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Danskin, David G.; Lowenstein, Timothy J. – 1975
Biofeedback is the use of sensitive detectors (instruments) with visual and auditory displays to reveal to an individual minute changes in his internal physiological functions. Biofeedback training with such instruments results in the ability to voluntarily regulate physiological functions formerly believed involuntary. These physiological…
Descriptors: Counselor Training, Feedback, Individual Development, Measurement Instruments
Simpson, Murray K. – British Journal of Sociology of Education, 2007
In constructing a framework for the participation and inclusion in political life of subjects, the Enlightenment also produced a series of systematic exclusions for those who did not qualify: including "idiots" and "primitive races". "Idiocy" emerged as part of wider strategies of governance in Europe and its…
Descriptors: Foreign Countries, Learning Disabilities, Citizenship, Foreign Policy
Bath, Howard – Reclaiming Children and Youth: The Journal of Strength-based Interventions, 2006
The previous article in this series introduced the triune brain, the three components of which handle specialized life tasks. The survival brain, or brain stem, directs automatic physiological functions, such as heartbeat and breathing, and mobilizes fight/flight behaviour in times of threat. The emotional (or limbic) brain activates positive or…
Descriptors: Brain Hemisphere Functions, Aggression, Neurological Organization, Behavioral Science Research

Eccles, John C. – Teachers College Record, 1981
Human beings must realize the great unknowns in the material makeup and operation of the brain, in the relationship of brain to mind, in the creative imagination, and in the uniqueness of the psyche. The essential feature of the dualist-interaction theory is that mind and body are independent entities which somehow interact. (JN)
Descriptors: Abstract Reasoning, Affective Behavior, Cognitive Processes, Concept Formation

Languis, Marlin; Wilcox, Jean – Theory into Practice, 1981
A life-span human development model of learning in early childhood is presented. Learning is viewed as a human enterprise which spans the entire lifetime and involves interaction among people. The bounds of interaction are derived from philosophy and from the biological and social behavioral sciences. (JN)
Descriptors: Child Development, Cultural Context, Developmental Stages, Early Childhood Education