of what neuropsychological syndromes say about the cognitive and neural organization of the mental function.

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