INSEAD Library

Tanoto: for 2012-2013 courses

Includes index

Digitized

A mind at a time Contents 1 A Mind at a Time:Introduction A MIND'S POSSIBILITIES A PEDIATRIC PERSPECTIVE 2 The Ways of Learning How LEARNING WORKS EIGHT SYSTEMS NEURODEVELOPMENTAL PROFILES How A MIND'S PROFILE COMES BE TO How LIFESTYLES MAYAFFECTLEARNING STYLES SPLITTINGRATHER THAN LUMPING THEEARLYD E T E C T I O N O F DYSFUNCTION SOMEADULTIMPLICATIONS 3 Conducting a Mind: Our Attention Control System THEMENTALENERGYCONTROLS THEINTAKE CONTROLS THEOUTPUT CONTROLS THEIMPACTS THE ATTENTION OF CONTROLS MINDSOVER TIME: KEEPING WATCHFUL O N THE ATTENTION A EYE CONTROLS CHILDREN AS AGE P~ACTICAL CONSIDERATIONS b 4 Remembering to Learn and Learning to Remember: Our Memory System WORT-TERM MEMORY FIVE MEMORY WORKING 10 Contents 104 114 115 116 117 LONG-TERM MEMORY A FEWMORE MEMORY DIFFERENCES THEOUTLOOK MINDS OVER TIME: KEEPING WATCHFUL ON MEMORY A EYE AS CHILDREN AGE PRACTICAL CONSIDERATIONS 5 Ways with Words: Our Language System THEDIFFERENT LANGUAGES MAKE LANGUAGE THAT UP LANGUAGE LEVELS T H ESPECIAL CHALLENGELANGUAGE OF PRODUCTION LANGUAGED ITSAMBASSADORIAL AN FUNCTIONS MINDS OVER TIME: KEEPINGWATCHFUL (OR EAR) O N A EYE LANGUAGECHILDREN AS AGE PRACTICAL CONSIDERATIONS i 20 121 128 143 144 146 147 6 Making Arrangements: Our Spatial and Sequential Ordering Systems SEQUENTIAL ORDERING SPATIAL ORDERING SPATIAL VERSUS SEQUENTIAL ORDERING: WHICH WOULD YOU RATHER GOOD BE AT? MINDS OVER TIME: KEEPINGWATCHFUL ON ~ E Q U E N T I A LA N D A EYE SPATIAL ORDERING CHILDREN AS AGE PRACTICAL CONSIDERATIONS 150 153 160 166 16 7 168 17 0 172 184 185 7 Mind over Muscle: Our Motor System FORMS F MOTOR O FUNCTION MINDS OVER TIME: KEEPINGWATCHFUL ON MOTOR A EYE AS AGE FUNCTION CHILDREN PRACTICAL CONSIDERATIONS 8 Some Peeks at a Mind's Peaks: Our Higher Zbinking System CONCEPTUAL THINKING PROBLEM-SOLVING THINKING CRITICAL I N K I N G TH RULE-GUIDED THINKING CREATIVE I N K I N G TH THEROLE F INTUITIVE O THINKING INFLUENCING FORMS IN ALL O F HIGHER THINKING 188 192 196 203 207 209 213 Contents THE HIGHER THINKING SYSTEMN D A T H E OTHER NEURODEVELOPMENTAL SYSTEMS KEEPING WATCHFUL O N HIGHER A EYE MINDSO V E R TIME: THINKING CHILDREN AS AGE PRACTICALCONSIDERATIONS 9 Relating to Relating: Our Social Thinking System T H EBIG T H R E E SOCIAL MISSIONS AN SOCIAL FUNCTIONS D DYSFUNCTIONS ARESOME KIDSTOO SUCCESSFUL SOCIALLY? MINDSO V E R TIME:KEEPING WATCHFUL O N SOCIAL A EYE THINKING AS CHILDREN AGE PRACTICAL CONSIDERATIONS 10 When a Mind Falls Behind CONSTRUCTING NEURODEVELOPMENTAL PROFILES I D E N T I F Y ~ N E BREAKDOWN TH G POINTS TO WHENBADTHINGS HAPPEN GOODPROFILES A PRECIOUS ASSETS MINING CHILD'S IDENTIFYINGD UNDERSTANDING AN EMOTIONAL COMPLICATIONS O O AN Hows INSTEADF WHYS:FOCUSINGN IDENTIFYING D FIXING THE BREAKDOWNS INSTEADF THEIR O CAUSES THEBENEFITSN D DANGERS H E N CHILD'S A W A MINDIS TESTED AND IN ROADBLOCKS OUTCOMES ADIJLTHOOD 11 Getting a Mind Realigned (but Not Redesigned) MANAGEMENT PROFILE BY IN ACCESSING SPECIAL SERVICES SCHOOL THEUSE OF MEDICATION AN COACHING D MENTORING OF WHO WASMANAGED RAOUL:AN EXAMPLE A CHILD BY PROFILE 12 Raisin' Brain:Homes for All Kinds of Minds KNOW THYCHILD RESPONDING GAPS TO FOSTERING STRENGTHS, KNACKS, TALENTS, INTUITIONS, AND AFFINITIES TRYING NOT TO HARM SUPPORTING EDUCATION I2 Contents MAINTAINING INTELLECTUAL AT HOME AN LIFE A VIEW OF THE FUTURE FOSTERING OPTIMISM N D A POSITIVE 13 The Right to Differ: Schoolsfor All Kinds of Minds TEACHERS:H E I RROLES N D THEIRT R A I N I N G THOSEROLES T A FOR PARENTS:THEIR MEANINGFUL INVOLVEMENT A CHILD'SLEARNING IN A ABOUT STUDENTS: LEARNING ABOUT LEARNINGN D LEARNING T H E I RKINDSOF MINDS A SETTINGS HUMANE SCHOOLS: PROTECTIVEN D NURTURING F O R ALL KINDSO F MINDS PATHWAYS: GREATER AVAILABILITY OPTIONSF O R SUCCESS OF T H E EDUCATIONAL AMBIANCE RESULTS NEURODEVELOPMENTAL PLURALISM: M I N DAT A T I M EAS A N ETHIC A HELPFUL READINGS N D O T H E RRESOURCES A INDEX