A mind at a time / Mel Levine.
Record details
- ISBN: 0743202228
- ISBN: 9780743202220
- Physical Description: 352 pages : illustrations ; 25 cm
- Publisher: New York : Simon & Schuster, 2002.
Content descriptions
- Formatted Contents Note:
- A Mind's Possibilities 23 -- A Pediatric Perspective 24 -- 2 Ways of Learning 27 -- How Learning Works 28 -- Eight Systems 30 -- Neurodevelopmental Profiles 35 -- How a Mind's Profile Comes to Be 38 -- How Lifestyles May Affect Learning Styles 43 -- Splitting Rather Than Lumping 46 -- Early Detection of Dysfunction 48 -- Some Adult Implications 48 -- 3 Conducting a Mind: Our Attention Control System 51 -- Mental Energy Controls 57 -- Intake Controls 63 -- Output Controls 75 -- Impacts of the Attention Controls 82 -- Minds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age 83 -- 4 Remembering to Learn and Learning to Remember: Our Memory System 90 -- Short-term Memory 93 -- Active Working Memory 99 -- Long-term Memory 104 -- A Few More Memory Differences 114 -- Minds over Time: Keeping a Watchful Eye on Memory as Children Age 116 -- 5 Ways with Words: Our Language System 120 -- Different Languages That Make Up Language 121 -- Language Levels 128 -- Special Challenge of Language Production 143 -- Language and Its Ambassadorial Functions 144 -- Minds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age 146 -- 6 Making Arrangements: Our Spatial and Sequential Ordering Systems 150 -- Sequential Ordering 153 -- Spatial Ordering 160 -- Spatial Versus Sequential Ordering: Which Would You Rather Be Good At? 166 -- Minds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age 167 -- 7 Mind over Muscle: Our Motor System 170 -- Forms of Motor Function 172 -- Minds over Time: Keeping a Watchful Eye on Motor Function as Children Age 184 -- Practical Considerations 185 -- 8 Some Peeks at a Mind's Peaks: Our Higher Thinking System 188 -- Conceptual Thinking 192 -- Problem-Solving Thinking 196 -- Critical Thinking 203 -- Rule-Guided Thinking 207 -- Creative Thinking 209 -- Role of Intuitive Thinking in Influencing All Forms of Higher Thinking 213 -- Higher Thinking System and the Other Neurodevelopmental Systems 215 -- Minds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age 216 -- 9 Relating to Relating: Our Social Thinking System 220 -- Big Three Social Missions 225 -- Social Functions and Dysfunctions 228 -- Are Some Kids Too Successful Socially? 239 -- Minds Over Time: Keeping a Watchful Eye on Social Thinking as Children Age 240 -- 10 When a Mind Falls Behind 245 -- Constructing Neurodevelopmental Profiles 246 -- Identifying the Breakdown Points 248 -- When Bad Things Happen to Good Profiles 260 -- Mining a Child's Precious Assets 262 -- Identifying and Understanding Emotional Complications 262 -- Hows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes 268 -- Benefits and Dangers When a Child's Mind Is Tested 269 -- Roadblocks and Outcomes in Adulthood 271 -- 11 Getting a Mind Realigned (but Not Redesigned) 277 -- Management by Profile 277 -- Accessing Special Services in School 287 -- Use of Medication 288 -- Coaching and Mentoring 289 -- Raoul: An Example of a Child Who Was Managed by Profile 290 -- 12 Raisin' Brain: Homes for All Kinds of Minds 295 -- Know Thy Child 296 -- Responding to Gaps 298 -- Fostering Strengths, Knacks, Talents, Intuitions, and Affinities 299 -- Trying Not to Harm 302 -- Supporting Education 303 -- Maintaining an Intellectual Life at Home 305 -- Fostering Optimism and a Positive View of the Future 306 -- 13 Right to Differ: Schools for All Kinds of Minds 307 -- Teachers: Their Roles and Their Training for Those Roles 308 -- Parents: Their Meaningful Involvement in a Child's Learning 314 -- Students: Learning About Learning and Learning About Their Kinds of Minds 315 -- Humane Schools: Protective and Nurturing Settings for All Kinds of Minds 318 -- Pathways: Greater Availability of Options for Success 321 -- Educational Ambiance 331 -- Results 335 -- Neurodevelopmental Pluralism: A Mind at a Time as an Ethic 335.
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Available copies
- 21 of 21 copies available at NC Cardinal. (Show)
- 1 of 1 copy available at Onslow County Public Library.
Holds
- 1 current hold with 21 total copies.
Show Only Available Copies
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| Jacksonville Main Library | MFR 370.152 LEV (Text) | 36015000242285 | Military Family Resources | Available | - |
Accessibility Features
| LDR | 05170aam a2200337 i 4500 | ||
|---|---|---|---|
| 001 | 4268704 | ||
| 003 | CARDINAL | ||
| 005 | 20200716144409.0 | ||
| 008 | 020807s2002 nyu 000 0 eng | ||
| 010 | . | ‡a 2001057670 | |
| 020 | . | ‡a0743202228 | |
| 020 | . | ‡a9780743202220 | |
| 040 | . | ‡beng ‡erda | |
| 100 | 1 | . | ‡aLevine, Melvin D., ‡eauthor. ‡0(CARDINAL)330737 |
| 245 | 1 | 2. | ‡aA mind at a time / ‡cMel Levine. |
| 264 | 1. | ‡aNew York : ‡bSimon & Schuster, ‡c2002. | |
| 300 | . | ‡a352 pages : ‡billustrations ; ‡c25 cm | |
| 336 | . | ‡atext ‡btxt ‡2rdacontent | |
| 337 | . | ‡aunmediated ‡bn ‡2rdamedia | |
| 338 | . | ‡avolume ‡bnc ‡2rdacarrier | |
| 505 | 0 | 0. | ‡tA Mind's Possibilities ‡g23 -- ‡tA Pediatric Perspective ‡g24 -- ‡g2 ‡tWays of Learning ‡g27 -- ‡tHow Learning Works ‡g28 -- ‡tEight Systems ‡g30 -- ‡tNeurodevelopmental Profiles ‡g35 -- ‡tHow a Mind's Profile Comes to Be ‡g38 -- ‡tHow Lifestyles May Affect Learning Styles ‡g43 -- ‡tSplitting Rather Than Lumping ‡g46 -- ‡tEarly Detection of Dysfunction ‡g48 -- ‡tSome Adult Implications ‡g48 -- ‡g3 ‡tConducting a Mind: Our Attention Control System ‡g51 -- ‡tMental Energy Controls ‡g57 -- ‡tIntake Controls ‡g63 -- ‡tOutput Controls ‡g75 -- ‡tImpacts of the Attention Controls ‡g82 -- ‡tMinds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age ‡g83 -- ‡g4 ‡tRemembering to Learn and Learning to Remember: Our Memory System ‡g90 -- ‡tShort-term Memory ‡g93 -- ‡tActive Working Memory ‡g99 -- ‡tLong-term Memory ‡g104 -- ‡tA Few More Memory Differences ‡g114 -- ‡tMinds over Time: Keeping a Watchful Eye on Memory as Children Age ‡g116 -- ‡g5 ‡tWays with Words: Our Language System ‡g120 -- ‡tDifferent Languages That Make Up Language ‡g121 -- ‡tLanguage Levels ‡g128 -- ‡tSpecial Challenge of Language Production ‡g143 -- ‡tLanguage and Its Ambassadorial Functions ‡g144 -- ‡tMinds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age ‡g146 -- ‡g6 ‡tMaking Arrangements: Our Spatial and Sequential Ordering Systems ‡g150 -- ‡tSequential Ordering ‡g153 -- ‡tSpatial Ordering ‡g160 -- ‡tSpatial Versus Sequential Ordering: Which Would You Rather Be Good At? ‡g166 -- ‡tMinds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age ‡g167 -- ‡g7 ‡tMind over Muscle: Our Motor System ‡g170 -- ‡tForms of Motor Function ‡g172 -- ‡tMinds over Time: Keeping a Watchful Eye on Motor Function as Children Age ‡g184 -- ‡tPractical Considerations ‡g185 -- ‡g8 ‡tSome Peeks at a Mind's Peaks: Our Higher Thinking System ‡g188 -- ‡tConceptual Thinking ‡g192 -- ‡tProblem-Solving Thinking ‡g196 -- ‡tCritical Thinking ‡g203 -- ‡tRule-Guided Thinking ‡g207 -- ‡tCreative Thinking ‡g209 -- ‡tRole of Intuitive Thinking in Influencing All Forms of Higher Thinking ‡g213 -- ‡tHigher Thinking System and the Other Neurodevelopmental Systems ‡g215 -- ‡tMinds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age ‡g216 -- ‡g9 ‡tRelating to Relating: Our Social Thinking System ‡g220 -- ‡tBig Three Social Missions ‡g225 -- ‡tSocial Functions and Dysfunctions ‡g228 -- ‡tAre Some Kids Too Successful Socially? ‡g239 -- ‡tMinds Over Time: Keeping a Watchful Eye on Social Thinking as Children Age ‡g240 -- ‡g10 ‡tWhen a Mind Falls Behind ‡g245 -- ‡tConstructing Neurodevelopmental Profiles ‡g246 -- ‡tIdentifying the Breakdown Points ‡g248 -- ‡tWhen Bad Things Happen to Good Profiles ‡g260 -- ‡tMining a Child's Precious Assets ‡g262 -- ‡tIdentifying and Understanding Emotional Complications ‡g262 -- ‡tHows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes ‡g268 -- ‡tBenefits and Dangers When a Child's Mind Is Tested ‡g269 -- ‡tRoadblocks and Outcomes in Adulthood ‡g271 -- ‡g11 ‡tGetting a Mind Realigned (but Not Redesigned) ‡g277 -- ‡tManagement by Profile ‡g277 -- ‡tAccessing Special Services in School ‡g287 -- ‡tUse of Medication ‡g288 -- ‡tCoaching and Mentoring ‡g289 -- ‡tRaoul: An Example of a Child Who Was Managed by Profile ‡g290 -- ‡g12 ‡tRaisin' Brain: Homes for All Kinds of Minds ‡g295 -- ‡tKnow Thy Child ‡g296 -- ‡tResponding to Gaps ‡g298 -- ‡tFostering Strengths, Knacks, Talents, Intuitions, and Affinities ‡g299 -- ‡tTrying Not to Harm ‡g302 -- ‡tSupporting Education ‡g303 -- ‡tMaintaining an Intellectual Life at Home ‡g305 -- ‡tFostering Optimism and a Positive View of the Future ‡g306 -- ‡g13 ‡tRight to Differ: Schools for All Kinds of Minds ‡g307 -- ‡tTeachers: Their Roles and Their Training for Those Roles ‡g308 -- ‡tParents: Their Meaningful Involvement in a Child's Learning ‡g314 -- ‡tStudents: Learning About Learning and Learning About Their Kinds of Minds ‡g315 -- ‡tHumane Schools: Protective and Nurturing Settings for All Kinds of Minds ‡g318 -- ‡tPathways: Greater Availability of Options for Success ‡g321 -- ‡tEducational Ambiance ‡g331 -- ‡tResults ‡g335 -- ‡tNeurodevelopmental Pluralism: A Mind at a Time as an Ethic ‡g335. |
| 650 | 0. | ‡aLearning. ‡0(CARDINAL)244144 | |
| 650 | 0. | ‡aCognition in children. ‡0(CARDINAL)234191 | |
| 650 | 0. | ‡aIndividual differences in children. ‡0(CARDINAL)330736 | |
| 650 | 0. | ‡aChild development. ‡0(CARDINAL)233336 | |
| 650 | 0. | ‡aLearning disabilities. ‡0(CARDINAL)244151 | |
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| 902 | . | ‡aMARCIVE 201912 | |
| 902 | . | ‡aMARCIVE 202012 | |
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