Psychophysiological aspects of reading and learning [Libro electrónico] Por Victor M. Rentel, editor [y otros dos]
By: Rentel, Victor M [Editor(a)]
Contributor(s): Corson, Samuel A [Editor(a)] | Dunn, Bruce R [Editor(a)]
Material type:
TextLanguage: English Series: Psychology library editions: psychology of reading Volumen 9Publisher: London: Routledge, 2018Description: 352 páginas: Ilustraciones (incluye fotografías, dibujos, etc)Content type: texto Media type: computer Carrier type: online resourceISBN: 9781138102880; 9781315103365Subject(s): Psicolingüística | Aprendizaje | Lectura | Proceso mental | NeurofisiologíaDDC classification: 153.6 Online resources: Click here to access online Incluye Bibliografía
Chapter 1 Linguistic and Psycholinguistic Perspectives on Brain Mechanisms and Language. — Chapter 2 Bimodal Processing and Memory From Text. — Chapter 3 Cardiovascular Relationships to Attention and Thinking. — Chapter 4 The Utility of Psychophysiological Measures for Reading Research. — Chapter 5 Emotional Stress: Pyschophysiologic Effects on Learning and Health1. — Chapter 6 Asymmetric Brain Specialization: Proposed Relationship Between Its Development and Cognitive Development. — Chapter 7 A Metalanguage of Text. — Chapter 8 The Neuroscience and Educational Practice: Asking Better Questions
Bringing together neurological assessments of reading and cognition, this provocative volume, originally published in 1985, presents eight major and sometimes controversial studies on the parts and patterns of the reading process. With comprehensive coverage ranging from psycholinguistics and education to neurophysiology, these studies highlight new directions in the field at the time. The contributors support an interactive rather than dichotomous model of brain function, and stress individual differences in assessing reading and cognitive skills.
Al reunir las evaluaciones neurológicas de la lectura y la cognición, este volumen provocativo, publicado originalmente en 1985, presenta ocho estudios importantes y a veces controvertidos sobre las partes y los patrones del proceso de lectura. Con una cobertura integral que abarca desde la psicolingüística y la educación hasta la neurofisiología, estos estudios destacan nuevas direcciones en el campo en ese momento. Los contribuyentes apoyan un modelo interactivo de función cerebral en lugar de dicotómico, y enfatizan las diferencias individuales al evaluar las habilidades cognitivas y de lectura.
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