“If the human mind were simple enough to understand, we'd be too simple to understand it.”
Emerson Pugh

Brainy Bibliography

­­­­­Abt. C. C. (1970).  Serious Games.  New York, NY: Viking.

Ames, L. B. (1987).  Stop School Failure. Rosemont, NJ: Modern Learning Press

Baydar, N., Brooks-Gunn, J., & Furstenberg, F. (1993).  Early warning signs of functional illiteracy: Predictors in childhood and adolescence.  Child Development, 64(3), 815-829.

Cowan, N. (1997).  Attention and Memory: An Integrated Framework. New York, NY: Oxford University Press.

Dayan, P. and Abbott, L.F. (2001). Theoretical Neuroscience: Computational and Mathematical Modeling of Neural Systems. Cambridge, MA: Massachusetts Institute of Technology.

Diamond, M.C. (1988).  Enriching Heredity. New York, NY: The Free Press

Doidge, N.  (2007).  The Brain That Changes Itself.  New York, NY: Penguin Books.

Furth, H. G. (1993)  Thinking Goes to School.  New York, NY: Oxford University Press

Gaeggi, S.M.; Buschkuel, M.: Jonides, J. and Perrig, W.J. (2008).  Improving Fluid Intelligence with Training on Working Memory. Proceedings of the National Academy of cineces 105, No. 19: 6829-6833.

Gesell, A. (1930).  The Guidance of Mental Growth in Infant and Child.  New York, NY: The Macmillan Company.

Gentile, D.A. Gentile & Gentile, J.R., (2008).  Violent Video Games as Exemplary Teachers; A Conceptual Analysis.  Journal of Youth and Adolescence, 9 (2008): 127-141.

Gentile, D.A. (2009).  Video Games Affect the Brain—for Better and Worse. Cerebrum, www.dana.org

Gesell, A.; Ilg, F. L.; Bullis, G. E. (1949)  Vision: Its Development in Infant and Child. Philadelphia, PA: Lippincott-Raven Publishers, Republished Santa Ana, CA: Optometric Extension Program

Getman, G.N. (1993).  How to Develop your Child’s Intelligence: More Successful Adulthood by Providing more Adequate Childhood. Santa Ana, CA: Optometric Extension Program

Gottfried, A.W., Gottfried, A.E., Bathurst, K., Guerin, D.W., & Parramore, M.M. (2003). Socioeconomic status in children’s development and family environment: Infancy through adolescence.  In Bornstein, M.H. & Bradley, R. H. (Eds.), Socioeconomic status, parenting, and child development (pp. 189-208). Mahwah, NJ: Lawrence Erlbaum Associates.

Green, C.S. and Bavelier, D. Bavelier.  (2003) Action Video Game Modifies Visual Selective Attention.  Nature 423: 534-537.

Greene, L. J. (1987).  Learning Disabilities and Your Child.  New York, NY: Fawcett Books.

Greene, L.J. (2002). Roadblocks to Learning: Understanding the Obstacles that Can Sabotage Your Child’s Academic Success. New York, NY: Warner Books.

Hart, B., & Risley, R. T. (1995).  Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.

Hawkins, J.& Blakeslee, S. (2004). On Intelligence. New York, NY: Times Books, Henry Holt and Company

Hebb, D. O. (1949). The Organization of Behavior: A Neuropsychological Theory.  New York, NY: John Wiley & Sons

Helms, D., & Sawtelle, S.M. (2007). A Study of the Effectiveness of Cognitive Skill Therapy Delivered in a Video-Game Format. Optometry & Vision Development 38:1, 19-26.

Horowitz, M.J.,  (2003).  Image Formation and Cognition.  New York, NY: Appleton Century Crofts.

Jensen, E., (2009). Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it. Alexandria, VA: Association for Supervision and Curriculum Development.

Jensen, E., (1998).  Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Johnson, S. (2004).  Mind Wide Open:Your Brain and the Neuroscience of Everyday Life. New York, NY: Scribner.

Johnson, S. (2003).  Everything Bad for You is Good.  New York, NY: Riverhead Books.

Klingberg, T., Fernell, E., Olesen, P.J., Johnson, M., Gustafsson, P., Dahlstrom, K., et. al. (2005).  Computerized training of working memory in children with ADHD—A randomized controlled trial.  Journal of the American Academy of Child and Adolescent Psychiatry, 44(2), 177-186.

Kirby, J. R. and Williams, N.H. (1991).  Learning Problems: A Cognitive Approach. Toronto, ON: Kagan & Woo, Ltd.,

Kline, P.L. (1994).  School Success: The Inside Story.  Arlington, VA: Great Ocean Publishers.

Kline, P.L. (1998). Ten Steps to a Learning Organization.  Arlington, VA: Great Ocean Publishers.

Kline, P.L.  (1998) The Everyday Genius: Restoring Children’s Natural Joy of Learning. Arlington, VA: Great Ocean Publishers.

Kline, P.L.  (1999) The Genesis Principle: A Journey into the Source of Creativity and Leadership.  Arlington, VA: Great Ocean Publishers.

Kline, P.L.  (2002).  Why America’s Children Can’t Think.  Hawaii: Inner Ocean Publishing

Koepp, M.J.; Gunn. R.N., et. al.  (1998).  Evidence of Striatal Dopamine Release during a Video Game.   Nature 393: 266-268

Kurzweil, R.  (2005).  The Singularity is Near.  New York, NY:  Viking, Penguin Group

Liaw, F.R., & Brooks-Gunn, J. (1994). Cumulative familial risks and low-birthweight children’s cognitive and behavioral development.  Journal of Clinical Child Psychology, 23(4), 360-372.

LeDoux, J.  (2002)  Synaptic Self: How Our Brains Become Who We Are.  London, England: Penguin Books Ltd.

Levine, M, (2002).  A Mind at a Time. New York, NY: Simon & Schuster

Lyon, R.  (1997).  Testimony by Dr. Reid Lyon before the Committee on Education and the Workforce in the U.S. House of Representatives, July 10, 1997.  Washington, DC: National Institutes of Health

McGuinness, D. (1997).  Why Our Children Can’t Read: A Scientific Revolution in Reading. New York, NY: Touchstone-Simon & Schuster Publishing.

Medina, J.  (2008).  Brain Rules.  Seattle, WA: Pear Press

Milner, P. M.  (1999). The Autonomous Brain: A Neural Theory of Attention and Learning. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

National Research Council, Institute of Medicine.  (2000)  From Neurons to Neighborhoods: The Science of Early Childhood Development.  Washington, DC: National Academy Press.

Noble, K.G., Norman, M. F., & Farah, M.J. (2005).  Neurocognitive correlates of socioeconomic status in kindergarten children.  Developmental Science 8(1), 74-87.

Noble, K.G., McCandliss, B.D., & Farah, M.J. (2007).  Socioeconomic gradients predict individual differences in neurocognitive abilities.  Developmental Science. 10(4), 464-480.

Pink, D.H. (2011). Drive: The Surprising Truth About What Motivates Us.  New York, NY: Riverhead Books

Pinker, S. (2003).  The Blank Slate: The Modern Denial of Human Nature.  New York, NY: Penguin.

Poldrack, R.A., et.al. (2005) The Neural correlates of Motor Skill Automaticity. The Journal of Neuroscience, June 1, 2005.

Prensky, Mark, (2001).  Digital Game-Based Learning.  New York, NY: McGraw-Hill.

Pribram, K. & King, J., eds. (1996).   Learning As Self-Organization, Mahwah, NJ: L. Erlbaum Associates.

Schwartz, J. M., and Begley, S.  (2002).  The Mind and the Brain: Neuroplasticity and the Power of Mental Force.  New York, NY: ReganBooks (HarperCollins Publishers).

Shenk, D. (2010). The Genius in All of Us: Why Everything You’ve Been Told About Genetics, Talent and IQ Is Wrong. New York, NY: Doubleday.

Smith, J.R., Brooks-Gunn, J., & Klebanov, P.K. (1997). Consequences of living in poverty for young children’s cognitive and verbal ability and early school achievement.  In G. Duncan & J. Brooks-Gunn (Eds.), Consequences of growing up poor (pp. 132-189). New York, NY: Russell Sage Foundation.

Sousa, D. A.  (2001). How The Brain Learns.  Thousand Oaks, CA: Corwin Press, Inc.

U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2010). State and local implementation of the No Child Left Behind Act, Volume IX—Accountability Under NCLB: Final Report, Washington, DC: Government Printing Office.

Wolfe, P. (2010) Brain Matters; Translating Research into Classroom Practice, Alexandria, VA: Association for Supervision and Curriculum Development.

Zera, D. A., & Lucian, D. G.  (2001) Self-Organization and Learning Disabilities: A Theoretical Perspective for the Interpretation and Understanding of Dysfunction. Learning Disability Quarterly Volume 24 Issue 2.

Zull, J. E. (2002).  The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning.  Sterling, VA:  Stylus Publishing, LLC.

Success Stories from Our Users

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Educators Say ... A Very Important Resource Tool for Our Teachers

by Denise Kish, Principal, MI

"As a principal and curriculum director, I am always looking for what works in education to help each of our students learn faster, more easily and more comprehensively, so each student experiences success. We have found that BrainWare Safari works with students at any level, whether struggling or accelerated. All our students improved their cognitive abilities after completing the exercises in BrainWare Safari. I consider this program a very important tool for our teachers; it makes their jobs easier as they now have better performing students.:

Educators Say ... It Was Rewarding to Watch Students Overcome Obstacles to Their Reading Development

by Gaby Chapman, English Teacher, CA

"As an English teacher in a small charter school (6th through 12th grades), I had students with a variety of levels of difficulty with reading and dyslexia. They had challenges with decoding, visual tracking, short-term memory, and/or timing. One was reading six levels below grade. I learned about BrainWare Safari and it seemed to be something we could easily incorporate into our program. The four students who used it were able to make significant progress. One 6th grader who was highly motivated moved from the lowest in the class to a strong reader. The 8th grader improved her reading fluency and also gained a lot of confidence from the program, volunteering to give a speech at 8th grade graduation. It was very rewarding to watch these students overcome some of the obstacles to their reading development and become more engaged in their books."

Parents Say ... Grades Have Improved

by Mary H. (Philip, Age 10)

"Whereas before Philip would come home and want to do other things because homework was too hard or would take too long. Now he comes home and does it. And the best part is his grades have improved."

Adult Users Say ... I Am Very Aware of How Specific Exercises Help Me in My Job

by Sam Kline, Construction Field Engineer

When I interviewed for my current job as a Construction Field Engineer, I was asked to take an aptitude test. I was told that very few people got halfway through the test. I completed 49 out of 50 questions and received one of the highest scores ever. Having used BrainWare Safari, I was able to process and respond quickly. I am very aware of how specific exercises help me in my job role. The directionality and visualization exercises have made it is easy for me to direct a co-worker right or left to set up instrumentation in the field even if I am not facing the same direction. And the scanning exercises help with noticing small details in drawings. To me, BrainWare breaks down the basic building blocks of thinking and learning."

Parents Say ... Skills that Benefit Children for Their Lifetime

by Puling Z. (Rachel, Age 7)

"BrainWare Safari works on skills that can benefit children for their lifetime. Other skills they may forget, but this is different. It's like Chinese traditional medicine; it cures form the root."

Educators Say ... Learning Software Finally Worth Buying

by Michael Strong, Author of "The Habit of Thought"

"In a world of hype regarding learning games and brain development software, BrainWare Safari is the software product most likely to result in significant real gains in IQ scores, when used as recommended and complemented by a healthy physical, emotional, and social environment. Learning software has finally become worth buying."

Parents Say ... She Made the Honor Roll

by Patrick T. (Brianna, Age 8, and Angela, Age 10)

"It's been a phenomenal experience to watch both children go through BrainWare Safari, especially Brianna. Brianna was having some challenges in school, and after she completed BrainWare Safari, she made the honor roll, which has been exciting and a very proud moment for me as a father."

Homeschooling Parents Say ... I Find the Exercises Challenging for Myself

by J.Detweiler, Homeschooling Parent

"My daughter, who is 8 years old, really enjoys BrainWare Safari. She has Sensory Processing Disorder; her vision and auditory system are impacted by this. The games do a great job targeting the skills she needs improvement on. We've found some of the games are similar to exercises her vision therapist was having her do. The one exception though is BrainWare Safari does it in a way that's more fun. As a parent, I enjoy watching her play the games and find them challenging for myself."

Educators Say ... It Meets Students’ Brain Development Needs

by Stephanie Brown, Reading & Math Coach, IN

"With BrainWare Safari, my students had the opportunity to develop their cognitive skills while playing intellectual games that the program provided. The students were highly motivated, with little exception, throughout. I would not hesitate to recommend use of BrainWare Safari in schools. It meets students' brain development needs while working through a technology medium that students crave. It truly was a wonderful experience."

Parents Say ... Other Programs Don’t Have the Depth of Research

by Sue D. (Michael, Age 12)

BrainWare is more intensive and strategic in terms of building connections in the brain. It's wonderful! Other games don't have the depth of research behind them."

Credibility Counts

  • CODiE Award
    CODiE Award
    Best Education Game or Simulation, Software and Information Industry Association (SIIA).
  • American Association of Educational Publishers Distinguished Award Winner
    American Association of Educational Publishers Distinguished Award Winner
    Quality and innovation that embody the 21st Century classroom with technology as a hallmark.
  • Parent Tested Parent Approved Seal of Approval Winner
    Parent Tested Parent Approved Seal of Approval Winner
    Quality products and services with assurance of product excellence as evaluated by unbiased parent consumers.
  • Teachers’ Choice Award Winner
    Teachers’ Choice Award Winner
    Products of exceptional quality and outstanding performance in the classroom and at home.
  • Mom’s Choice Award Winner
    Mom’s Choice Award Winner
    Excellence in family-friendly media, products and services.
  • EdNET Rookie of the Year
    EdNET Rookie of the Year
    Awarded by Quality Education Data/The Heller Reports to the start-up with the most promise for becoming a major future force in the education industry.
  • Parents’ Choice Award
    Parents’ Choice Award
    The Parents’ Choice Foundation honors the best material for children.
  • District Administration Top 100
    District Administration Top 100
    One of the top 100 products of 2011 as chosen by readers of District Administration Magazine.