Table Of ContentCognitive Neuroscience
Foundations for School
Psychologists
Cognitive Neuroscience Foundations for School Psychologists provides a comprehensive
overview of brain-behavior relationships relevant to the support of students at all ability
levels. Carefully attuned to the shared language between neuroscience, psychology, and
education, this book covers basic neuroanatomy, brain development in student academic
performance, and general assessment and pedagogical implications and interventions in
the classroom. School psychologists will be prepared to apply judicious neuroscientific
findings to the initial stages of instruction through assessment and intervention, clearly
linking best practices for classroom instruction, formative and summative assessment,
and evidence-based intervention.
Gabrielle Wilcox is an Associate Professor of School and Applied Child Psychology in
the Werklund School of Education and Coordinator of the Educational Neuroscience cer-
tificate at the University of Calgary, Canada. She is a Registered Psychologist in Alberta
and a Nationally Certified School Psychologist.
Frank P. MacMaster is an Associate Professor of Psychiatry and Paediatrics in the
Cumming School of Medicine at the University of Calgary, Canada, and Scientific
Director for the Provincial Addictions and Mental Health portfolio with Alberta Health
Services.
Erica Makarenko is a Senior Instructor and Academic Coordinator of School and Applied
Child Psychology program in the Werklund School of Education and Co-Coordinator of
the Educational Neuroscience certificate at the University of Calgary, Canada. She is a
Registered Psychologist in Alberta and a Nationally Certified School Psychologist.
Cognitive Neuroscience
Foundations for
School Psychologists
Brain-Behavior Relationships in
the Classroom
Gabrielle Wilcox, Frank P. MacMaster, and
Erica Makarenko
Cover image: Getty images
First published 2023
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 Gabrielle Wilcox, Frank P. MacMaster, and Erica Makarenko
The right of Gabrielle Wilcox, Frank P. MacMaster, and Erica Makarenko to
be identified as authors of this work has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Wilcox, Gabrielle, author. | MacMaster, Frank P., author. |
Makarenko, Erica, author.
Title: Cognitive neuroscience foundations for school psychologists:
brain-behavior relationships in the classroom/Gabrielle Wilcox,
Frank P. MacMaster, Erica Makarenko.
Description: First Edition. | New York: Routledge, 2023. |
Identifiers: LCCN 2022025502 (print) | LCCN 2022025503 (ebook) |
ISBN 9780367543334 (Hardback) | ISBN 9780367535377 (Paperback) |
ISBN 9781003088806 (eBook)
Subjects: LCSH: Educational psychology–United States. |
Cognitive psychology–United States. | School psychologists–In-service
training–United States.
Classification: LCC LB1051 .W5866 2023 (print) | LCC LB1051 (ebook) |
DDC 370.15–dc23/eng/20220818
LC record available at https://lccn.loc.gov/2022025502
LC ebook record available at https://lccn.loc.gov/2022025503
ISBN: 978-0-367-54333-4 (hbk)
ISBN: 978-0-367-53537-7 (pbk)
ISBN: 978-1-003-08880-6 (ebk)
DOI: 10.4324/9781003088806
Typeset in Times New Roman
by Deanta Global Publishing Services, Chennai, India
Gabrielle Wilcox: Jonathan, Caleb, and Addison – you give
meaning to my work.
Frank MacMaster: This is dedicated to my family –
Jacqueline, Connor, Frances, and Jack.
Erica Makarenko: This work is dedicated to Dustin and
Leanne. Thank you for supporting and encouraging me
throughout this project and always.
Contents
Acknowledgments xvi
1 Introduction 1
Structure of the Book and Its Chapters 4
What This Book Is Not 4
References 5
2 Cells and Circuits 7
Cells 7
Neurons 7
Glia 9
Major Divisions of the Brain 9
How Do We Learn About the Brain? 14
Lesion and Post-Mortem Studies 14
Animal Models 15
Brain Imaging Studies 16
Computed Tomography (CT) 16
Magnetic Resonance Imaging (MRI) 17
Diffusion Tensor Imaging (DTI) 20
Single Photon Emission Computed Tomography
(SPECT) and Positron Emission Tomography
(PET) 20
Magnetic Resonance Spectroscopy (MRS) 21
Electroencephalogram (EEG) and
Magnetoencephalography (MEG) 22
Functional Magnetic Resonance Imaging (fMRI) 23
How Do These Work Together? 24
Conclusion 25
viii Contents
Additional Readings 26
Additional Resources 26
References 27
3 Brain Development Basics 30
Basic Principles of Brain Development 31
Brain Development Is Not Linear or Uniform 31
The Brain Gets More Connected and Specialized Over
Time 33
The Balance in Functioning between Brain Regions Changes
Over Time, Which in Turn Affects Behavior 33
Brain Development Is a Double-Edged Sword (Plasticity and
Vulnerability) 34
Early Stages of Brain Development 34
Neurulation 34
Proliferation 35
Cell Migration 35
Differentiation 36
Synaptogenesis and Synaptic Pruning 36
Myelination 36
Childhood and Adolescent Brain Development 37
Conclusion 38
Additional Readings 38
Additional Resources 38
References 38
4 Executive Functioning, Reasoning, Learning, and
Memory 41
Executive Functioning 41
Cognitive Neuroscience of Executive Functioning 44
Attention 44
Planning 45
Cognitive Flexibility 45
Switching/Shifting 45
Monitoring 46
Initiation 46
Inhibition 47
Metacognition 48
Executive Functioning in Practice 49
Thinking and Reasoning 52
Contents ix
Cognitive Neuroscience of Thinking and Reasoning 52
Thinking and Reasoning in Practice 53
Processing Speed 55
Cognitive Neuroscience of Processing Speed 55
Processing Speed in Practice 56
Learning 56
Cognitive Neuroscience of Learning 57
Memory 60
Cognitive Neuroscience of Memory 60
Working memory 61
Long-Term Memory 62
Learning and Memory in Practice 64
Conclusion 65
Additional Reading 71
Additional Resources 72
References 72
5 Language 79
Early Language 79
Cognitive Neuroscience of Early Language 79
Early Language in Practice 84
Receptive and Expressive Language 84
Cognitive Neuroscience of Receptive and Expressive
Language 84
Receptive and Expressive Language in Practice 86
Vocabulary 86
Cognitive Neuroscience of Vocabulary 86
Vocabulary in Practice 87
Pragmatic Language 87
Cognitive Neuroscience of Pragmatic Language 87
Pragmatic Language in Practice 88
Grammar 89
Cognitive Neuroscience of Grammar 89
Grammar in Practice 90
Language Disorders 90
Cognitive Neuroscience of Language Disorders 90
Language Disorders in Practice 92
English Language Learners 92
Cognitive Neuroscience of English Language Learners 92
English Language Learners in Practice 93
Conclusion 96
