Description

Book Synopsis
The behavioral and neurobiological connections between play and the development of critical cognitive functions, such as attention, remain largely unknown. We do not yet know how these connections relate to the formation of specific abilities, such as spatial ability, and to learning in formal environments, such as in the classroom. Insights into these issues would be beneficial not only for understanding play, attention, and learning individually, but also for the development of more efficacious systems for learning and for the treatment of neurodevelopmental disorders. This meeting report provides a synopsis of the conference “Play, Attention, and Learning: How Do Play and Timing Shape the Development of Attention and Facilitate Classroom Learning?,” held on June 15, 2012 and presented by the New York Academy of Sciences and the Brain Trauma Foundation. The report outlines important research steps that need to be taken in order to address critical questions about play, human activity, and cognitive functions.

Annals Report, Volume 1292

    Product form

    £57.56

    Includes FREE delivery

    RRP £63.95 – you save £6.39 (9%)

    Order before 4pm today for delivery by Fri 3 Jul 2026.

    A Paperback / softback by Editorial Staff of Annals of the New York Academy of Sciences

    1 in stock

      Trusted by thousands of customers. See 2,385+ Customer Reviews

      View other formats and editions of Annals Report, Volume 1292 by Editorial Staff of Annals of the New York Academy of Sciences

      Publisher: John Wiley and Sons Ltd
      Publication Date: 18/10/2013
      ISBN13: 9781573319317, 978-1573319317
      ISBN10: 1573319317
      Also in:
      Life sciences: general issues

      Description

      Book Synopsis
      The behavioral and neurobiological connections between play and the development of critical cognitive functions, such as attention, remain largely unknown. We do not yet know how these connections relate to the formation of specific abilities, such as spatial ability, and to learning in formal environments, such as in the classroom. Insights into these issues would be beneficial not only for understanding play, attention, and learning individually, but also for the development of more efficacious systems for learning and for the treatment of neurodevelopmental disorders. This meeting report provides a synopsis of the conference “Play, Attention, and Learning: How Do Play and Timing Shape the Development of Attention and Facilitate Classroom Learning?,” held on June 15, 2012 and presented by the New York Academy of Sciences and the Brain Trauma Foundation. The report outlines important research steps that need to be taken in order to address critical questions about play, human activity, and cognitive functions.

      Recently viewed products

      © 2026 Book Curl

        • American Express
        • Apple Pay
        • Diners Club
        • Discover
        • Google Pay
        • Maestro
        • Mastercard
        • PayPal
        • Shop Pay
        • Union Pay
        • Visa

        Login

        Forgot your password?

        Don't have an account yet?
        Create account