Play, attention, and learning: How do play and timing shape the development of attention and influence classroom learning?-Reference-Cited by-同舟云学术

Play, attention, and learning: How do play and timing shape the development of attention and influence classroom learning?

Published:2013-06-13 Issue:1 Volume:1292 Page:1-20
ISSN:0077-8923
Container-title:Annals of the New York Academy of Sciences
language:en
Short-container-title:Ann. N.Y. Acad. Sci.

Author:

Hedges James H.¹,Adolph Karen E.²,Amso Dima³,Bavelier Daphne⁴⁵⁶,Fiez Julie A.⁷,Krubitzer Leah⁸⁹,McAuley J. Devin¹⁰,Newcombe Nora S.¹¹,Fitzpatrick Susan M.¹²,Ghajar Jamshid¹¹³

Affiliation:

1. Brain Trauma Foundation New York New York

2. Department of Psychology New York University New York New York

3. Department of Cognitive, Linguistic, and Psychological Sciences Brown University Providence Rhode Island

4. Rochester Center for Brain Imaging Rochester New York

5. Department of Brain and Cognitive Sciences University of Rochester Rochester New York

6. Faculty of Psychology and Educational Sciences University of Geneva Geneva Switzerland

7. Center for Neuroscience University of Pittsburgh Pittsburgh Pennsylvania

8. Department of Psychology University of California Davis Davis, California

9. Center for Neuroscience University of California Davis Davis, California

10. Department of Psychology Michigan State University East Lansing Michigan

11. Department of Psychology Temple University Philadelphia Pennsylvania

12. James S. McDonnell Foundation St. Louis Missouri

13. Department of Neurological Surgery Weill Cornell Medical College New York New York

Publisher

Wiley

Subject

History and Philosophy of Science,General Biochemistry, Genetics and Molecular Biology,General Neuroscience

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/nyas.12154

Reference46 articles.

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4. How Do You Learn to Walk? Thousands of Steps and Dozens of Falls per Day

5. Transition From Crawling to Walking and Infants’ Actions With Objects and People

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