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Neurodevelopmental framework for learning, like all frameworks, is an organizing structure through which learners and learning can be understood. Intelligence theories and neuropsychology inform many of them. The framework described below is a neurodevelopmental framework for learning. The neurodevelopmental framework was developed by the All Kinds of Minds Institute in collaboration with Dr. Mel Levine and the University of North Carolina's Clinical Center for the Study of Development and Learning. It is similar to other neuropsychological frameworks, including Alexander Luria's cultural-historical psychology and psychological activity theory, but also draws from disciplines such as speech-language pathology, occupational therapy, and physical therapy. It also shares components with other frameworks, some of which are listed below. However, it does not include a general intelligence factor (abbreviated g), since the framework is used to describe learners in terms of profiles of strengths and weaknesses, as opposed to using labels, diagnoses, or broad ability levels. This framework was also developed to link with academic skills, such as reading and writing. Implications for education are discussed below as well as the connections to and compatibilities with several major educational policy issues. This framework consists of 8 constructs, sometimes referred to as systems.〔Levine, M.D. (1998). ''Developmental Variation and Learning Disorders'', Second Edition. Cambridge, MA: Educators Publishing Service.〕 ==Constructs== * attention- mental energy, processing incoming information, and regulating output〔Posner, M.I., & Rothbart, M.K. (2007). Educating the Human Brain. Washington, DC: American Psychological Association.〕 * temporal-sequential ordering- processing and production of material that is serial * spatial-ordering- processing and production of material that is visual and/or spatial * memory- storage and retrieval of information (after brief or long delays), or mentally suspending information while using it * language- understanding and use of linguistic sounds, words, sentences, and discourse * neuromotor function- control over movement of large muscles, hands, and fingers * social cognition- navigation of interaction with others, including verbal and nonverbal tactics〔Brewer, M.B. & Hewstone, M. (2004). Social Cognition, Malden, MA: Blackwell Publishing. 〕 * higher order cognition- complex and sophisticated thinking In addition to the 8 constructs, this framework includes several "cross-construct" phenomena: rate alignment (working at optimal speed), strategy use (working and thinking tactically), chunk size capacity- the amount of material that can be processed, stored or generated, and metacognition (degree of knowledge about learning and insight into one's own neurodevelopmental strengths and weaknesses). 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Neurodevelopmental framework for learning」の詳細全文を読む スポンサード リンク
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