Social Conduct, Neurobiology, and Education

Hanna Damasio and Antonio Damasio

in Learning in the Global Era

Published by University of California Press

Published in print October 2007 | ISBN: 9780520254343
Published online March 2012 | e-ISBN: 9780520941496 | DOI:
Social Conduct, Neurobiology, and Education

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This chapter explores the role of genetics and education in the patterning of social conduct. It presents the results of an in-depth comparative study of the intellectual and emotional capacities in two groups of subjects with identical brain damage occurring at different points in life, adulthood versus childhood. This study includes a series of intelligence tests as well as psychological and neurological assessments used to gauge the subjects' emotional and social responses in simulated real-life situations. It advances our understanding of how the age at which brain damage occurs may affect cognition and the brain systems needed to support social knowledge and skills. In addition, this chapter's valuable data reveal how ‘emotions play an indispensable role in the acquisition of social knowledge and in the ultimate practice to which the acquisition leads’. It emphasizes the immense need for continued research to better understand the link between neurobiology and education, and to create classrooms that best serve all students' diverse learning needs and styles.

Keywords: genetics; education; social conduct; neurobiology; learning; brain damage; intelligence tests; cognition; emotions; social knowledge

Chapter.  5216 words. 

Subjects: Occupations, Professions, and Work

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