Mel Levine, M.D.

Contents

Acknowledgments

1 A Mind at a Time: Introduction

A Mind's Possibilities

A Pediatric Perspective

2 The Ways of Learning

How Learning Works

Eight Systems

Neurodevelopmental Profiles

How a Mind's Profile Comes to Be

How Lifestyles May Affect Learning Styles

Splitting Rather Than Lumping

The Early Detection of Dysfunction

Some Adult Implications

3 Conducting a Mind: Our Attention Control System

The Mental Energy Controls

The Intake Controls

The Output Controls

The Impacts of the Attention Controls

Minds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age

Practical Considerations

4 Remembering to Learn and Learning to Remember: Our Memory System

Short-term Memory

Active Working Memory

Long-term Memory

A Few More Memory Differences

The Outlook

Minds over Time: Keeping a Watchful Eye on Memory as Children Age

Practical Considerations

5 Ways with Words: Our Language System

The Different Languages That Make Up Language

Language Levels

The Special Challenge of Language Production

Language and Its Ambassadorial Functions

Minds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age

Practical Considerations

6 Making Arrangements: Our Spatial and Sequential Ordering Systems

Sequential Ordering

Spatial Ordering

Spatial Versus Sequential Ordering: Which Would You Rather Be Good At?

Minds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age

Practical Considerations

7 Mind over Muscle: Our Motor System

Forms of Motor Function

Minds over Time: Keeping a Watchful Eye on Motor Function as Children Age

Practical Considerations

8 Some Peeks at a Mind's Peaks: Our Higher Thinking System

Conceptual Thinking

Problem-Solving Thinking

Critical Thinking

Rule-Guided Thinking

Creative Thinking

pardThe Role of Intuitive Thinking in Influencing All Forms of Higher Thinking

The Higher Thinking System and the Other Neurodevelopmental Systems

Minds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age

Practical Considerations

9 Relating to Relating: Our Social Thinking System

The Big Three Social Missions

Social Functions and Dysfunctions

Are Some Kids Too Successful Socially?

Minds over Time: Keeping a Watchful Eye on Social Thinking as Children Age

Practical Considerations

10 When a Mind Falls Behind

Constructing Neurodevelopmental Profiles

Identifying the Breakdown Points

When Bad Things Happen to Good Profiles

Mining a Child's Precious Assets

Identifying and Understanding Emotional Complications

Hows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes

The Benefits and Dangers When a Child's Mind Is Tested

Roadblocks and Outcomes in Adulthood

11 Getting a Mind Realigned (but Not Redesigned)

Management by Profile

Accessing Special Services in School

The Use of Medication

Coaching and Mentoring

Raoul: An Example of a Child Who Was Managed by Profile

12 Raisin' Brain: Homes for All Kinds of Minds

Know Thy Child

Responding to Gaps

Fostering Strengths, Knacks, Talents, Intuitions, and Affinities

Trying Not to Harm

Supporting Education

Maintaining an Intellectual Life at Home

Fostering Optimism and a Positive View of the Future

13 The Right to Differ: Schools for All Kinds of Minds

Teachers: Their Roles and Their Training for Those Roles

Parents: Their Meaningful Involvement in a Child's Learning

Students: Learning About Learning and Learning About Their Kinds of Minds

Humane Schools: Protective and Nurturing Settings for All Kinds of Minds

Pathways: Greater Availability of Options for Success

The Educational Ambiance

Results

Neurodevelopmental Pluralism: A Mind at a Time as an Ethic

Helpful Readings and Other Resources

Index