Part IV of the Museums and the Mind session at ASTC 2008 in Philadelphia. Matthew Wenger, graduate associate at the University of Arizona, discusses how interactive exhibits can provide individualized flexibility between novelty/complexity and comprehensibility.
Part IV of the Museums and the Mind session at ASTC 2008 in Philadelphia. Matthew Wenger, graduate associate at the University of Arizona, discusses how interactive exhibits can provide individualized flexibility between novelty/complexity and comprehensibility.
Brain Research for Teachers & Other Curious Souls, 2013 updateCarolyn K.
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
Culturing the adolescent brain what canneuroscience learn f.docxannettsparrow
Culturing the adolescent brain: what can
neuroscience learn from anthropology?
Suparna Choudhury
Max Planck Institute for the History of Science, 22 Boltzmannstrasse, Dahlem, D-14195, Berlin, Germany
Cultural neuroscience is set to flourish in the next few years. As the field develops, it is necessary to reflect on what is meant
by ’culture’ and how this can be translated for the laboratory context. This article uses the example of the adolescent brain to
discuss three aspects of culture that may help us to shape and reframe questions, interpretations and applications in cultural
neuroscience: cultural contingencies of categories, cultural differences in experience and cultural context of neuroscience
research. The last few years have seen a sudden increase in the study of adolescence as a period of both structural and functional
plasticity, with new brain-based explanations of teenage behaviour being taken up in education, policy and medicine. However,
the concept of adolescence, as an object of behavioural science, took shape relatively recently, not much more than a hundred
years ago and was shaped by a number of cultural and historical factors. Moreover, research in anthropology and cross-cultural
psychology has shown that the experience of adolescence, as a period of the lifespan, is variable and contingent upon culture.
The emerging field of cultural neuroscience has begun to tackle the question of cultural differences in social cognitive processing
in adults. In this article, I explore what a cultural neuroscience can mean in the case of adolescence. I consider how to integrate
perspectives from social neuroscience and anthropology to conceptualize, and to empirically study, adolescence as a culturally
variable phenomenon, which, itself, has been culturally constructed.
Keywords: adolescence; culture; context; brain development; neuroscience; anthropology
INTRODUCTION
The recent emergence of cultural neuroscience represents
an important challenge to the assumption of universality
of the neural mechanisms associated with perceptual,
attentional and social interaction processes. New data from
functional neuroimaging studies mirror findings from cross-
cultural psychology research, by showing differential brain
activation patterns, in terms of degree and location, among
adult individuals of different cultural groups engaged in
a variety of cognitive tasks (see Han & Northoff, 2008 for
a review). Certainly, with the advancement of neuroimaging
technologies, and the formation of new interdisciplinary
fields such as social neuroscience, neuroethics and most
recently cultural neuroscience, there has been a renewed
interest in ‘neural underpinnings’ of categories, or kinds,
of people. The possibility of seeing the living brain in
action has stimulated a drive to characterize these categories
of people�for example, male and female, Republican
and Democrat, prosocial and antisocial, Eastern and
Western�in terms of neural sign.
What can cognitive neuroscience do to enhance our understanding of education ...Hon Wah Lee
The development and popularity of brain science have driven many people to look to the brain for answers to improving learning. Cognitive neuroscience as an interdisciplinary area of research with a focus on human cognition has the potential to connect the brain and education. This paper explores what cognitive neuroscience can (and cannot) do to enhance our understanding of education and learning by examining in greater depth why certain previous attempts to bridge this gap are more successful than others. This paper also discusses the implications of this merge for scientists and educators, and future directions for research in neuroscience and neuroengineering.
The Stroop Effect And Visual Perception Overview Write a 2-part .docxsuzannewarch
The Stroop Effect And Visual Perception
Overview
Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.
▪
Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪
Discuss the results of the Stroop test.
•
Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology.
▪
Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.
•
Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.
▪
Define the problem of final integration of visual information.
▪
Discuss whether there is a problem with final integration of visual information.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional.
▪
Use APA style and format.
Context
Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca's and Wernicke's areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists.
Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, .
The Creativity CrisisBy Po Bronson and Ashley MerrymanFiled.docxtodd241
The Creativity Crisis
By Po Bronson and Ashley Merryman
Filed: 7/10/10 at 4:00 AM | Updated: 1/23/14 at 4:19 PM
http://www.newsweek.com/creativity-crisis-74665
Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.”
The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).
In the 50 years since Schwarzrock and the others took their tests, scholars—first led by Torrance, now his colleague, Garnet Millar—have been tracking the children, recording every patent earned, every business founded, every research paper published, and every grant awarded. They tallied the books, dances, radio shows, art exhibitions, software programs, advertising campaigns, hardware innovations, music compositions, public policies (written or implemented), leadership positions, invited lectures, and buildings designed.
Nobody would argue that Torrance’s tasks, which have become the gold standard in creativity assessment, measure creativity perfectly. What’s shocking is how incredibly well Torrance’s creativity index predicted those kids’ creative accomplishments as adults. Those who came up with more good ideas on Torrance’s tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. Jonathan Plucker of Indiana University recently reanalyzed Torrance’s data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
Like intelligence tests, Torrance’s test—a 90-minute series of discrete tasks, administered by a psychologist—has been taken by millions worldwide in 50 languages. Yet there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
Kyung H.
Part III of the Museums and the Mind session at ASTC 2008 in Philadelphia. Jennifer Mangels, professor of psychology at the City University of New York, discusses the neuroscience of knowledge-seeking emotions and learning.
Embracing GenAI - A Strategic ImperativePeter 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.
Brain Research for Teachers & Other Curious Souls, 2013 updateCarolyn K.
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
Presentation by Rosemarri Klamn, MAPC, CHRP
November 20, 2015
EDDE 803: Teaching and Learning in Distance Education
Doctorate of Education in Distance Education
Culturing the adolescent brain what canneuroscience learn f.docxannettsparrow
Culturing the adolescent brain: what can
neuroscience learn from anthropology?
Suparna Choudhury
Max Planck Institute for the History of Science, 22 Boltzmannstrasse, Dahlem, D-14195, Berlin, Germany
Cultural neuroscience is set to flourish in the next few years. As the field develops, it is necessary to reflect on what is meant
by ’culture’ and how this can be translated for the laboratory context. This article uses the example of the adolescent brain to
discuss three aspects of culture that may help us to shape and reframe questions, interpretations and applications in cultural
neuroscience: cultural contingencies of categories, cultural differences in experience and cultural context of neuroscience
research. The last few years have seen a sudden increase in the study of adolescence as a period of both structural and functional
plasticity, with new brain-based explanations of teenage behaviour being taken up in education, policy and medicine. However,
the concept of adolescence, as an object of behavioural science, took shape relatively recently, not much more than a hundred
years ago and was shaped by a number of cultural and historical factors. Moreover, research in anthropology and cross-cultural
psychology has shown that the experience of adolescence, as a period of the lifespan, is variable and contingent upon culture.
The emerging field of cultural neuroscience has begun to tackle the question of cultural differences in social cognitive processing
in adults. In this article, I explore what a cultural neuroscience can mean in the case of adolescence. I consider how to integrate
perspectives from social neuroscience and anthropology to conceptualize, and to empirically study, adolescence as a culturally
variable phenomenon, which, itself, has been culturally constructed.
Keywords: adolescence; culture; context; brain development; neuroscience; anthropology
INTRODUCTION
The recent emergence of cultural neuroscience represents
an important challenge to the assumption of universality
of the neural mechanisms associated with perceptual,
attentional and social interaction processes. New data from
functional neuroimaging studies mirror findings from cross-
cultural psychology research, by showing differential brain
activation patterns, in terms of degree and location, among
adult individuals of different cultural groups engaged in
a variety of cognitive tasks (see Han & Northoff, 2008 for
a review). Certainly, with the advancement of neuroimaging
technologies, and the formation of new interdisciplinary
fields such as social neuroscience, neuroethics and most
recently cultural neuroscience, there has been a renewed
interest in ‘neural underpinnings’ of categories, or kinds,
of people. The possibility of seeing the living brain in
action has stimulated a drive to characterize these categories
of people�for example, male and female, Republican
and Democrat, prosocial and antisocial, Eastern and
Western�in terms of neural sign.
What can cognitive neuroscience do to enhance our understanding of education ...Hon Wah Lee
The development and popularity of brain science have driven many people to look to the brain for answers to improving learning. Cognitive neuroscience as an interdisciplinary area of research with a focus on human cognition has the potential to connect the brain and education. This paper explores what cognitive neuroscience can (and cannot) do to enhance our understanding of education and learning by examining in greater depth why certain previous attempts to bridge this gap are more successful than others. This paper also discusses the implications of this merge for scientists and educators, and future directions for research in neuroscience and neuroengineering.
The Stroop Effect And Visual Perception Overview Write a 2-part .docxsuzannewarch
The Stroop Effect And Visual Perception
Overview
Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.
▪
Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪
Discuss the results of the Stroop test.
•
Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology.
▪
Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.
•
Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.
▪
Define the problem of final integration of visual information.
▪
Discuss whether there is a problem with final integration of visual information.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional.
▪
Use APA style and format.
Context
Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca's and Wernicke's areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists.
Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, .
The Creativity CrisisBy Po Bronson and Ashley MerrymanFiled.docxtodd241
The Creativity Crisis
By Po Bronson and Ashley Merryman
Filed: 7/10/10 at 4:00 AM | Updated: 1/23/14 at 4:19 PM
http://www.newsweek.com/creativity-crisis-74665
Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.”
The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).
In the 50 years since Schwarzrock and the others took their tests, scholars—first led by Torrance, now his colleague, Garnet Millar—have been tracking the children, recording every patent earned, every business founded, every research paper published, and every grant awarded. They tallied the books, dances, radio shows, art exhibitions, software programs, advertising campaigns, hardware innovations, music compositions, public policies (written or implemented), leadership positions, invited lectures, and buildings designed.
Nobody would argue that Torrance’s tasks, which have become the gold standard in creativity assessment, measure creativity perfectly. What’s shocking is how incredibly well Torrance’s creativity index predicted those kids’ creative accomplishments as adults. Those who came up with more good ideas on Torrance’s tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. Jonathan Plucker of Indiana University recently reanalyzed Torrance’s data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
Like intelligence tests, Torrance’s test—a 90-minute series of discrete tasks, administered by a psychologist—has been taken by millions worldwide in 50 languages. Yet there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
Kyung H.
Part III of the Museums and the Mind session at ASTC 2008 in Philadelphia. Jennifer Mangels, professor of psychology at the City University of New York, discusses the neuroscience of knowledge-seeking emotions and learning.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Museums & the Mind summary, ASTC 2008
1. Museums and the Mind:
Applying Cognitive Neuroscience to Free-Choice Learning
Summary: Advances in neuroscience are revealing biological pathways underlying emotion, attention, and memory.
How can this research be integrated with educational pedagogy to enhance free-choice learning? Join experts from
neuroscience, education, and museums to explore practical ways in which new insights about the brain can be
applied to creating museum experiences.
Session moderator: Jayatri Das, The Franklin Institute, jdas@fi.edu
Panelists: Roger Barrett, Science Museum of Minnesota, rbarrett@smm.org
John Falk, Oregon State University, falk@ilinet.org
Jennifer Mangels, City University of New York, jenimangels@gmail.com
Matthew Wenger, Flandrau: The University of Arizona Science Center, mwenger@email.arizona.edu
The role of design has long been recognized for its ability to evoke a particular set of emotions. One of the
most famous examples is the Vietnam Memorial, whose design elements combine to create a powerful moment of
somber introspection. Why does this experience continue to resonate with so many people long after their visit? In
the human brain, a structure called the amygdala responds to the emotional significance of an event. Its activation
enhances the formation of long-term memories – in effect, it “decides” which experiences are important enough to
remember. While the museum field has perhaps made the intuitive connection between emotional arousal and
learning, only recently have efforts been made to collect evidence of this relationship in the practical context of
exhibition development and design.
An exhibit that specifically targets a neural pathway of emotion is Goosebumps! The Science of Fear,
developed and designed by the California Science Center and the Science Museum of Minnesota. The amygdala is
involved in processing fear as well as other positive and negative stimuli, and various design elements of
Goosebumps aim to evoke these arousal responses. In the Challenge Course Hallway, a narrowing corridor with
small, harshly lit rooms enhanced the effect of fear-inducing interactives, while a soothing color palette and
comfortable furniture in the Coping Lounge created a calm, playful environment.
Evaluation of Goosebumps demonstrated that emotional arousal induced in an exhibit setting does result in a
significant increase in the quality and quantity of learning. Goosebumps visitors were able to describe their science
center experience in greater depth and breadth than controls. However, data from learning studies as well as
psychological models suggest an inverted U-shaped relationship between levels of arousal and memory or learning
(Fig. 1), where an optimal learning experience balances unexpected outcomes with the learner’s perceived resources
to solve the problem.
While fear responses, such as those evoked in Goosebumps, can increase memory for the arousing event,
they often narrow the attentional focus on the stimulus at the expense of the broader context. Other emotions, such as
interest, confusion, surprise, and awe, trigger a different neural response that motivates learning and exploration
through attraction to the unfamiliar. In the brain, dopamine, a neurotransmitter important for signaling reward and
novelty, also modulates functions of long-term memory formation. But, measurement of cortical activity
demonstrates that, in a novel situation, deeper conceptual processing occurs when the unexpected outcome is
perceived as a challenge rather than a threat. Similar to the model of an optimal level of arousal for learning, these
data indicate that knowledge seeking is most effective when novelty or complexity is high, but well balanced by
resources for comprehension.
The challenge in developing exhibits that create this learning environment lies in the diversity of interests,
knowledge, and skills of science center visitors – “one size” does not fit all. We will discuss several potential
strategies that can be used to allow visitors to find their individual position on the optimal learning curve. How can
we create a flexible balance between novelty/complexity and comprehension for a given interactive experience?
Two approaches, among others, include exhibits where visitors can adjust the content and exhibits that adjust
themselves to the visitors. An example of the first is the Multi-User Simulation with Handheld Integration
developed at the University of Michigan, where visitors adjust the interaction by choosing their role and the strategy
2. they use to play. Technology is key to the second approach, such as flOw, a computer game that automatically
adjusts to the player’s skill level to keep them engaged.
The concepts of novelty-complexity and comprehensibility are not new to free-choice learning, but the
systematic application of this relationship founded in neuroscience has the potential to create a novel framework for
exhibit development and design.
Thank you for attending this session and we look forward to hearing your ideas!
Figure 1. Model of inverted U-shaped relationship
of relationship between novelty or level of arousal
and memory or task-based performance.
References:
Butterfield, B., & Mangels, J. A. (2003). Neural correlates of error detection and correction in a semantic retrieval task.
Cognitive Brain Research, 17, 793-817.
Chen, J. (2006) Flow in games. Unpublished thesis: http://www.jenovachen.com/flowingames/Flow_in_games_final.pdf
Falk, J. H. & Balling, J. D. (1982) The field trip milieu: Learning and behavior as a function of contextual events. Journal of
Education Research, 76(1), 22-28.
Hollerman, J. R., & Schultz, W. (1998). Dopamine neurons report an error in the temporal prediction of reward during learning.
Nature Neuroscience, 1(4), 304-9.
Kashdan, T. B. (2004). Curiousity. In C. Peterson & M. E. P. Seligman (Eds.), Character strengths and virtues (pp. 125-141).
New York: Oxford University Press.
Lyons, L. MUSHI online: http://www-personal.umich.edu/~ltoth/
Lyons, L. (2007) What Research Can Teach Us about Science Learning: A Poster Session, ASTC, Los Angeles, CA, USA,
ASTC Conference.
Lyons, L., Lee, J., Quintana, C., and Soloway, E. (2006). MUSHI: A Multi-Device Framework for Collaborative Inquiry
Learning, Proceedings of the International Conference of the Learning Sciences (ICLS2006), Bloomington, IN.
Mangels, J. A., Butterfield, B., Lamb, J., Good, C. D., & Dweck, C. S. (2006). Why do beliefs about intelligence influence
learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience (SCAN), 1, 75-86.
Rescorla, R.A. & Wagner, A.R.. (1972). A theory of Pavlovian conditioning: variations in the effectiveness of reinforcement
and nonreinforcement in: A.H. Black,W.F. Prokasy (Eds.), Classical Conditioning II: Current Research and Theory,
Appleton–Century–Crofts, New York, pp. 64–99.
Silvia, P. G. (2006) Exploring the psychology of interest. New York: Oxford University Press.
Silvia, P. G. (2008). Interest-The Curious Emotion. Current Directions in Psychological Science, 17(1), 57-60.
Stevens, R. Video Traces online: http://faculty.washington.edu/reedstev/vt.html
Stevens, R., & Hall, R. (1997). Seeing tornado: How video traces mediate visitor understandings of (Natural?) Phenomena in a
Science Museum. Science Education, 81,735-747.
Stevens, R. & Toro-Martell, S. (2003). Leaving a trace: Supporting museum visitor interaction and interpretation with digital
media annotation systems. The Journal of Museum Education, 28(2).
Tomoka, J., Blascovitch, J., Kibler, J., & Ernst, J.M. (1997). Cognitive and physiological antecedents of threat and challenge
appraisal. Journal of Personality and Social Psychology, 73(1), 63-72.
Witmann, B. C., Schott, B. H., Guderian, S., Frey, J. U., Heinze, H. J., & Duzel, E. (2005). Reward-related FMRI activation of
dopaminergic midbrain is associated with enhanced hippocampus-depedent long-term memory formation, Neuron, 45(3),
459-67.