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Neurophysiology and Teaching-Learning Strategies. Picture of beautiful Beach. What is mind?. No matter. What is matter?. Never mind. Cogito, ergo sum. I think therefore I am. ‘We shall sooner or later arrive at a mechanical equivalent of consciousness.’. Mind-Body Duality. - PowerPoint PPT Presentation
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NeurophysiologyNeurophysiologyandand
Teaching-LearningTeaching-LearningStrategiesStrategies
Picture of beautiful Beach
What is mind?What is mind?
Never mind.Never mind.
No matter.No matter.
What is matter?What is matter?
Cogito, ergo sum.
I think therefore I am.
‘‘We shall sooner or later We shall sooner or later arrive at a mechanical arrive at a mechanical
equivalent of equivalent of consciousness.’consciousness.’
I have a brain,
therefore I think.
Mind-Body Duality
Mind is an emergent Mind is an emergent property of brain.property of brain.
Complex Adaptive Complex Adaptive SystemsSystems(CAS)(CAS)
Film Clip or Picture of Boids
Complex Adaptive SystemsCAS
Characteristics of CAS
• Collective of Interacting Agents
The Nature Component
Nature:Nature:HardwiringHardwiring
Hard Wiring
Groups of Neurons Surrounding Tube
Neural Tube
Connections Among Neuron Groups
Gray MatterGray Matter
Martini: Development of Brain and Cranial Nerves
Martini Fig 15.9
Marieb Fig 13-14 p360
White MatterWhite Matter
Marieb Fig 12.21 p339
Martini Fig 13.3
Marieb Fig 13-14 p360
Marieb Fig 13-13 p359
Martini Fig 15.10
Fig 6-4 p157
Germann Fig 9.7
Characteristics of CAS• Collective of Interacting Agents
• Experience - a set of inputs– Environmental– Own behavior
– Effect on Environment
Cortex:Cortex:Sensory InputSensory Input
Handout 2
Marieb Fig 16.25 p477
Marieb, Mallatt
Marieb Fig 13.17 p363
Germann Fig 10.15
Germann Fig 10.14
Martini Fig 15.9
Characteristics of CAS• Collective of Interacting Agents
• Experience - a set of inputs
• Data storage (nurture)– Patterned input
– Coincidence detection
– Synaptic alteration
– Short-term memory
– Homeostatic plasticity
Sensory Input:Sensory Input:Coding PatternsCoding Patterns
Germann Fig 8.18
Fig 7-5 p210
Handout 4
Fig 7-11 p213
Handout 5
Sensory Input:Sensory Input:Synaptic Synaptic
CommunicationCommunication
Fig 6-4 p157
Germann Fig 9.2
Germann Fig 9.7
Short-Term Memory:Short-Term Memory:
Alteration of Alteration of Synaptic EfficacySynaptic Efficacy
Germann Fig 9.7
Germann Fig 9.2
Overload:Overload:
Homeostatic Homeostatic PlasticityPlasticity
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Continuous Application of β-hydrastine
5-Minute University
• 5minuteU.wvx
Germann Fig 9.7
Characteristics of CAS• Collective of Interacting Agents
• Experience - a set of inputs• Data storage (nurture)
• Create Schemata– Recognize patterns (Wu Li)
– Eliminate noise– Long-term memory
– Schemata competition
Wu Li
Patterns of
Organic Energy
Picture of beautiful Beach
Nonsense
Memorizing Definitions
Pattern of WordsWith No Supporting Circuitry
e.g. Diffusion
Freeway Methodof
Learning
Long-Term Memory:Long-Term Memory:
Alteration of Alteration of Synaptic DensitySynaptic Density
Eichenbaum and colleagues
Bunsey and Eichenbaum
Pattern Storage
Refinement
Reducing Internal Complexity
Reduces External Complexity
I Clutch
My Ideas
Characteristics of CAS• Collective of Interacting Agents
• Experience - a set of inputs• Data storage (nurture)
• Create Schemata– Recognize patterns (Wu Li)
– Eliminate noise– Long-term memory
– Schemata competition
Long-Term Memory:Long-Term Memory:
EmotionEmotionand theand the
AmygdalaAmygdala
Long-Term Memory:Long-Term Memory:
How Long?How Long?
Memory Consolidation
Owl auditory mapsLearning incorrectly
Why is the equator warmer than the poles?
Do molecules want to move?nervous system of the heart
Enlightenment
Output:Output:Fragmentary Fragmentary
AssemblyAssembly
Natural Teaching-Natural Learning
(Roger Schrank-John Cleave)
Natural Learning
The SearchThe Expectation
The Failure
Natural Teaching
What is a master?What is the essence?
Knowlton and Squire
Memory Consolidation• Assembled from various storage areas
• Stored as separate pieces• Assembly is subject to error including
time-dependent loss and alteration, variations in strength of stored fragments
etc• More often stored and recalled and checked and rechecked to more accurate the internal representation could become.
Memory Consolidation• Assembled from various storage areas
• Stored as separate pieces• Assembly is subject to error including
time-dependent loss and alteration, variations in strength of stored fragments
etc• More often stored and recalled and checked and rechecked to more accurate the internal representation could become.
Mind-Body Duality• Everything that happens in man’s body is
as mechanical as what happens in a watch.”
• Wilhelm Gottreid Leibnitz 1710
Mind-Body Duality• “The order and connections of ideas is
the same as the order and connection of things’.
• Baruch Spinoza17??
Mind-Body Duality• Antonio Damasio succinctly summarized
the rift in his book Descarte’s Error. In modern terms, our thinking is more in tune with the phrase “I have a brain, therefore I
think.”
Teaching-Learning IdealTeaching-Learning Ideal
IINNPPUUTT
Student:Student:
Storage Storage Synthesis Synthesis Analysis Analysis
EvaluationEvaluation
OOUUTTPPUUTT
Teaching-Learning IdealThe problems with this model become clear from the varied changes in curriculum ideas: learning objectives, learning outcomes, phonetics, name a few others. All have the same objective and all are based on the premise that we should match teaching styles to how students learn.
The essence of the problem seems to be matching brain function to cognitive processes to teaching styles.
Why don’t these disciplines touch? In part because we do not have the data to make direct connections; most are by inference. I will present some of the data and potential inferences.
The other reason is that most of use do not tend to think in a manner that allows us to make these links. I had a friend who once described himself as a systems guy. What does that mean? Well a systems guy sees what is, asks where you want to go, and figures out how to get from here to there with what you have at hand. A formula for failure is to ask where you want to go then impose a superficial order onto what you now have in order to for the system in the direction you wish.
Teaching-Learning IdealThis is where the Jeffers poem and picture of the Big Sur coast should be. To illustrate the tenuous understanding of these associations.
Teaching-Learning IdealA nice followup would be the Esalen Institute confernce that gave rise to the DancinG Wu Li Masters
The lead in to Wu Li could be two parted: the leraner and the teacher.
Learning is an evolutionary process: learning information and recognizing patterns; clutching ideas; enlightenment. These are embodied in the phrase Wu Li. Patterns of energy is what nervous systems detect best. The tree bark affair is a good example.
The teacher should be the master but the master of what? What is a Master?
Teaching-Learning IdealWhat has just been described is a continuous interaction
of two complex adaptive systems.
Nature-Nuture• The interacting agents and their initial
interconnections (brain) are nature.
• Neurons
• Brain
• Connections wiring
• Physical structure
• The schemata and responses based on those schemata are the nurture.
Nature-Nuture• The schemata and responses based on
those schemata are the nurture.
• Stories
• Categories
• Schemata
• Behaviors (most)
• Emergent properties of the system.
Germann Fig 8
Fig 6-1 p154
Je pence donc je sui.
Cogito, ergo sum.
I think therefore I am.
Picture of beautiful Beach
Picture of beautiful Beach
…. as mathematics, a human invention
That parallels but never touches reality
Marieb Fig 12.21 p339
Martini: Development of Brain and Cranial Nerves
Marieb, Fig 13-5 p348
Martini: Development of Brain and Cranial Nerves