- 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.
