There has been an explosion of research in neuroscience that is changing perspectives on learning and education. While standards exist separately in neuroscience, psychology, and pedagogy, until recently there were no agreed upon standards at their intersection, known as Mind, Brain, and Education science. The document discusses the development of a new model for Mind, Brain, and Education science based on a literature review and input from a panel of experts across relevant fields. Key aspects of the model include categorizing educational concepts based on levels of evidence and establishing principles and guidelines for instruction. Definitions of neurogenesis and neuroplasticity are also provided.
This document discusses the biological basis of memory. It covers topics like the definition of memory, different types of memory (sensory, short-term, long-term, working), memory processes (encoding, storage, retrieval), neuroplasticity mechanisms like long-term potentiation, molecular basis of memory formation, brain structures involved in memory like the hippocampus and amnesia. It provides historical context on pioneering figures who studied memory and describes classical experiments that advanced the understanding of the neurological underpinnings of memory.
Lecture2:Chapter 2 NEW Edited - Dr.Naif AlMutawaAHS_student
1) The document describes the biological foundations of psychology, including the nervous system, neurons, and brain organization.
2) It explains that the nervous system is divided into the central and peripheral nervous systems. The central nervous system includes the brain and spinal cord.
3) Neurons are the basic unit of the nervous system and can be sensory, motor, or interneurons. They transmit signals via action potentials along their axons.
The document discusses sensation and perception. It defines sensation as receiving messages about the world through the senses, while perception involves interpreting sensory information. It describes the human senses including vision, hearing, smell, taste, and touch. It discusses sensory thresholds, adaptation, and defects. It also covers perceptual concepts such as figure-ground relationship, laws of perceptual organization, attention, depth perception, and factors influencing perception.
The document discusses memory in three parts: encoding, storage, and retrieval. It describes three memory stores: sensory memory, short-term memory, and long-term memory. It also discusses working memory and its components. Finally, it examines constructive memory and how memory can be distorted during encoding and retrieval.
Intrinsic Motivation: Appreciating It, Supporting It - Johnmarshall ReevePsicologiaPUCP
Presentación del Dr. Johnmarshall Reeve en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Reeve's presentation at the event "Psychology at the PUCP aligned with the world psychology" - 27.04.2017
It provides a brief information about Neuroplasticity to enthusiast willing to know "How we gain daily skills?" and "Changing ability of our brain according to our daily habit."
For more details on study, you can follow the references...
This document provides an overview of key concepts related to memory, cognition, and language. It discusses the main components of memory including encoding, storage and retrieval. It also explains different memory systems like sensory memory, short-term memory and long-term memory. For cognition, it defines concepts and prototypes, and discusses problem solving techniques like algorithms and heuristics. It also covers biases and errors in judgment. For language, it defines key linguistic elements and outlines theories of language acquisition from infancy through childhood.
- Stimuli are detected by sense organs and transmitted as sensations. Perception involves interpreting these sensations based on prior knowledge and experience.
- Key aspects of perception include grouping elements based on principles like proximity, similarity and continuity. It also involves figure-ground perception and maintaining constancies like size, shape, color and brightness despite changes in viewing conditions.
- Sensory receptors underlie different senses like vision, hearing, touch, taste and smell. Vision involves rods and cones detecting light, while hearing codes frequencies via place and volley theories.
This document discusses the biological basis of memory. It covers topics like the definition of memory, different types of memory (sensory, short-term, long-term, working), memory processes (encoding, storage, retrieval), neuroplasticity mechanisms like long-term potentiation, molecular basis of memory formation, brain structures involved in memory like the hippocampus and amnesia. It provides historical context on pioneering figures who studied memory and describes classical experiments that advanced the understanding of the neurological underpinnings of memory.
Lecture2:Chapter 2 NEW Edited - Dr.Naif AlMutawaAHS_student
1) The document describes the biological foundations of psychology, including the nervous system, neurons, and brain organization.
2) It explains that the nervous system is divided into the central and peripheral nervous systems. The central nervous system includes the brain and spinal cord.
3) Neurons are the basic unit of the nervous system and can be sensory, motor, or interneurons. They transmit signals via action potentials along their axons.
The document discusses sensation and perception. It defines sensation as receiving messages about the world through the senses, while perception involves interpreting sensory information. It describes the human senses including vision, hearing, smell, taste, and touch. It discusses sensory thresholds, adaptation, and defects. It also covers perceptual concepts such as figure-ground relationship, laws of perceptual organization, attention, depth perception, and factors influencing perception.
The document discusses memory in three parts: encoding, storage, and retrieval. It describes three memory stores: sensory memory, short-term memory, and long-term memory. It also discusses working memory and its components. Finally, it examines constructive memory and how memory can be distorted during encoding and retrieval.
Intrinsic Motivation: Appreciating It, Supporting It - Johnmarshall ReevePsicologiaPUCP
Presentación del Dr. Johnmarshall Reeve en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Reeve's presentation at the event "Psychology at the PUCP aligned with the world psychology" - 27.04.2017
It provides a brief information about Neuroplasticity to enthusiast willing to know "How we gain daily skills?" and "Changing ability of our brain according to our daily habit."
For more details on study, you can follow the references...
This document provides an overview of key concepts related to memory, cognition, and language. It discusses the main components of memory including encoding, storage and retrieval. It also explains different memory systems like sensory memory, short-term memory and long-term memory. For cognition, it defines concepts and prototypes, and discusses problem solving techniques like algorithms and heuristics. It also covers biases and errors in judgment. For language, it defines key linguistic elements and outlines theories of language acquisition from infancy through childhood.
- Stimuli are detected by sense organs and transmitted as sensations. Perception involves interpreting these sensations based on prior knowledge and experience.
- Key aspects of perception include grouping elements based on principles like proximity, similarity and continuity. It also involves figure-ground perception and maintaining constancies like size, shape, color and brightness despite changes in viewing conditions.
- Sensory receptors underlie different senses like vision, hearing, touch, taste and smell. Vision involves rods and cones detecting light, while hearing codes frequencies via place and volley theories.
The document discusses signal detection theory and the four main functions of attention: signal detection, selective attention, divided attention, and search. It describes signal detection theory and the four possible outcomes of detecting or not detecting a target stimulus. It then discusses each of the four main functions of attention in more detail, including definitions, theories, and studies related to vigilance, selective attention, divided attention, and visual search. Finally, it discusses attention deficit hyperactivity disorder and its causes and symptoms.
The Atkinson-Shiffrin Model proposes that human memory consists of three stores: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information through iconic, echoic, and haptic memory. Short-term memory then stores about 7 chunks of information that can be rehearsed for around 18-20 seconds. Long-term memory permanently stores meaningful information through elaborative rehearsal and associations with existing knowledge.
Memory psychologists believe memory involves three stages: encoding, storage, and retrieval. Encoding involves transforming information to be stored in memory. Storage holds information in memory until needed. Retrieval locates and retrieves stored information to be used. The document then provides details on each stage, describing encoding as representing information in a form like sounds or images, storage as holding encoded information, and retrieval as locating stored information when needed. It defines memory as the process of coding, storing, and retrieving information.
The document discusses methods used in experimental cognitive psychology to investigate human cognition. It describes several key methods: (1) single-unit recording to study activity of individual neurons; (2) event-related potentials using EEG to measure electrical brain activity in response to stimuli; (3) positron emission tomography using radioactive tracers to detect brain activity levels; (4) magnetic resonance imaging and functional MRI to observe brain structure and activity; and (5) transcranial magnetic stimulation and repetitive transcranial magnetic stimulation to temporarily disrupt brain regions to understand their functions. Each method has strengths and limitations regarding the precision of measuring brain activity across space and time.
Attention allows us to focus on a limited amount of information from our environment and memories. There are several types of attention including divided, selective/focused, sustained, and alertness attention. Selective attention involves focusing on certain stimuli while ignoring others. Theories of attention propose that human information processing has a "bottleneck" that limits how much information we can attend to at once. Determinants of attention can be external factors from our surroundings, like intensity and novelty, or internal factors specific to an individual like interests, emotions, and physical state.
Learning is defined as a relatively permanent change in behavior resulting from experience. Memory involves encoding, storing, and later retrieving knowledge about the world. There are two main types of memory: explicit (episodic and semantic) and implicit (associative, classical, and non-associative). Different forms of learning and memory involve different brain regions. Long-term potentiation in the hippocampus is important for declarative memory formation and involves strengthening of synapses through high-frequency stimulation and calcium-dependent processes.
lecture 20 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, Loftus, eyewitness memory
Attention is the concentration of consciousness on a particular subject or stimulus. It involves focusing on one thing while withdrawing from others. There are limited cognitive resources for attention, so individuals must select what to attend to. Attention can be driven top-down by goals and expectations or bottom-up by stimulus characteristics. The cocktail party effect demonstrates how people can focus on one conversation among many by selecting important auditory characteristics like voice pitch.
This document summarizes key aspects of working memory. It defines working memory as the system that provides temporary storage and manipulation of information for complex cognitive tasks. The central executive controls attention and monitors thinking/memory processes. There are two storage systems - the visuospatial sketchpad handles visual information and the phonological loop rehearses verbal information. Research indicates people can process around 7 units of information at once, though this varies by task. The modal model proposes separate auditory and visual processing pathways to help "stretch" working memory capacity.
The document discusses the neuroscience of sexual functioning and the brain regions involved. It notes that sexual desire and arousal are modulated by sex hormones like testosterone and estrogen and mediated by regions like the amygdala, ventral striatum, and orbitofrontal cortex. Emotions also influence cognition and various brain areas are implicated in processing emotions. Conditions like erectile dysfunction, hypoactive sexual desire disorder, and premature ejaculation can be treated with cognitive behavioral psychotherapy which aims to change faulty perceptions, beliefs, thoughts, and behaviors associated with sexual difficulties.
Memory involves three main stages: encoding, storage, and retrieval. Information is encoded using visual, acoustic, or semantic representations when it enters the memory system. It is then stored either in short-term memory (for up to 30 seconds) or long-term memory (which can last a lifetime). Retrieval involves accessing stored information through sequential ordering for short-term memory or associations for long-term memory. Many memory experiments are criticized for having low ecological validity since the laboratory setting and tasks like recalling word lists are artificial compared to real-world memory use.
1. Memory involves multiple brain structures working together, including the hippocampus, medial temporal lobe, striatum, thalamus, and neocortex.
2. Visual information is first processed in the visual cortex, then held in short-term memory in the frontal lobes.
3. The hippocampus stores new information from short-term memory for weeks or months before transferring it to the cerebral cortex for long-term storage.
4. Recalling long-term memories routes information from the cerebral cortex back to the frontal lobes for temporary storage in working memory.
1. Memory works through encoding, storing, and retrieving information. Encoding gets information into the brain, storage holds it, and retrieval recalls it.
2. The Atkinson-Shiffrin model describes memory formation moving from sensory memory to short-term memory to long-term memory. Working memory processes information in short-term memory.
3. Memories are formed through either effortful processing requiring rehearsal and encoding or automatic processing without awareness into implicit memory.
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
Neuropsychological assessment and profilePragyaMitra
The document provides an overview of neuropsychological assessment and profiles for various cognitive and neurological conditions. It discusses the objective of neuropsychological assessment to comprehensively evaluate cognitive and behavioral functioning through a battery of tests. This allows identification of strengths and weaknesses to inform differential diagnosis, management recommendations, and understanding of condition progression over time. Neuropsychological profiles for conditions like dementia, HIV, substance use disorders, learning disorders, autism, and ADHD are presented, highlighting common cognitive deficits seen in each condition. The document emphasizes the integration of test results with clinical history to form diagnostic formulations.
Attention allows us to focus on a limited amount of information from our environment and memories. There are several types of attention including divided, selective/focused, sustained, and alertness attention. Selective attention involves focusing on certain stimuli while ignoring others. Theories of attention propose that human information processing has a "bottleneck" that limits how much information we can attend to at once. Determinants of attention can be external factors from our surroundings, like intensity, size, movement, or internal factors like interests, emotions, effort required, and physical state.
This document discusses theories of learning and intelligence. It covers the following key points:
1. Individuals have different learning styles based on their innate cognitive systems and life experiences. No two people learn the same way.
2. The brain needs certain inputs like water, oxygen, and stimulation to function well. It also benefits from repetition, strong associations, patterns, and positive reinforcement.
3. Modern theories of intelligence reject the idea of a single measurable intelligence, and instead see intelligence as comprising multiple capacities or dispositions that are contextual.
Medulla, Reticular Formation, Thalamus, and HippocampusCArndt13
The medulla regulates vital involuntary functions like breathing and heart rate. Damage to the medulla is often fatal or causes vegetative states, as it controls crucial tasks necessary for life. The reticular formation in the medulla regulates arousal, attention, sleep, and awareness. Damage can cause fatigue, sexual dysfunction, or coma. The thalamus relays sensory information to processing areas. Damage results in sensory confusion as information is wrongly directed. The hippocampus processes long-term memory and emotions. Alzheimer's or damage impairs memory formation and recall of object and event locations.
This document provides an overview of the main structures and functions of the brain and nervous system. It discusses the four lobes of the brain and their functions, as well as the limbic system and its role in emotions. It also describes the basic anatomy and cell types of the brain and spinal cord, including neurons, glial cells, grey matter, and white matter. Key functions such as processing sensory information and memory are highlighted.
The document discusses signal detection theory and the four main functions of attention: signal detection, selective attention, divided attention, and search. It describes signal detection theory and the four possible outcomes of detecting or not detecting a target stimulus. It then discusses each of the four main functions of attention in more detail, including definitions, theories, and studies related to vigilance, selective attention, divided attention, and visual search. Finally, it discusses attention deficit hyperactivity disorder and its causes and symptoms.
The Atkinson-Shiffrin Model proposes that human memory consists of three stores: sensory memory, short-term memory, and long-term memory. Sensory memory briefly stores sensory information through iconic, echoic, and haptic memory. Short-term memory then stores about 7 chunks of information that can be rehearsed for around 18-20 seconds. Long-term memory permanently stores meaningful information through elaborative rehearsal and associations with existing knowledge.
Memory psychologists believe memory involves three stages: encoding, storage, and retrieval. Encoding involves transforming information to be stored in memory. Storage holds information in memory until needed. Retrieval locates and retrieves stored information to be used. The document then provides details on each stage, describing encoding as representing information in a form like sounds or images, storage as holding encoded information, and retrieval as locating stored information when needed. It defines memory as the process of coding, storing, and retrieving information.
The document discusses methods used in experimental cognitive psychology to investigate human cognition. It describes several key methods: (1) single-unit recording to study activity of individual neurons; (2) event-related potentials using EEG to measure electrical brain activity in response to stimuli; (3) positron emission tomography using radioactive tracers to detect brain activity levels; (4) magnetic resonance imaging and functional MRI to observe brain structure and activity; and (5) transcranial magnetic stimulation and repetitive transcranial magnetic stimulation to temporarily disrupt brain regions to understand their functions. Each method has strengths and limitations regarding the precision of measuring brain activity across space and time.
Attention allows us to focus on a limited amount of information from our environment and memories. There are several types of attention including divided, selective/focused, sustained, and alertness attention. Selective attention involves focusing on certain stimuli while ignoring others. Theories of attention propose that human information processing has a "bottleneck" that limits how much information we can attend to at once. Determinants of attention can be external factors from our surroundings, like intensity and novelty, or internal factors specific to an individual like interests, emotions, and physical state.
Learning is defined as a relatively permanent change in behavior resulting from experience. Memory involves encoding, storing, and later retrieving knowledge about the world. There are two main types of memory: explicit (episodic and semantic) and implicit (associative, classical, and non-associative). Different forms of learning and memory involve different brain regions. Long-term potentiation in the hippocampus is important for declarative memory formation and involves strengthening of synapses through high-frequency stimulation and calcium-dependent processes.
lecture 20 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, Loftus, eyewitness memory
Attention is the concentration of consciousness on a particular subject or stimulus. It involves focusing on one thing while withdrawing from others. There are limited cognitive resources for attention, so individuals must select what to attend to. Attention can be driven top-down by goals and expectations or bottom-up by stimulus characteristics. The cocktail party effect demonstrates how people can focus on one conversation among many by selecting important auditory characteristics like voice pitch.
This document summarizes key aspects of working memory. It defines working memory as the system that provides temporary storage and manipulation of information for complex cognitive tasks. The central executive controls attention and monitors thinking/memory processes. There are two storage systems - the visuospatial sketchpad handles visual information and the phonological loop rehearses verbal information. Research indicates people can process around 7 units of information at once, though this varies by task. The modal model proposes separate auditory and visual processing pathways to help "stretch" working memory capacity.
The document discusses the neuroscience of sexual functioning and the brain regions involved. It notes that sexual desire and arousal are modulated by sex hormones like testosterone and estrogen and mediated by regions like the amygdala, ventral striatum, and orbitofrontal cortex. Emotions also influence cognition and various brain areas are implicated in processing emotions. Conditions like erectile dysfunction, hypoactive sexual desire disorder, and premature ejaculation can be treated with cognitive behavioral psychotherapy which aims to change faulty perceptions, beliefs, thoughts, and behaviors associated with sexual difficulties.
Memory involves three main stages: encoding, storage, and retrieval. Information is encoded using visual, acoustic, or semantic representations when it enters the memory system. It is then stored either in short-term memory (for up to 30 seconds) or long-term memory (which can last a lifetime). Retrieval involves accessing stored information through sequential ordering for short-term memory or associations for long-term memory. Many memory experiments are criticized for having low ecological validity since the laboratory setting and tasks like recalling word lists are artificial compared to real-world memory use.
1. Memory involves multiple brain structures working together, including the hippocampus, medial temporal lobe, striatum, thalamus, and neocortex.
2. Visual information is first processed in the visual cortex, then held in short-term memory in the frontal lobes.
3. The hippocampus stores new information from short-term memory for weeks or months before transferring it to the cerebral cortex for long-term storage.
4. Recalling long-term memories routes information from the cerebral cortex back to the frontal lobes for temporary storage in working memory.
1. Memory works through encoding, storing, and retrieving information. Encoding gets information into the brain, storage holds it, and retrieval recalls it.
2. The Atkinson-Shiffrin model describes memory formation moving from sensory memory to short-term memory to long-term memory. Working memory processes information in short-term memory.
3. Memories are formed through either effortful processing requiring rehearsal and encoding or automatic processing without awareness into implicit memory.
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
Neuropsychological assessment and profilePragyaMitra
The document provides an overview of neuropsychological assessment and profiles for various cognitive and neurological conditions. It discusses the objective of neuropsychological assessment to comprehensively evaluate cognitive and behavioral functioning through a battery of tests. This allows identification of strengths and weaknesses to inform differential diagnosis, management recommendations, and understanding of condition progression over time. Neuropsychological profiles for conditions like dementia, HIV, substance use disorders, learning disorders, autism, and ADHD are presented, highlighting common cognitive deficits seen in each condition. The document emphasizes the integration of test results with clinical history to form diagnostic formulations.
Attention allows us to focus on a limited amount of information from our environment and memories. There are several types of attention including divided, selective/focused, sustained, and alertness attention. Selective attention involves focusing on certain stimuli while ignoring others. Theories of attention propose that human information processing has a "bottleneck" that limits how much information we can attend to at once. Determinants of attention can be external factors from our surroundings, like intensity, size, movement, or internal factors like interests, emotions, effort required, and physical state.
This document discusses theories of learning and intelligence. It covers the following key points:
1. Individuals have different learning styles based on their innate cognitive systems and life experiences. No two people learn the same way.
2. The brain needs certain inputs like water, oxygen, and stimulation to function well. It also benefits from repetition, strong associations, patterns, and positive reinforcement.
3. Modern theories of intelligence reject the idea of a single measurable intelligence, and instead see intelligence as comprising multiple capacities or dispositions that are contextual.
Medulla, Reticular Formation, Thalamus, and HippocampusCArndt13
The medulla regulates vital involuntary functions like breathing and heart rate. Damage to the medulla is often fatal or causes vegetative states, as it controls crucial tasks necessary for life. The reticular formation in the medulla regulates arousal, attention, sleep, and awareness. Damage can cause fatigue, sexual dysfunction, or coma. The thalamus relays sensory information to processing areas. Damage results in sensory confusion as information is wrongly directed. The hippocampus processes long-term memory and emotions. Alzheimer's or damage impairs memory formation and recall of object and event locations.
This document provides an overview of the main structures and functions of the brain and nervous system. It discusses the four lobes of the brain and their functions, as well as the limbic system and its role in emotions. It also describes the basic anatomy and cell types of the brain and spinal cord, including neurons, glial cells, grey matter, and white matter. Key functions such as processing sensory information and memory are highlighted.
Neurons in the central nervous system have very limited regenerative abilities after injury. While it was once thought that neuronal injury always led to cell death, it is now known that neurons can remodel their projections and synaptic connections. The severity of injury can range from reversible myelin sheath damage (neuropraxia) to complete axon severing (neurotmesis). After injury, neurons undergo chromatolysis and may experience transneuronal degeneration. The distal stumps of severed axons undergo Wallerian degeneration over time. Growth cones allow limited axon regrowth, but glial scars and myelin inhibitors in the CNS make full recovery difficult.
This document provides an overview of human memory, including its key processes and models. It discusses sensory memory, short-term memory, working memory, and long-term memory. Various memory models and concepts are explained, such as the information processing model, encoding specificity, levels of processing, chunking, and memory aids. Specific examples like Clive Wearing's case of severe memory loss are also referenced.
This document defines and provides examples of light years, which are used to measure the vast distances in space. A light year is the distance that light travels in one year, which is approximately 5.88 trillion miles or 9.5 trillion kilometers. When viewing stars and other objects in space, we are seeing them as they appeared in the past due to the time it takes their light to reach Earth, such as light from Sirius taking 8 years to reach us.
Neurons are the basic structural and functional units of the nervous system. They transmit electrochemical signals throughout the body and have specialized extensions called dendrites and axons. There are about 100 billion neurons in the human brain that come in three main types - motor neurons carry signals from the brain to muscles and glands, sensory neurons carry signals from receptors to the brain, and associative neurons connect neurons within the brain and spinal cord. Neurons transmit information via an electrochemical process where electrical signals travel through the neuron and chemical signals are used to transmit between neurons at synapses.
The document discusses analyzing your audience and purpose when writing a document. It recommends determining characteristics of your readers such as who they are, their attitudes, expectations, education, and experience. It also recommends classifying readers into primary, secondary and tertiary audiences. The document also discusses understanding your readers' attitudes and expectations, as well as why and how they will use the document.
The document discusses the basic unit of nervous tissue, the neuron. Neurons consist of a cell body containing the nucleus, and processes called dendrites and an axon. Dendrites carry impulses toward the cell body, while the axon carries impulses away from the cell body. There are three main types of neurons: sensory neurons that transmit impulses from the body to the CNS, motor neurons that carry impulses from the CNS to muscles and glands, and interneurons that relay impulses within the CNS.
This document describes the three main types of neurons - sensory neurons, motor neurons, and interneurons. It provides details on each type, including their functions and characteristics. Sensory neurons transmit signals from receptors to the brain/spinal cord, motor neurons carry signals from the brain/spinal cord to muscles and glands, and interneurons connect neurons within the central nervous system. The document also discusses the structure and function of neurons, how they communicate via electrical and chemical signals, and different neurotransmitters.
The hippocampus is located in the medial temporal lobe and plays an important role in memory formation and emotion. It helps transfer information from short-term to long-term memory. Damage to the hippocampus is linked to memory loss and cognitive impairments seen in conditions like Alzheimer's disease and epilepsy. The hippocampus also appears to shrink in patients with schizophrenia and severe depression.
Neurons are the basic structural and functional units of the nervous system. They transmit electrical and chemical signals and have three main parts - the cell body, dendrites, and axon. The cell body contains the nucleus. Dendrites receive signals and the long axon conducts signals away from the cell body. Neurons communicate with each other via synapses, where neurotransmitters are released by the presynaptic neuron and bind to receptors on the postsynaptic cell. This allows signals to be transmitted electrically along neurons and chemically between neurons.
The document discusses the anatomy and histology of the central nervous system. It describes the different types of neurons, their classification based on structure and function. It also discusses the supporting glial cells like astrocytes, oligodendrocytes, microglia and ependymal cells. It explains the structure and function of synapses and myelin sheath formation in the CNS.
This document outlines the process for creating multimedia products, including educational, promotional, games, information, quizzes, simulators and storybooks. It discusses receiving a client brief, planning the design and assets, creating or acquiring necessary elements like text, sound, video and images. The production process involves developing the product using chosen software while carefully organizing files. Thorough testing and evaluation ensures the final product meets the client's needs and works properly across different formats.
The document summarizes Richard Mayer's work on multimedia learning. It discusses Mayer's definition of multimedia as presenting words and pictures, and his cognitive theory of multimedia learning. It describes three views of multimedia messages and two metaphors for multimedia learning - information acquisition versus knowledge construction. It also outlines three kinds of learning outcomes and two types of active learning.
The nervous system is divided into the central nervous system (CNS) and peripheral nervous system (PNS). The CNS contains the brain and spinal cord, while the PNS contains motor and sensory neurons. The somatic nervous system controls voluntary movement through skeletal muscles and the autonomic nervous system regulates organs and smooth muscles, divided into the sympathetic and parasympathetic systems for fight-or-flight responses and maintenance.
Neurons are specialized cells that carry messages through the body via electrochemical processes. They have extensions called dendrites that receive information and axons that carry information to other neurons or structures. At the junction between neurons called the synapse, chemicals called neurotransmitters relay messages. Neurons have irregular shapes and specialized structures that allow them to communicate rapidly and coordinate the body's thinking and behavior. Support cells called glia aid neurons by insulating axons, removing waste, and regulating blood flow in the brain.
Here are the steps for the reaction time lab activity:
1. The stimulus is the dropping of the meter stick.
2. The response is catching the meter stick.
3. The variable being measured is reaction time, as determined by the distance the meter stick falls before being caught.
4. The right and left hand reaction times may differ due to handedness - most people tend to be faster with their dominant hand due to more practice with fine motor skills.
5. Record the data from each trial in a table and calculate the average distance for each hand to determine which hand has the faster overall reaction time.
Let me know if you need any clarification or have additional questions!
The document discusses the Cognitive Theory of Multimedia Learning (CTML). It provides an overview of CTML and lists some of its major researchers like Richard Mayer and Roxana Moreno. It also mentions some significant studies conducted within the CTML framework and lists basic principles of CTML such as split-attention and modality effects as well as more advanced principles involving things like guided discovery, worked examples, and prior knowledge.
How the brain_processes_information-memory_retention_and_learning(tracey_toku...Juan Crovetto
The document discusses how the brain processes information related to memory, attention, and learning. It provides background on the author Tracey Tokuhama-Espinosa and her qualifications. The focus is on applying concepts from the emerging field of Mind, Brain, and Education science to classroom teaching practices. Key topics covered include assumptions of this field, definitions, memory, attention, learning implications for teachers, and identifying neuromyths versus evidence-based beliefs about how the brain works.
This document discusses the science of Mind, Brain, and Education (MBE). It lays out several well-established principles of MBE, including that each brain is unique, the brain is plastic and changes with experience, and learning depends on memory and attention. It also addresses common neuromyths. The document encourages teachers to take a transdisciplinary approach and differentiate instruction based on learner variability rather than one-size-fits-all methods.
The history of how we teach is fascinating. By understanding not only how people learn but also how we have learned how to teach, we can become better professionals. In this article we review the history of human learning and the progress of teaching over the past 5,500 years. The following is an excerpt from Mind, Brain, and Education Science: A comprehensive guide to the new brain-based teaching (W.W. Norton) a book based on over 4,500 studies and with contributions from the world’s leaders in MBE Science.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
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Multiple Intelligence Theory and Foreign Language Learning: A Brain-based Per...Ana María
This document discusses applying Howard Gardner's Multiple Intelligence Theory to foreign language learning from a brain-based perspective. It argues that MIT recognizes individual learner differences and allows for a variety of learning activities to engage different intelligences. Neuroscience supports developing a holistic view of learning that incorporates physical, affective, and cognitive dimensions. While intelligence was traditionally viewed as fixed, MIT sees intelligences as changeable and trainable. Providing meaningful learning activities related to learners' strengths can positively influence motivation by how stimuli are appraised. Exceptional language learners may not have high general intelligence but strong memory, auditory, and linguistic abilities.
1. Definitions
2. Useable Knowledge from
3. Neuroscience that can be applied in Classrooms
4. Ten Things Learners Should Know About Their Own Brains (Neuromyths)
Connections: The Learning Sciences Platform integrates a humane approach in the educational processes through creative initiatives using an interdisciplinary and international perspective.
Connections work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
- Promotion of free resources to improve the learning sciences
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
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Ins and outs of transdisciplinary researchAndrew Hugill
This document provides an overview of transdisciplinary research, beginning with a brief history of academic disciplines and the development of interdisciplinary and multidisciplinary research. It defines transdisciplinarity as research that integrates knowledge across disciplinary boundaries to understand complex problems. Key aspects discussed include the aims of triangulation, complementarity, and expanding the scope of research. Challenges of transdisciplinary work include structural, cultural, linguistic, and financial issues. The document also references theories of transdisciplinarity and discusses concepts like different levels of reality and the "included middle" logic.
This editorial introduces a special issue on developmental cognitive neuroscience. It discusses the history and growth of the field from its origins in developmental psychology and cognitive neuroscience. Advances in neuroimaging and other methods have allowed the exploration of relations between brain and cognitive development. Developmental cognitive neuroscience aims to provide an integrative understanding through combining disciplines and methods. The special issue reflects the current state of the field through experimental papers and reviews on topics showing the field's enrichment, such as mechanisms of change, individual differences, and lifespan development.
Prologue (history and psychology overview)dcrocke1
This document provides an overview of an AP Psychology course, including:
1) An outline of the prologue chapter which discusses the history and roots of psychology from prescientific thinkers through the development of the field into distinct subfields and perspectives.
2) Brief descriptions of the major figures and schools of thought that have influenced the development of psychology as a scientific discipline.
3) An overview of psychology's major subfields in both research and applied contexts.
An Introduction to Cognitive Psychology 3rd ed 2014.pdfLuz Martinez
This document provides an introduction and overview of the third edition of the textbook "An Introduction to Cognitive Psychology: Processes and disorders". The summary is as follows:
The textbook is a comprehensive introductory text for undergraduate students on the key areas of cognition, including perception, attention, memory, thinking and language. It uniquely includes chapters on both normal cognitive functions as well as related clinical disorders to provide insight into the nature of cognition. The third edition has been completely revised and updated with new authors who are experts in their fields. It features greater coverage of neuropsychological disorders and specially designed textbook elements to aid student learning.
This document provides an overview of psychology as a field of study. It discusses the roots of psychology in philosophers like Aristotle and the birth of modern psychology with Wundt establishing the first psychology laboratory in 1879. The document also outlines psychology's main levels of analysis including biological, behavioral, cognitive, and social perspectives. Finally, it describes some of psychology's major subfields such as clinical, developmental, social, and industrial/organizational psychology.
This document provides an overview of psychology as a field of study. It discusses the roots of psychology in philosophers like Aristotle and the birth of modern psychology with Wundt establishing the first psychology laboratory in 1879. The document also outlines psychology's main levels of analysis including biological, behavioral, cognitive, and social perspectives. Finally, it describes some of psychology's major subfields such as clinical, developmental, social, and industrial/organizational psychology.
This document discusses neuroethics and its relationship to educational issues. It begins by defining neuroethics and cognitive neuroscience. It then examines various ethics issues related to neuroscience research and its applications, including impacts on individuals and society. It discusses how the scientific understanding of the brain can influence views of humanity. It also explores the neuroscience of moral decision making and how an understanding of brain mechanisms can inform views of living. The document traces the history of neuroethics back to the 2000s and conferences/publications that helped establish the field. It analyzes challenges of communicating neuroscience research to the public and proposes ways to enhance communication. Many neuroethical issues are also relevant for education and cognitive science due to the study of
PHILOSOPHY IN THE DEVELOPMENT OF SCIENTIFIC METHODSAJHSSR Journal
ABSTRACT : Philosophy is the science of seeking truth. The truth that is sought from each person is different.
the truth as to what is being sought is not always the same and not always different. When something is good for
oneself, then we will say it is true, that is also the truth that is believed. However, every truth needs to be true,
not only by oneself, but also by others in general. Truth must be representative or must represent. Therefore, the
truth needs to be tested and proven through research. The research was conducted using the scientific method.
The scientific method is a way to facilitate and focus on proving the truth. So there is a relationship between
philosophy as a seeker of truth with scientific research methods to prove the truth. So that the truth can be
recognized by everyone, becoming a science that can be adopted or adapted. Science is owned to add insight in
order to improve one's intellectual. So that people do not just say, but there are basics or foundations in
acknowledging or justifying any opinion. The truth that is proven representatively, that is the truth that has
become science, which can be accepted by everyone, after going through a research
KEYWORDS: philosophy; method; scientific
This document provides an overview of psychology as a field of study. It discusses the origins of psychology in philosophers like Aristotle and the work of early psychologists like Wundt, James, Freud, Watson, and Skinner. Contemporary psychology is defined as the scientific study of behavior and mental processes. It involves three main levels of analysis - biological, behavioral, and cognitive - and covers various subfields like clinical, developmental, social, and cognitive psychology. Applied fields include clinical, counseling, educational, and industrial/organizational psychology.
This document discusses the nature of science and the scientific process as it relates to the field of psychology. It outlines that psychology focuses on applying the scientific process and research cycle to gain a systematic understanding of human behavior and the mind. The scientific process involves forming a question, hypothesis, method, analysis and reporting of results to build verifiable, cumulative and public knowledge. While psychology aims to be scientific, it also acknowledges limitations in fully studying topics like human subjectivity.
A brief overview of the panel discussion for the 2015 South by Southwest Edu conference. Panel participants are Sheryl Abshire, Ph.D., Adam Hall, and Steve Miller, Ph.D.
Evolutionary psychology combines evolutionary biology and cognitive psychology to study the evolution of human psychology and behavior. The core tenets of evolutionary psychology are that 1) behavior is influenced by psychological mechanisms and their inputs, 2) these mechanisms evolved through natural and sexual selection, and 3) they function to solve adaptive problems faced by our ancestors. While genes influence traits, epigenetics shows that environmental factors can influence which genes are expressed.
Similar to how the brain processes information memory retention and learning tracey-tokuhama-espinosa (20)
The document discusses the Finnish Matriculation Examination system. It provides:
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2) An overview of the exam which consists of compulsory and optional tests in subjects like languages and sciences administered biannually in schools.
3) Details about ongoing digitalization efforts to transition the exam to an online format by 2019 for improved assessment, information security, and testing of modern skills.
The document discusses how today's youth, known as the "app generation", have different expectations about technology and the workplace than current employees. It finds that teenagers place more importance on mobile communication tools like smartphones compared to traditional devices like desk phones. The app generation also prefers flexible work arrangements and having the latest technology available. However, they feel the technology provided by their schools does not adequately prepare them for what they will encounter in the workplace.
Este documento presenta una guía de recursos didácticos para centros educativos sobre el ciberbullying. El documento contiene ocho capítulos que abordan temas como los mundos conectados a través de las TIC, escenarios de riesgo como el ciberbullying y grooming, la necesidad de formar a los estudiantes sobre ética en las redes sociales, un proyecto de estudiantes ayudantes en TIC, ejemplos de acciones didácticas, un protocolo de intervención y referencias normativas y bibliográficas.
Philosophy for Children (P4C) is an educational approach where a trained teacher leads philosophical discussions with students in order to improve their thinking and reasoning skills. Research has found P4C increases students' cognitive abilities, confidence, and engagement in learning. It is more effective and less expensive than other programs for improving academic and social outcomes for students. The document provides an overview of how P4C works in the classroom and research demonstrating its benefits.
The document discusses 20 jobs that are predicted to emerge from advances in science and technology between 2010-2030. It analyzes how global change drivers like demographic shifts, economic turbulence, and environmental challenges could impact work. Specific jobs mentioned include genomics developer, weather modification police, and vertical farmer. The section on education predicts that avatar manager/devotees, who administer virtual learning for students, will be one of the top 20 jobs in education. It provides details on the potential tasks of virtual teachers.
Alfredo Hernando | Viaje a la escuela del siglo XXI | fundación telefónicaMinisterio de Educación
Este documento presenta un libro sobre escuelas innovadoras alrededor del mundo. El libro explora las mejores prácticas de escuelas pioneras y ofrece 80 acciones concretas que los lectores pueden implementar en sus propias escuelas. El autor, Alfredo Hernando Calvo, es un psicólogo e investigador apasionado por la innovación educativa. El libro pretende inspirar a los lectores compartiendo experiencias de escuelas innovadoras y animándolos a diseñar su propio proyecto de transformación escolar.
Teaching thinking skills is important for developing students' abilities. It helps students learn how to learn, solve problems, and make decisions. Some key benefits include helping students become more self-aware, empowering them to take control of their education, and setting them up for lifelong learning beyond the classroom.
HÀBITAT, TERRITORI I TECNOLOGIES DE FRONTERA
Singularitat tecnològica i ciudadanía
Albert Cortina
Fòrum CAT 21 Territori i Urbanisme – Estat i alternatives
Societat Catalana d’Ordenació del Territori (SCOT)
Institut d’Estudis Catalans
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This document provides an introduction to emerging technologies for learning by discussing major trends driving change in education, what is known about learning, and the role of technology in teaching and learning. It covers fragmentation of information, how learners now piece together content, and challenges for education in clarifying information. Research shows distance education can be as effective as face-to-face learning when pedagogical excellence is provided. The document aims to serve as a resource for educators on incorporating technologies into teaching.
This document is a table of contents for a book about knowledge and learning. It lists the chapter titles and section headings, which discuss topics like theoretical views of knowing and learning, changes in knowledge environments, implications of those changes, and designing for learning. The table of contents provides an overview of the book's structure and topics of discussion, with a focus on how knowledge and learning have been impacted by technological changes.
Este documento presenta guías para una enseñanza eficaz en la universidad. Comienza con presunciones sobre la educación, como no causar daño y desarrollar pensadores críticos. Luego, cubre conceptos como el pensamiento crítico y el método socrático de preguntar en lugar de decir. Finalmente, proporciona 10 guías agrupadas en planificación, evaluación, metodologías y aspectos personales, con ejemplos de cómo aplicar conceptos como el diseño inverso, la memoria y atención, y los efectos
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DIGCOMP: A Framework for Developing and Understanding Digital Competence in E...Ministerio de Educación
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Este documento describe cuatro estilos de aprendizaje (activo/explorador, reflexivo/negociador, teórico/director y pragmático/constructor) y las características asociadas con cada uno. También discute los tipos de personalidad según H. Fisher, incluyendo las características emocionales, teóricas, racionales y prácticas. Finalmente, propone correlacionar las parejas teórico/práctico con racional/emocional.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
6. There is an
explosion in research
about the brain that
is changing how we
think about learning
and education.
7. "We know a little of
what goes on in the
brain when we learn,
but hardly anything
about what goes on in
the brain when we
teach," (Blakemore &
Frith, 2008, p.118).
8. In brief
Concepts from Mind, Brain, and Education science,
commonly referred in the popular press as “brain-based
learning,” have been applied indiscreetly and
inconsistently to classroom teaching practices for many
years.
While standards exist in neuroscience, psychology and
pedagogy, until recently there were no agreed upon
standards in their intersection, Mind, Brain, and
Education science. Some of these standards will be
discussed today.
9. Assump8ons
1. The new academic discipline in discussion is the
intersection of neuroscience, education and
psychology.
2. The focus is equally balanced between knowledge
of how humans learn and how best to teach.
3. Education is not a “one-size-fits-all” practice
(recipe approach).
4. The first rule of Education is the same as that of
Medicine: “Do no harm.”
11. Where does this informa8on come from?
Dissertation
1. Grounded Theory development based on a meta-
analysis of the literature (1977-2008), over 4,500
documents reviewed (2,266).
2. New Model developed.
3. Delphi expert panel (20 experts from six
countries) discussed 11 topics (25; 7) in three
rounds.
4. New Model modified.
5. Comparison with existing literature.
12. Delphi Par8cipants
Daniel Ansari
Michael Atherton
Jane Bernstein
Sarah Jayne Blakemore
Renate Nummela-
Caine
Donna Coch
David Daniel
Stanislas Dehaene
Marian Diamond
Kurt Fischer
John Geake
Usha Goswami
Christina Hinton
Mary Helen
Immordino-Yang
Eric Jensen
Jelle Jolles
Michael Posner
Marc Schwartz
Rita Smilkstein
David Sousa
Judy Willis
Virginia Berninger
John T. Bruer
Howard Gardner
Paul Howard-Jones
Hideaki Koizumi
Neuroscientists
Psychologists
Educators
14. Major Brain Func8ons in the Research
1. Art
2. Creativity
3. Language
4. Reading
5. Math
6. Music
7. Science
1. Affect and Empathy
2. Emotions
3. Motivation
4. Attention
5. Executive Functions and/or
Decision-Making
6. Facial Recognition and
Interpretation
7. Memory
8. Social Cognition
9. Spatial Management
10. Time Management
School Subjects Life Skills
15. Eleven Areas Discussed by the Experts
1. Name of the emerging field;
2. Academic roots;
3. Definition of terms;
4. The overarching research, practice and policy goals of the emerging field;
5. History;
6. Thought leaders;
7. Steps to judging quality information;
8. Organizations and societies qualified to judge the information;
9. BELIEFS AND NEUROMYTHS (today’s focus);
10. Enhanced communication between professionals in the parent disciplines;
11. Design of a new Master’s program to meet the needs of new professionals in
the emerging field.
For complete dissertation, email tracey.tokuhama@gmail.com
16. The New
Model
The categorization of neuromyths and the beliefs agreed upon by
the Delphi expert panel pointed to the main tenets and principles of
Mind, Brain, and Education science.
The tenets are relative to each individual learner while the
principles are important in the same way for all learners.
The tenets and principles define the instructional guidelines of the
field.
Beliefs and Myths
Principles Tenets
Instructional Guidelines
The Foundations of Instructional Guidelines in the New Model
17. Categoriza8on criteria
In Understanding the brain:
The birth of a learning
science, (OECD, 2002)* the
authors propose a continuum
of four categories of
information quality.
*OECD= 30 countries (Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France,
Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxemburg, Mexico, the Netherlands, New
Zealand, Norway, Poland, Portugal, Slovenia, Spain, Sweden, Switzerland, Turkey, United Kingdom, United
States.
18. Criteria used to categorize concepts
Categories:
A. What is well-established (i.e. plasticity, which now has
hundreds of credible human studies behind it);
B. What is probably so (i.e., sensitive periods, which has
hundreds of studies behind it, though not all conducted on
humans);
C. What is intelligent speculation (i.e., gender differences,
which has thousands of studies behind it, albeit of mixed
quality and sometimes with contradictory findings); and
D. What is popular misconception or a neuromyth (i.e., "right
brain" and "left brain" discussion, which has been the target
of thousands of books and articles, some of which promote
the term, but most of which criticize the lack of factual
accuracy of the claim).
39. Well established: The brain changes
constantly with experience
“The brain is a complex, dynamic, and integrated system that is constantly
changed by experience, though most of this change is only evident at a
microscopic level.”
You will go to bed tonight with a different brain with which you awoke. Each
smell, sight, taste and touch you experience and each feeling you have can
alter the physical form of your brain. The complexity and dynamic nature of
the brain remind teachers that even when they feel they are not reaching
students, they may very well be changing them, bit by bit.
42. Intelligent specula8on: Memory
“Different memory systems (i.e., short term-, long
term-, working-, spatial-, motor-, modality-specific-,
rote-, etc.) receive and process information in different
ways and are retrieved through distinct, though
sometimes overlapping, neural pathways.”
Human memory is a complex system and it is vital for
learning. Information is stored and retrieved in various
forms, implying that teachers should vary their methods
of instruction in order to create a variety of pathways
through which it can be retrieved, thus facilitating the
recall process.
(e.g., Multiple Intelligences Theory instructional
practices)
Not yet well-established because documentation in
classroom contexts using neuroscientific criteria is
sparse.
43. Intelligent specula8on:
Exis8ng knowledge
“Human learning is a constructive process
in that humans construct meaning from
existing knowledge structures. Such
existing knowledge structures are
individually defined.”
People take past experiences and make
conceptual building blocks from them, upon
which new knowledge is developed. The
building metaphor is the basis for the
constructivist philosophy of education.
While proven in education and psychology,
not yet well-established because
documentation in neuroscience is sparse.
48. Three things that are easy to remember.
Three things that are hard to remember.
Think about…
49. Probably so: Sleep
“Sleep is important for declarative memory
consolidation, (though other types of
memories, such as emotional memories, can
be achieved without sleep). Sleep deprivation
also has a negative impact on memory.”
Lack of sleep compromises one’s abilities to
be attentive and to organize mental activity
efficiently and effectively.
Memory consolidation is dependent on REM
(rapid eye movement) sleep.
Without a good night’s sleep, memory is
compromised.
Not yet well-established because there are only a
few studies available on school-age populations.
51. Probably so: Novelty
“Human brains seek and often
quickly detect novelty, (which is
individually defined).”
We are quick to notice things that
are out of place or different, and
we actually unconsciously look
for things that don’t belong.
(e.g., “2+3=5” and “5-3=2”)
Not yet well-established because
the individual nature of “novelty”
makes it hard to study.
52. Probably so: PaTerning
“Human brains seek patterns upon which they
predict outcomes, and neural systems form
responses to repeated patterns of activation
(patterns being individually defined).”
We categorize our world in ways that help us
understand information. Part of how we do this
relates to designing patterns for the things we
find. These patterns are like a road map that tells
us where to go next. This road map is the neural
system for that group of like experiences.
(e.g., math, writing genres, social interactions,
etc.)
While proven in neuroscience and psychology,
not yet well-established because of the limited
number of classroom studies.
53. Probably so: Rehearsal
“The rehearsal of retrieval cues aids in
declarative memory processes.”
While memory can be created by
emotionally shocking experiences,
declarative memory (associated with
school learning) is improved through
rehearsal. This is why the use of mnemonic
cues (including repetition and rehearsal)
improves the ability to retrieve
information.
(e.g., “good” homework; explicitly
teaching mnemonic devices, etc.)
Not yet well-established because of lack of
consensus on what type of rehearsal aids
memory best.
54. Probably so: Elabora8on
“The elaboration (overt teaching)
of key concepts facilitates new
learning.”
Teachers achieve better results if
they give explicit explanations of
the core concepts.
(e.g., priming, use of concepts,
assessment of concept
knowledge, and re-teaching of
concepts)
While proven in psychology, not
yet well-established because not
enough studies available in
classroom contexts.
66. In prac(ce:
The Law of 10:
1. Present the new concept
2. Give an example
3. Ask students to explain the concept
4. Clarify doubts
5. Design an activity in which the concept is used by the
student
6. Review results of the activity and clarify concept
7. Send homework that applies the concept
8. Review homework in class
9. Clarify doubts about the concept
10. Design an activity that applies the concept or direct use
of the concept by student.
76. Guide 4:
Attention limits
Remember that students’
attention spans are only
10‐20 minutes long.
Remember to change the
activity, place, or main
person of focus frequently.
77. Guide 5:
Social learning
The brain is a social organ and people learn better
when they can “bounce” ideas off of one another.
85. Bibliography
For a list of more than 2000 book related to this study see:
http://www.proquest.com/en-US/products/dissertations/
pqdt.shtml y el nombre “Tokuhama-Espinosa” (gratis).
You can find this presentation on:
www.educacionparatodos.com