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Follow Where the Research Leads Us: What BrainResearch can tell us about Students Learning
Developed by Professor Terry DoyleFerris State [email protected]
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Slides available for download at:
www.learnercenteredteaching.com
Virginia Tech Conference of Educational Pedagogy
Follow Where the Research Leads Us
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Folklore vs. ScienceIn A Celebration of Neurons byUniversity of Oregon EducationProfessor Robert Sylwester in 1995
He said : theinformation upon whichwe make our teaching
decisions is much closerto folklore thanscience .
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What was Then
Guido Sarducci Five Minute University
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Brain Systems Relation to ComplexCognition and Behavior
can only be explainedsatisfactorily by acomprehensive blend of theoriesand facts related to all the levelsof organization of the nervous
system, from molecules, andcells and circuits, to large-scalesystems and physical and socialenvironments.
We must beware of explanations thatrely on data from one single level,whatever the level may be. (AntonioDamasio, head of the Department of Neurology at theUniversity of Iowa Medical Center)
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What We Know about the Brain
What we know aboutthe brain comes frombiologist who study
brain tissue,experimentalpsychologist who studybehavior, cognitiveneuroscientist whostudy how the firstrelates to the second.(Medina, 2008).
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Brain Based Education
How reputable is brain-based education?
Harvard University nowoffers both master's anddoctoral degrees in BrainBased Education.
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Brain Based Education
Harvard s mission is tobuild a movement inwhich cognitive science
and neuroscience areintegrated witheducation so that wetrain people to makethat integration both inresearch and inpractice.
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The Brain was Designed to Learn
The brain was meant to explore and learn
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The Brain s Needs
The brain needs tofunction effectively :
1. Exercise2. Sleep3. Oxygen4. Hydration
5. Food (glucose)
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The Human Brain
The human brain weighs three (3) pounds butuses 20-25% of the bodies energy.
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The Human Brain
The human brain has 100 billion neurons.(It does grow thousands of new cells daily)
www.enchantedlearning.com/.../gifs/Neuron.GIF
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The Human Brain
These 100 billion neurons
are capable of making40,000,000,000,000,000(Forty quadrillion connections )
(James Ratey, Users Guide to the Brain, 2002)
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Learning is when Neurons Wire
Learning is a change
in the neuron-patterns of thebrain.
(Ratey, 2002, Goldberg, 2009)
www.virtualgalen.com/.../ neurons-small.jpg
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Teachers Definition of Learning?
Learning is the ability to use information aftersignificant periods of disuse
andit is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the informationwas originally taught.
(Robert Bjork, M emories and M etamemories, 1994)
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Basic Finding from Brain Research as itImpacts Human Learning
It is the one who does
the work who does thelearning ( Doyle , 2008).
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Part One
Our Students Mindsets
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Growth Mindset
Students with a growthmindset believe theirbrain is malleable and
their intelligence andabilities can beenhanced through hardwork and practice.
They believe only timewill tell how smart theybecome.
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Mindset-FixedIn a fixed mindset studentsbelieve that intelligence is afixed trait -- that some peoplehave it and others don't -- andthat their intelligence is
reflected in their performance(Dweck, 2006).
Fixed mindsets also believethey either shouldn t need towork hard to do well orputting in the effort won tmake any difference in theoutcome.
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MindsetsFixed VS.
Intelligence is unchangeable
Look smart
Avoid Challenge
Make excuses to avoid difficulties
Criticism is taken personally
GrowthIntelligence is malleable and can beimproved
Desire to learn is paramount
Failure is seen as an opportunity tolearn
Effort is necessary for growth and
success
Criticism is directed at their currentlevel know they can improve(Carol Dweck, 2008)
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Mindset and Intelligence
There is no relationbetween students'abilities or intelligence
and the development of a growth mindset.
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Feedback and Mindset
Teachers should focus onstudents' efforts and not ontheir abilities. Praise theirefforts or their strategies,
not their intelligence.
When students fail,teachers should also givefeedback about effort orstrategies -- what thestudent did wrong and whathe or she could do now.
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Part Two
Cognitive Enhancements
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Cognitive Enhancements
There are lots of quickand dirty studies of cognitive enhancementthat make the news, butthe number of rigorous,well-designed studies thatwill stand the test of timeis much smaller (Peter Snyder of Brown University Medical School)
We re sort of in the WildWest.
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Cognitive EnhancementsGreater cognitive capacitymeans--1.More neurons or synapses
2.Higher levels of neurogenesis especially in thememory forminghippocampus
3. Increased production of
BDNF which stimulates theproduction of neurons andsynapses, (Neuroscientist Yaakov Stern of Columbia University )
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Cognitive EnhancementsVitamins B6, B12, and E;beta carotene; folic acid;and the trendyantioxidants calledflavenoids are all busts.
The evidence for alcohol,omega-3s (the fatty acids
in fish), or having a largesocial network is weak.(Neuroscientist Peter Snyder of BrownUniversity Medical School)
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Cognitive Enhancements
Statins don t help, andneither do estrogen orNSAIDs(aspirin,ibuprofen).
Be skeptical of practicesthat promise to make yousmarter by increasingblood flow to the brain
there is no evidencethat s the limiting factorin normal people.
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Cognitive Enhancements
We have accumulatedenough knowledgeabout the mechanisms
and molecularunderpinnings of cognition at thesynaptic and circuitlevels to say somethingabout which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter)
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Attention and Cognitive Enhancement
One of the strongestfindings inneuroplasticity, is that
attention is almostmagical in its ability tophysically alter thebrain and enlargefunctional circuits.
What we pay attentionto is key!
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Cognitive Enhancements
Skills we re already good atdon t make us muchsmarter: we don t pay muchattention to them.
New, cognitively demandingactivity ballroom dancing,a foreign language is morelikely to boost processingspeed, strengthen synapses,and expand or createfunctional networks (YaakovStern of Columbia University.)
We need to learn newthings!
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Nicotine is a Cognitive Enhancement
Nicotine enhancesattention that key driverof neuroplasticity andcognitive performance inboth smokers andnonsmokers.
Nicotine has significant positiveeffects on fine motor skills, theaccuracy of short-term memory,some forms of attention, and
working memory, among otherbasic cognitive skills.
(Martha Farah, University of Pennsylvania)
Scientists at the National Institute onDrug Abuse reported in a 2010analysis of 41 double-blind, placebo-controlled studies.
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Adderall and Ritalin are CognitiveEnhancements
There are cognitive benefitsof stimulants like Adderalland Ritalin, at least in somepeople for some tasks.
Studies show that bothdrugs enhance the recall of memorized words as well asworking memory, whichplays a key role in fluidintelligence.(Martha Farah of the University of Pennsylvania)
The dopamine boost these drugsprovide can also be obtained by justthinking/believing you can do better.
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Cognitive Training
Cognitive trainingshould boost mentalprowess. Studies arefinding just that.
BUT, training yourmemory, reasoning, or
speed of processingimproves only that skilland does not generalizeto other tasks .( Stern, 2010)
Doing crosswords makes youbetter at doing crosswords!
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What Enhances CognitivePerformance?
Three things for sure
1. Aerobic exercise
2. Meditation
3. Some Gaming
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Aerobic Exercise
A year of aerobicexercise can give a 70-year-old the
connectivity of a 30-year-old, improvingmemory, planning,dealing with ambiguity,
and multitasking . (Art Kramerof the University of Illinois at Urbana-Champaign)
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Exercise and Cognitive Enhancement
Exercise increasesproduction of
neurotransmitters that help :1.Focus and attention
2.Motivation3. Patience
4. Mood (more optimistic)
(Ratey, 2008)
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Exercise and BDNF(Brain-derived neurotrophic factor )
BDNF
Miracle Grow forthe Brain
(Ratey, 2008)
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Exercise Produces BDNF
Improves brain health
Enhances the wiring of neurons
Is a stress inoculator
Makes the brain cellsmore resilient
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BDNF
Exercise creates BDNFproteins that act topromote neurogenisis.
BDNF acts not only togenerate new neurons ,but also to protectexisting neurons and topromote synaptic
plasticity generallyconsidered the basis forlearning and memory(Modie, 2003, Mattson, Wenzhen, Rugianand Zhihong, 2004)
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Gaming and Cognitive Enhancement
Some videogames mightimprove general mentalagility (Yaakov Stern of ColumbiaUniversity).
Games that require motorcontrol, visual search, workingmemory, long-term memory, anddecision making, plus require that
elixir of neuroplasticity: attention,specifically the ability to controland switch attention amongdifferent tasks.
Space Fortress Video Game
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Part Three
What Aids Our
Students Learningand Recall
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Caffeine + Sugar and Learning
The combination of caffeineand sugar (glucose)enhanced attention,learning and memory.
Improves cognitive performancein terms of sustained attentionand working memory byincreasing the efficiency of theareas of the brain responsiblefor these two functions.
(Grabulosa, Adan, Falcn, and Bargall, 2010 reported in the journal Hu man Psychopharmacology: Clinical and Experimental
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Neuroplasticity
The ability of the brainto rewire and remapitself by means of
neuroplasticity isprofound.
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Neuroplasticity
When the correct skill-building protocol isused, educators can
make positive andsignificant changes instudents brains in ashort time. (NeuroscientistsMichael Merzenich and Paula Tallal)
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Remediation of Reading
The quality of whitematter the braintissue that carriessignals between areasof grey matter, whereinformation isprocessed improvedsubstantially after the
children received 100hours of remedialtraining . (Keller and Just, 2009)
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Dendrite Growth
Within 20 minutes of being exposed to newlearning the dendrites
in the brain begin togrow new cellularmaterial.
(Cognitive Neuroscientist Janet Zadina, 2010)
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Use it or Lose it
When new material isnot practiced the newdendrite tissue is
reabsorbed to conserveresources.
(Dr. Janet Zardina, 2010)
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Learning Activates the Brain sReward Pathways
By giving us a jolt of pleasure (dopamine)the reward pathwayworks to ensure that wewill repeat thebehaviors necessary tosurvive.
http://learn.genetics.utah.edu/content/ad
diction/reward /
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Sleep and Memory"P eriods of slow-wavesleep are very long andproduce a recall andprobably amplification of memory traces. Ensuingepisodes of REM sleep,which are very short,trigger the expression of genes to store what wasprocessed during slow-wave sleep. "
Sidarta Ribeiro, Duke University, 2004
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Sleep and Memory
"When you're asleep, it seems asthough you are shifting memoryto more efficient storage regionswithin the brain.
Consequently, when you awaken,memory tasks can be performedboth more quickly and accuratelyand with less stress and anxiety."
Matthew Walker, PhD, director of BIDMC's Sleepand Neuroimaging Laboratory and AssistantProfessor of Psychiatry at Harvard Medical School,
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Stress
Long term stressdiminishes/ harmsbrain function.
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Short Term Stress
Acute stress activatesselective moleculescalled corticotropin
(CRH) releasinghormones, whichdisrupted the processby which the brain
collects and storesmemories. (Baram,2010)
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The Brain is Social
Survival is accomplishedby working with otherbrains
Groups of brainsalmost alwaysoutperform a singlebrain
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Part Four
MemoryFormation and
Recall
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We Use all our Senses
The traditional belief amongneuroscientists has beenthat the five senses operatelargely as independentsystems.
However, mounting datasuggest interactionsbetween vision, hearing,smell, touch and taste are
the rule , rather than theexception.Aaron Seitz Journal Current Biology, 2006
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Senses Create Multiple Pathways
The more sensesused in learning andin practicing whathas been learnedthe more pathwaysare available for
recall.
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Smells and Learning
Proust Effect is theunusual ability of smellto enhance recall.
Best results when
smells are congruentwith the situation .Medina, 2008, Brain Rules, p.212
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Vision Trumps All
Vision trumps all other senses
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Vision Trumps All
Text and oralpresentations are not
just less efficient than
pictures for retaininginformation they areway less efficient(Brain Rules p.234)
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W ki M d L T
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Working Memory and Long TermRecall
The researchersconcluded that short-term memory decays as
a function of time if rehearsal is notpermitted.
(Barrouilet, Bernardin, and Camos.,2004)
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Using Cumulative ExamsIf the intervening test includescorrect answer feedback, it isnot surprising that testingoften improves long-termretention (Cull, 2000; McDaniel & Fisher, 1991;Pashler, Cepeda, Wixted, & Rohrer, 2005);
A test with feedback providesnot only an opportunity forretrieval practice but also anopportunity for additionalstudy because the answer iseither retrieved or provided.
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Memory Rules
1. Repetition overtime
2.Elaboration of
material
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Why Students Forget
Review helps to limit the 3 Sins of Memory thatcommonly occur among students.
1. Blocking information stored but can t be
accessed (Schacter, 2001)
2. Misattribution attributing a memory to thewrong situation or source (Zola, 2002)
3. Transience memory lost over time 65% of alecture is lost in the first hour (Schacter, 2001)
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Listen to the Music
Do you know the lyrics tosongs that you did not try tolearn and do not want toknow the lyrics to?
YES
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Practice over Time
Practice, Use ,Repetition, Review,Reflection or other
meaningful ways weengage with newlearning over time is amajor key to its recall.
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Review
Reviews may do morethan simply increasethe amount learned;
they may shift thelearner s attention awayfrom the verbatimdetails of the material
being studies to itsdeeper conceptualstructures (Dempster, 1986)
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Elaborations are the Key
For better or worse, ourrecollections are largelyat the mercy of ourelaborations (Daniel Schacterauthor of the Seven Sins of Memory)
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Emotion and Memory
Emotional arousalorganizes andcoordinates brain activity(Bloom, Beal & Kupfer 2003)
When the amygdaladetects emotions, itessentially boosts activityin the areas of the brainthat form memories (S.Hamann & Emony, UN.)
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Which of the following slideswould be easier to recall after
two weeks?
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Slide One
upload.wikimedia.org/wikipedia/commons/thumb/...
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Slide Two
www.operationsudan.org/images/darfur_child_st...
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20 Ounces of Coke
74 grams of sugar or 2.7 oz
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A Burger King Whopper
47 grams of fat
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Part Five
Patterns and Learning
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Which of the following
slides is easier toremember and WHY?
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SLIDE ONE
4915802979
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Slide Two
(491) 580-2979
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Slide One
NRAFBINBCUSAMTV
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F ili P
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Familiar Patterns
C lustering is used to organize relatedinformation into groups. Information that iscategorized becomes easier to remember andrecall.
In Teaching Reading
TopicMain Ideas-concepts, issuesSignificant Details
Important ExamplesListsNames, Dates, PlacesTerms, Definitions
C P f L i
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Common Patterns for Learning
Similarity and Difference
Cause and Effect
Comparison and Contrast
In students own words
Teach your Students the Patterns in
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ythe Course
Hierarchal-- Chemistry
Linear History, Math
Rank Order Business
PivotConcepts-- Social Sciences
Location Geography
Theme--Humanities
P tt i L LATCH
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Patterns in Law-LATCH
Your pattern will bedetermined by the storyyou want to tell. Eachway will permit adifferent understandingof the information.
Data can only inform uswhen it becomesstructured.
Location, alphabet,time, category, orhierarchy.
R f
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ReferencesBjork, R. A. (1994) Memory and Metamemory consideration in the training of human beings. In J. Metcalfe &A. Shimamura
(Eds) Metacognition: Knowing about Knowing pp. 185-205. Cambridge, MA MIT Press.Bloom, Benjamin S. (Ed). (1956). Taxonomy of Educational Objectives: The
classification of Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New York: McKay.
Caine, Renate; Caine, Geoffrey. Ed u cation on The Edge of Possibility . Alexandria, VA: Association forSupervision and Curriculum Development, 1997.
Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the h u man brain . New York, NY, Grosset/PutnamDiamond, Marion. (1988). Enriching H eredity: The Impact of the Environment on the Brain. New York, NY: Free
Press.
Damasio AR: Fundamental Feelings. Nature 413:781, 2001.
.D. O. Hebb,1949 monograph, The Organization of Behavior
Dweck, Carol. Mindset The New Psychology of Success, 2006 random House, NY
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R f
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ReferencesLong-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in MultipleForebrain AreasSidarta Ribeiro,Damien Gervasoni, Ernesto S. Soares, Yi Zhou, Shih-ChiehLin, Janaina Pantoja, Michael Lavine, Miguel A. L. Nicolelis , 2004(Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of competing memorysystems by distraction. Proc. Nat. Acad. Sci. 103: 11778-11783.)Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. Isolation of a Central Bottleneck of Information Processing with Time-Resolved fMRI. Neuron. 52 (6): 1109-1120
G eary, D. C . C hapter 8: Sex differences in brain and cognition. In " Male, Female: the Evolution of Human Sex Differences " . American P sychological Association Books. ISBN: 1-55798-527-8
Sabbatini, R.M.E .: The PET Scan: A New Window Into the Brainhttp://www.cerebromente.org.br/n11/mente/eisntein/cerebro-homens.html
References
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ReferencesJohn T. Bruer, "Education and the Brain: A Bridge Too Far," Ed u cational Researcher , November 1997, pp. 1-13; idem, "In Search of . . .Brain-Based Education," Phi Delta Kappan , May 1999, pp. 648-57; and idem, "Points of View: On the Implications of NeuroscienceResearch for Science Teaching and Learning: Are There Any?," CBE Life Science Ed u cation , vol. 5, 2006, pp. 445-61.Bruer, "In Search of," p. 655.Leslie A. Hart, Hu man Brain, Hu man Learning (New York: Longman, 1983).
Howard Gardner, Frames of M ind: The Theory of Mu ltiple Intelligences (New York: Basic Books, 1983); Renata N. Caine and GeoffreyCaine, M aking Connections: Teaching and the Hu man Brain (Alexandria, Va.: Association for Supervision and Curriculum Development,1991); David A. Sousa, H ow the Brain Learns , 3rd ed. (Thousand Oaks, Calif.: Corwin, 2005); and Eric Jensen, T eaching with the Brain inM ind , 2nd ed. (Alexandria, Va.: Association for Supervision and Curriculum Development, 2005).
Conor Liston, "An Interview with Antonio R. Damasio," The H arvard Brain , Spring 2001, p. 2, emphasis added.Gerd Kempermann, Laurenz Wiskott, and Fred Gage, "Functional Significance of Adult Neurogenesis," C u rrent Opinion in Ne u robiology ,April 2004, pp. 186-91.
Marco Iacoboni et al., "Grasping the Intentions of Others with One's Own Mirror Neuron System," PLoS Biology , 22 February 2005,available at http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0030079 .LaBar, K. S., & Phelps, E. A. (1998). Arousal-mediated memory consolidation: Role of the medial temporal lobe in humans. PsychologicalScience, 9, 490-493.
Baddeley, A. D. (1982). Implications of neuropsychological evidence for theories of normal memory. Philosophical Transactions of theRoyal Society of London: Series B, 298, 59-72.
Kleinsmith, L. J., & Kaplan, S. (1963). Paired-associate learning as a function of arousal and interpolated interval. Journal of Experimental Psychology, 65, 190-193.
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The testing effect, cramming, and retrievability Yoonhee Jang 1, John T. Wixted 1, Diane Pecher 2, Ren Zeelenberg 2, andDavid E. Huber 1
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Thomas Edmonds, 1984http://www.jstor.org/stable/247326 retrieved January, 9, 2011January 03, 2011 Analyzing successful ways to build better brains and improve cognitive performance , Newsweekhttp://www.newsweek.com/2011/01/03/can-you-build-a-better-brain.html
When we enhance cognition with Adderall, do we sacrifice creativity? A preliminary study.
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says so.Carnegie Mellon scientists discover first evidence of brain rewiring in children
Published: Wednesday, December 9, 2009 - 13:12 in Psychology & Sociology
Yaakov Stern is the Division Leader of the Cognitive Neuroscience Division of the Sergievsky Center, and Professorof Clinical Neuropsychology, at the College of Physicians and Surgeons of Columbia University, New York. See thiswebsite for his publications http://www.cumc.columbia.edu/dept/sergievsky/cnd/publications.html
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The End