lilly east conference 2012
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Learning in Harmony with Your Brain
Developed by Professor Terry Doyle
Ferris State University
www.learnercenteredteaching.wordpress.com
doylet@ferris.edu
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/ -
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Slides available for download at:
www.learnercenteredteaching.wordpress.com
Learning in Harmony with Your BrainLilly East Conference
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/ -
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Here is the Problem?
Teachers cant make informed decisions about
which teaching approaches to use if they
dont first understand how their students
learn.
To understand how our students learn we
must understand how their brains take in,
process, and retrieve information.
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Todays Goal
To learn what research
from neuroscience,
biology and cognitive
science has to tell usabout how the human
brain takes in,
processes, makes
memories for andretrieves information.
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What was Then
Guido Sarducci Five Minute University
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Brain Systems Relation to Complex
Cognition and Behavior can only be explained
satisfactorily by acomprehensive blend of theoriesand facts related to all the levelsof organization of the nervoussystem, 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)
Beware of
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Left Brain-Right Brain Myth
According to the myth,
we would all be more
successful and fulfilled
people if we learned totap the full potential of
both hemispheres.
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Left Brain-Right Brain Myth
"But boiling it down into a leftbrain 'logical' and right brain'creative' approach does notfollow from what we see in
how the brain operates.
It also suggests you could beusing one hemisphere morethan the other and that's notreally how it works.
WRONG
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Left Brain-Right Brain Myth
The two sidescommunicate with eachother and work togethervia a complex wodge of
neural cabling known asthe corpus callosum.
The two sides of the
brains arecomplementary and workin concert. ( Scott,2011)
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2012 Neuroscience and Learning
We have accumulatedenough knowledgeabout the mechanismsand molecularunderpinnings ofcognition at thesynaptic and circuitlevels to say something
about which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter)
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We are Born to Learn
The brain was meant to explore and learn
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The Human Brain
The human brain weighsthree (3) pounds
Contains 86 billion neurons
These neurons can make 40quadrillion connections
The brain uses 20-25% ofthe bodies energy each day.
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The Brains Needs
The brain needs to
function effectively:
1. Exercise
2. Sleep
3. Oxygen
4. Hydration
5. Food (glucose)
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Food and Learning
Inhaling carbohydrates,cause blood glucoselevels to yo-yo.
As a result the brain,which relies on glucosefor energy, is left either
glutted or gasping,neither of which makesfor optimal cognitivefunctioning.
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Food and Learning
Learning is helped when
we rely on the complex
carbohydrates found in
fruits, whole grains, andvegetables.
(Edward M. Ned Hallowell,
MD)
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The Definition of Learning
Learning is a change
in the neuron-
patterns of the
brain.(Ratey, 2002)
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 information
was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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Basic Finding from Brain Research as it
Impacts Human Learning
It is the one who does
the work who does thelearning( Doyle , 2008).
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Dendrite Growth
The picture show the
dendritic growth that
has taken place 20
minutes into newlearning .
See the new cellular
material!
(Cognitive Neuroscientist Janet Zadina, 2010)
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Use it or Lose it
When new material is
not practiced the new
dendrite tissue is
reabsorbed by thebrain to conserve
resources.
(Dr. Janet Zardina, 2010)
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The Brain and Learning
Natural selection
developed a human
brain to solve problems
of survival in outdoor,unstable environments
while in almost
constant motion.
( Dr. John Medina, Developmental Molecular
Biologist, University of Washington and Author
of Brain Rules)
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Movement is Best for Learning
We need to rethink our
learning environments
to allow for a great dealmore movement.
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The Brain is Social
Survival is accomplished
by working with other
brains.
Groups of brains
almost always
outperform a single
brain.
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Our Students Mindsets
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Growth Mindset
Students believe theirbrain is malleable andtheir intelligence andabilities can be
enhanced through hardwork and practice.
They believe only timewill tell how smart theybecome.
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Mindset-Fixed
In a fixed mindsetstudents believe thatintelligence is a fixed trait-- that some people have
it and others don't -- andthat their intelligence isreflected in theirperformance (Dweck, 2006).
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Growth Mindset
Students value hard
work, learning, andchallenges while seeing
failure as something to
learn from.
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Fixed Mindset
Fixed mindsets believe
they either shouldnt
need to work hardto do
well
orputting in the effort
wont make any
difference in the
outcome.
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Growth Mindset
Students are willing to
take learning risks and
understand thatthrough practice and
effort their abilities can
improve.
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Mindset
Fixed VS. Growth
Intelligence is Intelligenceunchangeable. is malleable
and can be
improved.
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Mindset
Fixed vs. Growth
Look smart. Desire to learnis paramount.
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Mindset
Fixed VS. Growth
Avoid challenges. Failure is seen
as an opportunity
to learn.
Risks are necessary
for growth.
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Mindset
Fixed VS. Growth
Make excuses Effort is
and try to avoid necessary for
difficulties. growth and
success.
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Mindset
Fixed VS. Growth
Criticism is taken Criticism is directed
personally. at their current
skills level.
Students know
they can improve.
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Feedback and Mindset
Teachers should focus
on students' efforts and
strategies.
Praise their efforts or
their strategies, not
their intelligence.
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Mindset and Intelligence
There is no relation
between students'
abilities or intelligence
and the development ofa growth mindset.
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Sleep, Learning and Memory
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Memories Are Made during Sleep
"Periods of slow-wavesleep are very long andproduce a recall andprobably amplification ofmemory traces. Ensuingepisodes of REM sleep,which are very short,trigger the expression ofgenes to store what wasprocessed during slow-
wave sleep."
Sidarta Ribeiro, Duke University, 2004
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Sleep and Memory
It takes six hours of sleepto just stabilize newmemories. The brain alsoconsolidates the new
memories during REMsleep.
To make our memories
requires seven to eighthours of sleep each night.Gyrgy Buzsaki, professor at the Center forMolecular and Behavioral Neuroscience at RutgersUniversity
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Rehearsal of Learning before Sleep
A 2012 study out of theUniversity of Notre Dameconfirms that sleepingdirectly after learningsomething new is
beneficial for memory.
What was novel aboutthis study is it looked at
both types of declarativememory by studyingsemantically unrelatedand related word pairs.
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Rehearsal of Learning before Sleep
"Since we found thatsleeping soon afterlearning benefited bothtypes of memory, thismeans that it would be a
good thing to rehearseany information you needto remember just prior togoing to bed.
Jessica D. Payne, Matthew A. Tucker, Jeffrey M.Ellenbogen, Erin J. Wamsley, Matthew P. Walker,Daniel L. Schacter, Robert Stickgold. Memory forSemantically Related and Unrelated DeclarativeInformation: The Benefit of Sleep, the Cost ofWake. PLoS ONE, 2012; 7 (3): e33079 DOI:10.1371/journal.pone.0033079
http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079 -
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Sleep and Learning
Not only are memories
for everything you
learned that day made
during sleep but sleepallows the brain to clear
space for new learning
to occur the next day.
(Bryce Mander, a post-doctoral fellow in psychology at
UC Berkeley)
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Awake but Off Line
New findings suggest thatwhen the brain is sleepdeprived even though theperson is fully awake the
neurons used for importantmental task switch off.
This is likely to haveconsequences on mentalperformance and we likely
function less well the longerweve been awake.
Chiara Corelli,2011( Nature)
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Naps Help Learning
You need to sleep beforelearning, to prepare yourbrain, like a dry sponge, toabsorb new information (M.Walker, UC Berkley).
A NASA study found pilotswho napped for 27 minutesin the afternoon improved
their flying performance by34% over non nappingpilots(Medina 2008).
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Rest after Learning Improves Recall
The researchers found thatduring rest, the areas of thebrain were just as active asthey were when they werelearning the task
The greater the correlationbetween rest and learningthe greater the chance of
remembering the task inlater tests.Dr Lila Davachi, NYU's Department ofPsychology and Center for Neural Science.
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Significance of this Finding
Should Students not
take classes back to
back?
"Taking a (coffee) break
after class can actually
help you retain the
information you just
learned." Dr Lila Davachi
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Exercise and Learning
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Exercise and Learning
Exercise is the single
most important thing a
person can do to
improve their learning.
(John Ratey, 2008, Spark, The
Revolutionary New Science of
Exercise and the Brain)
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Exercise Stimulates Synaptic Growth
Exercise stimulates
the production of
new synapses,
whose capacity andefficiency underlie
superior intelligence.
(Art Kramer of the University of Illinois at Urbana-
Champaign) It thus provides more
generalizable benefits
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Exercise and Cognitive Enhancement
Exercise influences
learning directly, at the
cellular level, improvingthe brains potential to
log in and process new
information.
Ratey, 2008 p35
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Exercise and Cognitive Enhancement
Exercise increases
production of
neurotransmitters that help:
1.Focus and attention
2.Motivation
3. Patience
4. Mood (more optimistic)
(Ratey, 2008)
E i I P d ti f BDNF
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Exercise Increases Production of BDNF
BDNF(Brain-derived neurotrophic factor )
Enhances the wiring of
neurons.
(Ratey, 2008)
Miracle Grow for the
Brain
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Exercise Produces BDNF
Improves brain health
Is a stress inoculator
Makes the brain cells
more resilient
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BDNF and Exercise
In particular BDNF seems to be important for
long term memories (Ratey, 2008)
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Exercise, Stress and Learning
Students don't know that toxiclevels of stress erode theconnections between thebillions of nerve cells in thebrain or that chronicdepression shrinks certain
areas of the brain
Conversely exercise unleashesa cascade of neurochemicalsand growth factors that can
reverse this process, physicallybolstering the brain'sinfrastructure.
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Exercise and Stress
"In fact, the brainresponds like musclesdo, growing with useand withering with
inactivity.
Exercise causes neurons(dendrites) to grow andbloom, thus enhancingbrain function at afundamental level."
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Short Term Stress
Acute stress activates
selective CRH
molecules (corticotropin)
releasing hormones,which disrupted the
process by which the
brain collects and stores
memories. (Baram,2010)
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Multisensory Learning
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We Use all our Senses
The traditional belief amongneuroscientists has beenthat our senses operatelargely as independentsystems.
However, mounting datasuggest interactionsbetween the senses are the
rule, rather than theexception.
Aaron Seitz Journal Current Biology, 2006
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Senses Create Multiple Pathways
The more senses
used in learning and
in practicing what
has been learnedthe more pathways
are available for
recall.
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Smell Enhances Recall
Proust Effect is the
unusual ability of smell
to enhance recall.
Best results when
smells are congruentwith the situation.Medina, 2008, Brain Rules, p.212
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Smells during sleep can enhance recall
Smells that you
associate with a
particular new learning
released during sleep,
make the memories for
that learning stronger.
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Vision Trumps All
Vision trumps all other senses
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Vision Trumps All
Text and oral
presentations are not
just less efficient than
pictures for retaining
information they are
way less efficient
(Brain Rules p.234)
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Vision Trumps All
Oral information has arecall of about 10%after 72 hours
Add a picture and therecall increases to 65%
(Brain Rules, P.234)
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Reading as a Multisensory Activity
Reading is the slowest
way we enter
information into our
brains.
The reasons is it carries
a very heavy visual load
It is often done as a
unisensory action
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Reading as a Multisensory Activity
Solutions --Make
reading multisensory
1. Get students toannotate-the use of
touch( the pencil) and
movement( the hand)
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Reading as a Multisensory Activity
2. Suggest students
read certain challenging
parts aloud while
continuing to
annotatenow there
are 3 senses involved
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Reading as a Multisensory Activity
3. Keep a smell near
that can be associatedwith the reading to aid
recall.
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Patterns and Learning
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Patterns and Learning
The brain is a pattern
seeking device that relates
whole concepts to one
another and looks for
similarities, differences, or
relationships between
them. (Ratey, 2002, pg.5)
Sociology
PsychologyAnthropology
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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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Slide Two
NRA NBC FBI USA MTV
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Familiar Patterns
Clustering is used to organize related
information into groups. Information that is
categorized becomes easier to remember and
recall.
In Teaching Reading
Topic
Main Ideas-concepts, issues
Significant Details
Important ExamplesLists
Names, Dates, Places
Terms, Definitions
f
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm -
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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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Teach your Students the Patterns in
the Course
Hierarchal-- Chemistry
LinearHistory, Math
Rank OrderBusiness
Pivot
Concepts-- Social Sciences
LocationGeography
Theme--Humanities
Memory Formation and Recall
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Memory Formation and Recall
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192.107.108.56/.../m/murray_k/final/img004.jpg
192.107.108.56/.../m/murray_k/final/img004.jpg
Cramming
C i
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Cramming
The short-termadvantage of studypractice shows thatcramming can improveexam scores.
Carrier & Pashler, 1992; Roediger &Karpicke, 2006b; Thompson, Wenger,&Bartling, 1978; Wenger, Thompson, &Bartling, 1980; Wheeler, Ewers, &Buonanno, 2003
However, if the goal ofpractice is long-termretention of coursematerial, cramming
appears to be anirrational behavior.
M R l
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Memory Rules
1. Repetition over
time (distributive
practice)
2.Elaboration ofmaterial
Li t t th M i
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Listen to the Music
Do you know the lyrics tosongs that you did not try to
learn and do not want to
know the lyrics to?
YES
P ti Ti
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Practice over Time
Practice, Use ,Repetition, Review,
Reflection or other
meaningful ways we
engage with new
learning over time is a
major key to its recall.
El b ti th K
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Elaborations are the Key
For better or worse, our
recollections are largely
at the mercy of our
elaborations(Daniel Schacterauthor of the Seven Sins of Memory)
Elaboration is a
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Major Key to Recall
Step One. Accuracy
Step Two: Reflection
Step Three: Regular Review
Step Four: Mapping, Images, Charts
Step Five: Recoding
K i M i
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Keeping Memories
The best way to minimize memory decay is to useelaborative rehearsal strategies
Visualizing
Singing
Writing
Semantic Mapping
Drawing Pictures Symbolizing
Mnemonics.
Wh St d t F t
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Why Students Forget
Review helps to limit the 3 Sins ofMemory thatcommonly occur among students.
1. Blockinginformation stored but cant be
accessed(Schacter, 2001)
2. Misattribution attributing a memory to the
wrong situation or source (Zola, 2002)
3. Transience memory lost over time65% of a
lecture is lost in the first hour (Schacter, 2001)
E ti d M
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Emotion and Memory
Emotional arousalorganizes and coordinatesbrain activity (Bloom, Beal &Kupfer 2003)
When the amygdaladetects emotions, itessentially boosts activity
in the areas of the brainthat form memories (S.Hamann , Emory University.)
Cognitive Enhancements
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Cognitive Enhancements
Greater cognitive capacitymeans--
1.More synapses
2.Higher levels of
neurogenesis especially inthe memory forminghippocampus
3. Increased production of
BDNF which stimulates theproduction of neurons andsynapses, (Neuroscientist Yaakov Stern ofColumbia University)
Cognitive Enhancements
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Cognitive Enhancements
Both neurogenesis andsynapse formation
boost learning,
memory, reasoning, and
creativity.
(Yaakov Stern of Columbia
University)
We can get smarter!
Meditation and Cognitive
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g
Enhancement
One form of cognitiveenhancement ismeditation.
Meditation can increasethe thickness of brainregions that controlattention and processsensory signals from the
outside world
(Neuroscientist Amishi Jha of theUniversity of Miami)
Caffeine + Sugar and Learning
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Caffeine + Sugar and Learning
The combination of caffeineand sugar enhancedattention, learning andmemory.
Improves cognitive performancein terms ofsustained attentionand working memory byincreasing the efficiency of theareas of the brain responsiblefor these two functions.
(Grabulosa, Adan, Falcn, and Bargall, 2010 reported in thejournal Human Psychopharmacology: Clinical and Experimental
Nicotine Promotes Cognitive
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Enhancement
Nicotine enhancesattentionthat 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, andworking memory, among other
basic cognitive skills.
(Martha Farah, University of Pennsylvania)
Scientists at the National Institute on
Drug Abuse reported in a 2010
analysis of 41 double-blind, placebo-
controlled studies.
Adderall and Ritalin are Cognitive
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Enhancements
There are cognitive benefitsof stimulants like Adderalland Ritalin, at least in somepeople for some tasks.
Enhance the recall ofmemorized words as well asworking memory, whichplays a key role in fluidintelligence.
(Martha Farah of the University ofPennsylvania)
Adderall and Ritalin are Cognitive
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Enhancements
Ritalin or Adderall hasstronger effects on the
prefrontal cortex and
can therefore improve
concentration and
minimize fatigue much
more so than caffeine.
Adderall and Ritalin have Side Effects
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Adderall and Ritalin have Side Effects
Ritalin and Adderall arenot without their ownhealth risks.
Side effects includedifficulty sleeping,seizures, high bloodpressure, loss of
appetite, depression,and many others.
Neuroplasticity
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Neuroplasticity
When the correct skill-building protocol is
used, educators can
make positive and
significant changes in
students brains in a
short time. (NeuroscientistsMichael Merzenich and Paula Tallal)
Treating Developmental Disorders
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Treating Developmental Disorders
"Showing that it'spossible to rewire a
brain's white matter has
important implications
for treating reading
disabilities and other
developmental
disorders, includingautism, Marcel Just, Director,Center for Cognitive Brain Imaging , Carnegie Mellon
Multitasking Slows Learning
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Multitasking Slows Learning
It is not possible tomultitask when it
comes to activities
that require the
brains attention.(Foerde Knowlton Poldrack, 2006)
Multi tasking
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Multi-tasking
Multi-tasking violateseverything we know abouthow memory works .
The imaging data indicatedthat the memory task andthe distraction stimuliengage different parts ofthe brain and that these
regions probably competewith each other.
(Foerde, K., Knowlton, Barbara J., andPoldrack, Russell A. 2006. )
Multitasking
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Multitasking
Our brain works hard to foolus into thinking it can domore than one thing at atime. It cant.
When trying to do twothings at once, the braintemporarily shuts down onetask while trying to do theother.
(3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. )
Technology
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Technology
Serious Games
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Serious Games
A serious game is a gamedesigned for a primarypurpose other than pureentertainment.
The "serious" adjectiverefers to products used byindustries like defense,education, scientific
exploration, health care,emergency management,city planning, engineering,religion, and politics.
Virtual Textbooks
http://en.wikipedia.org/wiki/Gamehttp://en.wikipedia.org/wiki/Game -
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The Future is Here--Almost
Click on any bar in thetimeline, and that barexpands to a list ofimages, which in turn arelinked to video about that
artist.
That's key, because, like agreat documentary, itmakes learning aboutwhat can be a fairlynarrow subject intosomething painless.
Art Textbook
Neuroscience and Technology
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Neuroscience and Technology
Neuroeducational.net
A website that is
devoted to howneuroscience is driving
the use of technology
especially serious
games
References
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References
REFERENCES
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