Bridging Neuropsychology and Education

Abstract

This chapter is divided into three parts. In the first chapter, it is made an attempt to clarify and analyse the relationships between brain’s develop­ment and learning by examining notions that facilitate this relation such as the notion of function, of functional systems and of instrumental functions. Take for granted the fact that learning boosts brain organization, the se­cond part examines the variables that play a crucial role and have an influ­ence not only on learning but on cerebral development, too. The third part offers an experimental exercise regarding writing. Signature appears as a simple procedure and can be used as a great predictor of prewriting deve­lopment. It is greatly contingent on age and (pre)school experience and can be used as a vital tool for evaluating learning disabled children who face writing difficulties.