Zimpel Trisomy 21

What we can learn from people with Down syndrome
1. Auflage 2016
ISBN: 978-3-647-70196-7
Verlag: Vandenhoeck & Ruprecht
Format: PDF
Kopierschutz: 0 - No protection

E-Book, Englisch, 212 Seiten

For a long time, it was assumed that a genetic disposition such as trisomy 21 enables predictions to be made about overall personality development. But, who could have ever imagined that people with trisomy 21 (Down syndrome) would also be capable of earning a university degree? We studied 1,294 people with trisomy 21. The results showed that people with trisomy 21 benefit more from abstract learning than their neurotypical counterparts. Two-year-olds with the syndrome first learn to read and only then to speak and will understand algebra better than arithmetic. Ignorance of neurodiversity inevitably leads to learning difficulties when these people are forced to learn at the same pace as others. This applies to autism and trisomy 21 to the same extent. That is why this book advocates the recognition of trisomy 21 as a variant in the spectrum of human neurodiversity.

Dr. André Frank Zimpel ist Professor für Erziehungswissenschaft unter besonderer Berücksichtigung des Förderschwerpunktes Geistige Entwicklung und mit dem Forschungsschwerpunkt Rehabilitationspsychologische Diagnostik an der Universität Hamburg.

Autoren/Hrsg.

Zimpel, André Frank

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Pädagogik: Sachbuch, Ratgeber
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Psychologie Allgemeine Psychologie Biologische Psychologie, Neuropsychologie

Inhaltsverzeichnis

1;Cover;1
2;Title Page;4
3;Copyright;5
4;Table of Contents;6
5;Body;10
6;Foreword;10
7;I. Genes and society;12
7.1;A silent cognitive revolution;12
7.2;Well meant;13
7.3;Mentally disabled, even before birth?;14
7.4;Three times 21;15
7.5;Has our society decided?;16
7.6;Down’s Heritage;18
7.7;47 chromosomes rather than 46;19
7.8;Mutations;20
7.9;Eugenics, compulsory sterilization and euthanasia;21
7.10;Fear of low IQ;23
7.11;Genetics and epigenetics;24
7.12;A picture is worth a thousand words;25
7.13;Summary;27
8;II. The brain and intelligence;28
8.1;Head size and intelligence tests;28
8.2;IQ as gatekeeper;30
8.3;Why being different is normal;31
8.4;Am I stupid?;33
8.5;Genes for brain growth or stress in early childhood?;34
8.6;Brain growth and evolution;36
8.7;Birdbrained geniuses;37
8.8;The human brain is a social tool;38
8.9;The brain as a learning tool;40
8.10;Accelerating thinking through abstraction;41
8.11;Mouse memory;42
8.12;The seat of learning;44
8.13;Memory is distributed across the brain;46
8.14;Summary;47
9;III. Neurotransmitters and neuroenhancement;49
9.1;Enzymes: catalysts in the brain;49
9.2;Acetylcholine and the fear of Alzheimer’s;51
9.3;Donepezil: doping for the brain;53
9.4;How the brain neutralizes medication;55
9.5;Dopamine: addictive stimulation;56
9.6;Glutamate: more than just a matter of taste;58
9.7;Memantine: hope for a learning pill;59
9.8;GABA: inhibit inhibition;61
9.9;Basmisanil: release the brakes in the brain;62
9.10;Brain doping: cleverer by prescription?;63
9.11;Neuroenhancement or essential drug?;65
9.12;Summary;66
10;IV. Neurodiversity and attention;67
10.1;Serotonin, an endogenous antidepressant;67
10.2;Oxytocin: cuddling depression away;69
10.3;Norepinephrine: rock ‘n’ roll in the brain;70
10.4;Humans are different and mice too;72
10.5;Neurodiversity instead of neurodegeneration;73
10.6;Removing the fear of aging;75
10.7;Studying at university with trisomy 21?;76
10.8;Learning from rabbis and nuns;77
10.9;Segregation already begins with speech;79
10.10;Empathy for neurodiversity;80
10.11;Motor learning and the 21st chromosome;82
10.12;Acetylcholine in the striate body;84
10.13;Emotion and the 21st chromosome;85
10.14;Short-term memory and the 21st chromosome;87
10.15;Learning in sleep;89
10.16;At the focal point of the stream of thoughts;91
10.17;The bifurcation diagram: calculation and hypothesis;93
10.18;Summary;96
11;V. Attention and memory;97
11.1;Navon figures;97
11.2;The overall shape and details;100
11.3;Dice-pip and interference images;103
11.4;Abstraction means “draw away from …”;107
11.5;The scope of attention;110
11.6;The magical number four;111
11.7;Measuring the scope of attention;113
11.8;Memory and matching pairs;117
11.9;Reveal the numbers in sequence;121
11.10;Object permanence;123
11.11;Observe and remember causalities;124
11.12;Abstract thought in the pushchair;127
11.13;Mouse and duck theater;128
11.14;Supersigns and abstraction;132
11.15;Summary;134
12;VI. Imitation and motor learning | Alfred Christoph Röhm;136
12.1;Juggling in a small attention window;136
12.2;Auditory and haptic scope of attention;137
12.3;Proprioception – endogenous perception;139
12.4;Scope of attention for proprioception;141
12.5;Body percussion;142
12.6;Successful imitation depends on the number of micromotions;144
12.7;Dialogic learning requires creativity;145
12.8;Summary;146
13;VII. Speech and thought | Kim Lena Hurtig-Bohn;148
13.1;The window to a child’s head;148
13.2;The prefrontal cortex and private speech;149
13.3;The development of private speech in childhood;151
13.4;Private speech in pedagogy;152
13.5;The zone of proximal development;153
13.6;Private speech and trisomy 21;154
13.7;Private speech in autism spectrum disorders;156
13.8;Summary;157
14;VIII. Cognitive development and mathematics | Torben Rieckmann;159
14.1;Trisomy 21 and mathematics?;159
14.2;Trisomy 21 and dyscalculia;160
14.3;Clustering and supersigns;162
14.4;The power of five;166
14.5;Deliberately use teaching materials;168
14.6;Appropriate visual aids;171
14.7;Summary;175
15;IX. Communication and emotion | Angela Kalmutzke;176
15.1;It’s great that you have a child with Down syndrome!;176
15.2;Respect for the essence of and confidence in learning ability;178
15.3;On life and death;180
15.4;Late termination of pregnancy;182
15.5;Opting for life;184
15.6;The social matrix;185
15.7;Behavioral problems today, personality disorders tomorrow?;189
15.8;Promoting self-worth;192
15.9;Summary;196
16;Afterword;197
17;Literature;201

Über Autor(innen)

Zimpel, André Frank
Dr. André Frank Zimpel ist Professor für Erziehungswissenschaft unter besonderer Berücksichtigung des Förderschwerpunktes Geistige Entwicklung und mit dem Forschungsschwerpunkt Rehabilitationspsychologische Diagnostik an der Universität Hamburg.