“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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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."

Homeschooling Parents Say ... Bolstering Their Abillity in Foreign Language Learning

by Darlene B., Mother of 4 Children, Living Abroad

"Since our children have been using BrainWare Safari, I have noticed that their memory and attention abilities were dynamically increased. We live abroad and my children go to school in the host language. I feel that this program is significant in bolstering their ability to understand and problem solve, most particularly in difficult foreign-language learning situations. My children love the program. I can assure you that the activities stimulate their brains and the activities themselves draw them back. I highly recommend this."

Educators Say ... The Program Boosted Their Self-Esteem

by Natalie Cordell, Teacher, IN

"I love BrainWare Safari and so do the students. The program is indeed a great way for the students to learn while having fun. Many of them have shown more willingness to work independently. The program definitely has boosted thier self-esteem as they have graduated many levels. It is rewarding to watch them solve problems and reach success."

Parents Say ... An Alternative to Video Games

by Thao D. (Christian, Age 9)

"The kids nowadays are really into computers and this is an alternative to video games. It helps improve their learning and keeps them busy and they're having fun. What else could you ask for?"

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."

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."

Kids Say ... I’ve Gotten Better at Listening

by Drew D. (Age 10)

"I've gotten better at listening. I used to misunderstand stuff because I didn't read the instructions and got right to work, but BrainWare Safari taught me to slow down and double-check my work."

Grandparents Say ... We’re Seeing Benefits We Never Thought We Would Get

by Paul A. (Gregory, Age 11)

"When I heard about BrainWare Safari, I immediately thought of my grandson, Gregory, who has Attention Deficit Disorder (ADD). BrainWare is helping Greg learn strategy. If he can't do an exercise because he has a problem with his ADD, he develops a strategy so that he can find a way to do it. He learns how to use his brain in dfferent ways to help him with his speed. We're seeing benefits we never thoguht we would get which are helping us combat his deficiency."

Parents Say ... Equip Them for Life

by John Y. (Kendall, Age 11, and Clay, Age 8)

"We've definitely seen some improvement with our children. Parents will do pretty much anything to help their kids and equip them for life later on. This is definitely a tool to do that."

Grandparents Say ... More Focused in School

by Donna C. (Brendan (Age 12)

"The first time Brendan used BrainWare Safari, he became so thoroughly engaged with the activities that he did not want to stop. He actually set his alarm clock an hour early the next morning so he could do more BrainWare before leaving for school. When his parents went to their parent-teacher conference recently, after he had been using the program for several weeks, his teacher was very impressed. She observed that he is more focused in school and more confident in his ability to independently complete his classroom and homework assignments."

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.
  • Academics’ Choice Mindspring Award
    Academics' Choice Mindspring Award
    Recognized as one of the best thinking-based products on the market.