1. The document discusses neurological processing including hearing, consciousness, attention, and individual differences.
2. It describes how excitation patterns in the inner ear and auditory nerve allow hearing to take place and the properties of consciousness including its embeddedness in peripheral awareness and its dynamic and shifting focus.
3. Attention involves arousal, orientation, and focus in response to stimuli, and can be directed through processing breaks in input.
4. Individual differences in neurological processes include variations in local processing speed, neural commitment and plasticity, integrative circuits, functional circuits, strategic control, and level of attention.
A research proposal concerning various problems and ideas about neuroscience and human consciousness. I have wanted to work on human consciousness and neuroscience for a long time. Eventually I came up with this research proposal. This is not an exhaustive research proposal however. Moreover, it does not contain any citations. I hope to be able to add them in the due course.
Presentation at JALT 2014 Conference, Tsukuba, Japan. Some tentative ideas on the implications of neuroscience research for autonomy in language learning
This slide(perception) describes perception, types of perception, the parts of the brain which control it, and disorders and remedies. It also explains memory and its types. The language which is another cognitive skill also presented in this slide.
This ppt talks about cognitive skills such as perception, memory, language, and decision making. It also explains how these skills are connected to the brain and which part of the brain is responsible for these skills. It also denotes the deceases and defects associated with these skills.
A research proposal concerning various problems and ideas about neuroscience and human consciousness. I have wanted to work on human consciousness and neuroscience for a long time. Eventually I came up with this research proposal. This is not an exhaustive research proposal however. Moreover, it does not contain any citations. I hope to be able to add them in the due course.
Presentation at JALT 2014 Conference, Tsukuba, Japan. Some tentative ideas on the implications of neuroscience research for autonomy in language learning
This slide(perception) describes perception, types of perception, the parts of the brain which control it, and disorders and remedies. It also explains memory and its types. The language which is another cognitive skill also presented in this slide.
This ppt talks about cognitive skills such as perception, memory, language, and decision making. It also explains how these skills are connected to the brain and which part of the brain is responsible for these skills. It also denotes the deceases and defects associated with these skills.
We have identified goals of education by viewing them from the point of neuroscience; through education, we have to produce individuals who are better problem solvers and decision. To achieve this goal, learners will have to transform what they have learned explicitly into implicit memories and vice versa. Further, through education, we enhance learner consciousness and wisdom. A number of pedagogical practices that are useful in achieving the above goals are presented. When new contents are presented in a teaching-learning environment, high-level concepts need to be highlighted; the concepts are likely to penetrate through multiple domain areas thus helping learners to form better neural networks of knowledge. In order to reach out to multiple brain regions, we need to get the frontal lobe involved essentially and hence the pace of presentation has to be controlled appropriately; as the frontal lobe connects to many brain regions, the processing occurs relatively slowly. The important task of motivating learners can be done by presenting learners with neuroscience-based facts about learning; even difficult content can be mastered by simply paying attention elaborately; human brains have the feature of plasticity and through learning, neural networks can grow throughout the lifespan. Taking into consideration the phenomenon of binocular rivalry - human brains can concentrate only on one thing at a time fully- we should encourage learners to engage in the discussion in a teaching-learning session fully. When setting assessment, we should focus on open-ended, novel conceptual questions so that learners use their frontal lobes connecting many other regions as well.
PAR-1 Select a part of the brain. Explain its functions and how i.docxsmile790243
PAR-1
Select a part of the brain. Explain its functions and how it impacts learning!
The Brain-SELECT ONE PART AND EXPLAIN
Brain—3 Divisions
Hindbrain—primitive core, 1st to form, top of spinal cord, regulates basic somatic activities like breathing
Brain stem-top of spinal cord-2 parts
i. Medulla oblongata-bump in spinal cord, controls breathing, heart rate, BP, digestion; damage is usually fatal
ii. Pons-connects the two halves of the cerebellum, regulates arousal
1. raphe nuclei—system of nerves through the pons, uses serotonin, believed to trigger and maintain slow wave sleep
Cerebellum—maintains balance, coordinates movements, and controls posture. Damage can cause ataxia—slurred speech, tremors, and loss of balance.
Midbrain—old brain, next to form, involved with other aspects of movement and sleep
Reticular formation—system of nerves; from spinal cord through hindbrain and into midbrain. Involved with sleep, maintaining a waking state, arousal and attention. Also plays a part in the sensation of touch.
Substantia nigra—midbrain into forebrain—system of nerves; regulates many aspects of movement such as initiation, termination, smoothness, and directedness. Parkinson’s—reduced dopamine, destroys substantia nigra
Forebrain—newest brain, last to form, involved with higher order thinking
Subcortical Structures
i. Thalamus—“the relay station”—relays information from incoming sensory systems (except for olfactory information, which goes directly to the limbic system) to the appropriate areas of the cortex. Also involved with motor activity, language, and memory. Korsakoff Syndrome involves damage to neurons in the thalamus and mammillary bodies of the hypothalamus.
ii. Hypothalamus—controls ANS and Endocrine system in conjunction with the pituitary gland. Maintains homeostasis of fluids, temperature, metabolism, and appetite. Involved with motivated behaviors such as eating, drinking, sex, and aggression.
1. Suprachiasmatic Nucleus (SCN)—system of nerves located in the hypothalamus; involved with regulating circadian rhythms. Takes information from the eyes (retina), interprets it, and passes it on to the pineal gland which then secretes the hormone melatonin.
iii.
Basal Ganglia
—system of nerves; includes the caudate nucleus, putamen, globus pallidus, and substantia nigra. Involved with planning, organizing, and coordinating voluntary movement. Disorders associated with the basal ganglia are: Huntington’s Disease, Parkinson’s Disease, and Tourette’s Syndrome. Also implicated in mania, obsessive-compulsive symptoms, and psychosis.
iv. Limbic System—several brain structures that work together to mediate the emotional component of behavior. Also involved with memory.
1. Amygdala—integrates and directs emotional behavior, attaches emotional significance to sensory information .
Soraya Hakimi. Brain and Cognitive Development.pptxSorayaHakimi1
brain and cognitive development is a dynamic and lifelong process. Early experiences set the foundation, but the brain's ability to adapt and learn continues throughout life. Understanding the factors that influence this development is crucial for optimizing cognitive abilities and promoting well-rounded learning and growth in individuals of all ages.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We have identified goals of education by viewing them from the point of neuroscience; through education, we have to produce individuals who are better problem solvers and decision. To achieve this goal, learners will have to transform what they have learned explicitly into implicit memories and vice versa. Further, through education, we enhance learner consciousness and wisdom. A number of pedagogical practices that are useful in achieving the above goals are presented. When new contents are presented in a teaching-learning environment, high-level concepts need to be highlighted; the concepts are likely to penetrate through multiple domain areas thus helping learners to form better neural networks of knowledge. In order to reach out to multiple brain regions, we need to get the frontal lobe involved essentially and hence the pace of presentation has to be controlled appropriately; as the frontal lobe connects to many brain regions, the processing occurs relatively slowly. The important task of motivating learners can be done by presenting learners with neuroscience-based facts about learning; even difficult content can be mastered by simply paying attention elaborately; human brains have the feature of plasticity and through learning, neural networks can grow throughout the lifespan. Taking into consideration the phenomenon of binocular rivalry - human brains can concentrate only on one thing at a time fully- we should encourage learners to engage in the discussion in a teaching-learning session fully. When setting assessment, we should focus on open-ended, novel conceptual questions so that learners use their frontal lobes connecting many other regions as well.
PAR-1 Select a part of the brain. Explain its functions and how i.docxsmile790243
PAR-1
Select a part of the brain. Explain its functions and how it impacts learning!
The Brain-SELECT ONE PART AND EXPLAIN
Brain—3 Divisions
Hindbrain—primitive core, 1st to form, top of spinal cord, regulates basic somatic activities like breathing
Brain stem-top of spinal cord-2 parts
i. Medulla oblongata-bump in spinal cord, controls breathing, heart rate, BP, digestion; damage is usually fatal
ii. Pons-connects the two halves of the cerebellum, regulates arousal
1. raphe nuclei—system of nerves through the pons, uses serotonin, believed to trigger and maintain slow wave sleep
Cerebellum—maintains balance, coordinates movements, and controls posture. Damage can cause ataxia—slurred speech, tremors, and loss of balance.
Midbrain—old brain, next to form, involved with other aspects of movement and sleep
Reticular formation—system of nerves; from spinal cord through hindbrain and into midbrain. Involved with sleep, maintaining a waking state, arousal and attention. Also plays a part in the sensation of touch.
Substantia nigra—midbrain into forebrain—system of nerves; regulates many aspects of movement such as initiation, termination, smoothness, and directedness. Parkinson’s—reduced dopamine, destroys substantia nigra
Forebrain—newest brain, last to form, involved with higher order thinking
Subcortical Structures
i. Thalamus—“the relay station”—relays information from incoming sensory systems (except for olfactory information, which goes directly to the limbic system) to the appropriate areas of the cortex. Also involved with motor activity, language, and memory. Korsakoff Syndrome involves damage to neurons in the thalamus and mammillary bodies of the hypothalamus.
ii. Hypothalamus—controls ANS and Endocrine system in conjunction with the pituitary gland. Maintains homeostasis of fluids, temperature, metabolism, and appetite. Involved with motivated behaviors such as eating, drinking, sex, and aggression.
1. Suprachiasmatic Nucleus (SCN)—system of nerves located in the hypothalamus; involved with regulating circadian rhythms. Takes information from the eyes (retina), interprets it, and passes it on to the pineal gland which then secretes the hormone melatonin.
iii.
Basal Ganglia
—system of nerves; includes the caudate nucleus, putamen, globus pallidus, and substantia nigra. Involved with planning, organizing, and coordinating voluntary movement. Disorders associated with the basal ganglia are: Huntington’s Disease, Parkinson’s Disease, and Tourette’s Syndrome. Also implicated in mania, obsessive-compulsive symptoms, and psychosis.
iv. Limbic System—several brain structures that work together to mediate the emotional component of behavior. Also involved with memory.
1. Amygdala—integrates and directs emotional behavior, attaches emotional significance to sensory information .
Soraya Hakimi. Brain and Cognitive Development.pptxSorayaHakimi1
brain and cognitive development is a dynamic and lifelong process. Early experiences set the foundation, but the brain's ability to adapt and learn continues throughout life. Understanding the factors that influence this development is crucial for optimizing cognitive abilities and promoting well-rounded learning and growth in individuals of all ages.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. 1. Hearing
1. Excitation patterns and hearing
Excitation patterns in the inner ear and auditory
nerve become automated through experience
with familiar stimuli. Without excitation
patterns, hearing cannot take place: the
auditory stimulus will not reach the brain.
3. 2. Consciousness
Consciousness and Listening
Consciousness is the aspect of mind that has a
self-centred point of view and orientation to the
environment. Consciousness is directly related
to intentionality – the intention to understand
and to be understood.
4. The properties of consciousness
Five properties of consciousness that affect listening.
1. Consciousness is embedded in a surrounding area of
peripheral awareness.
The active focus is surrounded by a periphery of semi-active
information that provides a context for it.
2. Consciousness is dynamic.
The focus of consciousness moves constantly from one focus,
or item of information, to the next. This movement is
experienced by the listener as a continuous event, rather than
as a discrete series of ‘snapshots’.
3. Consciousness has a point of view.
One’s model of the world is necessarily centred on a self. The
location and needs of that self establish a point of view, which
is a constant ingredient of consciousness and a guide for the
selection of subsequent movements.
5. 4. Consciousness has a need for orientation.
Peripheral awareness must include information regarding
a person’s location in space, time, society and ongoing
activity. This orientation allows consciousness to shift
from an immediate mode, in which the person is
attending to present, tangible references, to a distal
mode, in which the person is attending to nonpresent,
abstract, or imaginary references and concepts.
5.Consciousness can focus on only one thing at a time.
The limited capacity of consciousness is reflected as a
linguistic constraint: A speaker can produce only one
focus of consciousness at a time, which is reflected in
brief spurts of language, called intonation units. Adapted
from Chalmers (1996), Chafe (2000) and Allwood (2006)
6. 3. Attention
The taking possession of the mind, in clear and
vivid form, of one out of what seem several
simultaneously possible objects or trains of
thought. Focalisation and concentration of
consciousness are of its essences. It implies
withdrawal from some things in order to deal
effectively with others. William James (1890:
405)
7. Attention Stages
1. Arousal: in response to a stimulus (internal or
external) neurotransmitters originating in the
brain stem (reticular activating system) fire
throughout the brain, activating brain chemicals
(dopamine and noradrenaline) and creating
bursts of electrical activity.
8. 2. Orientation:
The superior colliculus regulates the
neurotransmitters and directs them to areas of
the brain that will be used for processing the
stimulus.
9. 3. Focus:
The lateral pulvinar region of the brain (the part
of the brain most active in experiences of
consciousness) locks the neurotransmitters onto
the parts of the cerebral cortex needed to
process the stimulus
10. 1.4 Processes of attention
• Attention is a limited capacity system.
• Automatic activities that require little or no attention
do not interfere with each other.
• Controlled processes require attention and interfere
with other control processes.
• Attention can be viewed as three separate but
interrelated networks: alertness, orientation and
detection. 1 Alertness represents a general readiness to
deal with incoming stimuli. 2 Orientation refers to a
specific aligning of attention. 3 Detection is the cognitive
registration of sensory stimuli.
• Detected information is available for other cognitive
processing.
11. 1.5 Selective attention and processing breaks
• Among the best known experimental studies dealing with
selective attention are dichotic listening studies in which
subjects are presented with different messages through left
and right earphones. When told to attend to one message
only or shadow it, subjects can readily comply, switching
attention to the second message. However, subjects can
shift attention only at pauses in the attended message,
which suggests that we can shift our attention only at
suitable ‘processing breaks’ in the input. Just as important,
results from these studies show that attention is needed
not only for monitoring input, but also for effectively
storing and retrieving messages. A consistent finding in
these experiments is that only information in the attended
channel (i.e. the ear with the attended input) can be
remembered.
12. 4. Individual differences in neurological processes
Six critical differences among individuals:
1. Local processing.
In terms of basic-level processing, individuals show marked differences in
basic attributes such as speed of neural transmission, activation of neural
transmitters, involvement of the thalamus (relay centre for all neural
impulses) and hippocampus (part of the limbic system involved in
orientation), memory and attention, and patterns of neural connectivity.
2. Commitment and plasticity.
As basic linguistic functions develop, they become confined to progressively
smaller areas of neural tissue, a process called neural commitment. This leads
to a beneficial increase in automaticity and speed of processing, but it also
results inevitably in a decline in plasticity. (There is also some loss in the
potential to function if brain injury occurs in an adjacent area). It appears that
the process of neural commitment leads to a neural separation between
different languages in bilinguals and second language learners. The plasticity
or neural flexibility required for language reorganisation declines
progressively through childhood and adolescence and may be the primary
cause of some of the difficulties that adults face in second language learning
(Gitterman and Datta, 2007; Van Den Noort et al., 2010).
13. 3. Integrative circuits.
Current models of the formation and consolidation of episodic
memories focus on the role played by the hippocampus in forming
integrated representations (MacWhinney, 2005a; Kroll and Tokowitz,
2005). In terms of language learning and use, these neural connections
allow a variety of local areas of the brain to form a series of
impressions of sensory and conceptual aspects of an utterance, which
are then linked into a new grammatical form or syntactic construction.
(All mammals use connections between the hippocampus and local
areas to form memories. However, humans are unique in using those
connections to support language learning.) In addition to this central
memory consolidation circuit, a variety of local circuits are likely used
in analysing and breaking apart local memories through a process
called resonance (Grossberg, 2003). Resonant circuits copy successfully
detected linguistic forms to temporary local buffers so that the system
can focus on incoming, unprocessed material while still retaining the
recognised material in local memory. As with all neural mechanisms,
differences in the efficiency of these individual circuits can be
assumed.
14. 4. Functional neural circuits.
The types of local integration supported by the episodic
memory system are complemented by a variety of other
functional neural circuits that integrate across wider
areas of the brain. A prime example of such a circuit is the
phonological rehearsal loop (Lopez et al., 2009), which
links the auditory processing in the temporal lobe with
motor processing from the prefrontal cortex. We use this
loop to store and repeat a series of words or to speed the
learning of new words. Differences in the abilities of
listeners to store items in this loop have been shown to
correlate strongly with relative success in both L1 and L2
learning (Aboitiz et al., 2010; Gathercole et al., 1994).
15. 5. Strategic control.
Brain functioning can be readily modified, amplified, integrated and
controlled by higher-level strategic processes. These higher-level
processes include mood control, attentional control, motivational
control as well as learning strategies and applications of cognitive
maps and scripts. The degree to which the listener can activate and
apply these higher-level processes will determine relative success and
failure in language comprehension in specific instances and in
longterm acquisition (Van Heuven and Dijkstra, 2010).
6. Level of attention.
Some listeners pay more attention to overall conceptual structure,
attempting to process incoming language more through top-down
inferential, whereas other learners focus more on bottom-up detail
(Bransford, 2003). This individual difference is also likely to be
important in determining the relative success of listeners in language
comprehension to specific texts and in longer-term acquisition of the
language.