In this research I explored how mathematics teachers can inform their teaching practice through a meta-reflective inquiry into methods of facilitating Whole Brain® learning in mathematics. Herrmann's Whole Brain® theory was used as a lens through which to explore leading theories in the fields of constructivism, mathematics education and cognitive…

Is consolidation needed to account for retroactive interference in free recall? Interfering mental activity during the retention interval of a memory task impairs performance, in particular if the interference occurs in temporal proximity to the encoding of the to-be-remembered (TBR) information. There are at least two rival theoretical accounts…

The author suggests the brain's cerebellum and cerebral cortex are the origin of culture and considers the cerebellar models that came to constitute culture to be derived specifically from play. He summarizes recent research on the behavioral, cognitive, and affective evolution of the cerebellum and the cerebral cortex that shows the development…

Evolving developments in psychodynamic theory have strengthened it as an evidence-based approach and have made it concordant with social work's strengths-based, multicultural perspective. An elective focused on teaching fundamental concepts of psychodynamic psychotherapy was developed for graduate social work students based on Kolb's theory of…

To best meet the needs of an increasingly diverse student population, we must develop an integrative writing pedagogy that is informed by what the cognitive and neurosciences have uncovered about learning so that our theories of learning and practices of instruction are consistent with our most current and accurate knowledge of the biological and…

This article explores transfer of learning in the arts to non-arts learning. The analysis is presented in the context of theories of knowledge acquisition more generally. Behavioral and neuro-function processes are discussed.