Název: The social neuroscience of education : a book review
Zdrojový dokument: Studia paedagogica. 2013, roč. 18, č. 4, s. [129]-134
Rozsah
[129]-134
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2013-4-8
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/129772
Type: Recenze
Jazyk
Licence: Neurčená licence
Reviewed work
Cozolino, Louis. The social neuroscience of education: optimizing attachment and learning in the classroom. New York; London: Norton, c2013. xxvii, 409 s. ISBN 978-0-393-70609-3.
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Reference
[1] Adler, H. M. (2002). The sociophysiology of caring in the doctor-patient relationship. Journal of General Internal Medicine, 17(11), 883–890. | DOI 10.1046/j.1525-1497.2002.10640.x
[2] Blackmore, S. (2005). Conversations on consciousness. Oxford: Oxford University Press.
[3] Cozolino, L. (2013). The social neuroscience of education: optimizing attachment and learning in the classroom. New York: W. W. Norton & Company.
[4] Maffesoli, M. (1996). The time of the tribes: the decline of individualism in mass society. London: Sage.
[5] Owen, I. R. (1996). Clean language: a linguistic-experiential phenomenology. In A. T. Tymieniecka (Ed.), Analecta Husserliana (pp. 271–297). New York: Springer.
[6] Nehyba, J., & Lanc, J. (2013). Koncept čistého jazyka v psychoterapii [Concept of clean language in psychotherapy]. Psychoterapie: praxe – inspirace – konfrontace, 7(2), 123–133.
[7] Panksepp, J. (1998). Affective neuroscience: the foundations of human and animal emotions. New York: Oxford University Press.
[8] Rudy, J. (2008). The neurobiolog y of learning and memory. Sunderland, Mass.: Sinauer Associates.
[9] Siegel, D. (2012). The developing mind: how relationships and the brain interact to shape who we are. New York: Guilford Press.
[10] Skorunka, D. (2012). Mysl, mozek, vztahy… a psychoterapie [Review of the book The Developing Mind, by D. J. Siegel]. Psychoterapie: praxe – inspirace – konfrontace, 6(3–4), 235–241.
[2] Blackmore, S. (2005). Conversations on consciousness. Oxford: Oxford University Press.
[3] Cozolino, L. (2013). The social neuroscience of education: optimizing attachment and learning in the classroom. New York: W. W. Norton & Company.
[4] Maffesoli, M. (1996). The time of the tribes: the decline of individualism in mass society. London: Sage.
[5] Owen, I. R. (1996). Clean language: a linguistic-experiential phenomenology. In A. T. Tymieniecka (Ed.), Analecta Husserliana (pp. 271–297). New York: Springer.
[6] Nehyba, J., & Lanc, J. (2013). Koncept čistého jazyka v psychoterapii [Concept of clean language in psychotherapy]. Psychoterapie: praxe – inspirace – konfrontace, 7(2), 123–133.
[7] Panksepp, J. (1998). Affective neuroscience: the foundations of human and animal emotions. New York: Oxford University Press.
[8] Rudy, J. (2008). The neurobiolog y of learning and memory. Sunderland, Mass.: Sinauer Associates.
[9] Siegel, D. (2012). The developing mind: how relationships and the brain interact to shape who we are. New York: Guilford Press.
[10] Skorunka, D. (2012). Mysl, mozek, vztahy… a psychoterapie [Review of the book The Developing Mind, by D. J. Siegel]. Psychoterapie: praxe – inspirace – konfrontace, 6(3–4), 235–241.