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Neuroscience, Education and Cognitive Function

Works Count: 58841

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Description

This cluster of papers explores the intersection of neuroscience and education, focusing on bridging research findings with educational practice. It addresses topics such as neuromyths among teachers, brain-based learning approaches, the impact of emotions on learning, and the potential for interdisciplinary collaboration to inform educational reform.

Keywords

Neuroscience; Education; Neuromyths; Cognitive Neuroscience; Brain-Based Learning; Teacher Training; Emotions; Learning Styles; Educational Reform; Interdisciplinary Collaboration

The Integrative Action of the Nervous System.

1907-12-01

Catherine Sherrington

The problem discussed in these lectures is the integrative action of the nervous system in building up the complex animal organism. The unit mechanism in integration by the nervous system, … The problem discussed in these lectures is the integrative action of the nervous system in building up the complex animal organism. The unit mechanism in integration by the nervous system, according to Dr. Sherrington, is the reflex, the conception of which embraces that of at least three separable structures—an effector organ, e. g., gland cells or muscle cells; a conducting nervous path or conductor leading to that organ; an initiating organ or receptor whence the reaction starts. It is by such structures and their combination and coördination, that the multicellular organism is built up from its component parts and becomes an individual instead of a mere jumble of commensual organs. The book is therefore a study of reflex action from this special point of view; the titles of the subject treated in the simple reflex, interaction between reflexes, compound reflexes and their simultaneous and successive combinations, reflexes as adapted reactions,

Mindset: the new psychology of success

2006-12-01

Carol S. Dweck

Every so often a truly groundbreaking idea comes along. This is one. Mindset explains: Why brains and talent don’t bring success How they can stand in the way of it … Every so often a truly groundbreaking idea comes along. This is one. Mindset explains: Why brains and talent don’t bring success How they can stand in the way of it Why praising brains and talent doesn’t foster self-esteem and accomplishment, but jeopardizes them How teaching a simple idea about the brain raises grades and productivity What all great CEOs, parents, teachers, athletes know Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success—a simple idea that makes all the difference. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports. It enhances relationships. When you read Mindset, you’ll see how.

Principles of Frontal Lobe Function

2002-08-08

Donald T. Stuss , Robert T. Knight

Abstract This book provides a review of historical and current research on the function of the frontal lobes and frontal systems of the brain. The content spans frontal lobe functions … Abstract This book provides a review of historical and current research on the function of the frontal lobes and frontal systems of the brain. The content spans frontal lobe functions from birth to old age, from biochemistry and anatomy to rehabilitation, and from normal to disrupted function. The book covers a variety of disciplines including neurology, neuroscience, psychiatry, psychology, and health care.

Self comes to mind : constructing the conscious brain

2010-01-01

António R. Damásio

This title is winner of the CORINE International Book Award 2011. It is from one of the most important neuroscientists at work today, a path-breaking investigation of a question that … This title is winner of the CORINE International Book Award 2011. It is from one of the most important neuroscientists at work today, a path-breaking investigation of a question that has confounded neurologists, philosophers, cognitive scientists and psychologists for centuries: how is consciousness created? Antonio Damasio has spent the past thirty years studying and writing about how the brain operates, and his work has garnered acclaim for its singular melding of the scientific and the humanistic. In Self Comes to Mind, he goes against the long-standing idea that consciousness is somehow separate from the body, presenting compelling new scientific evidence that consciousness - what we think of as a mind with a self - is in fact a biological process created by a living organism. The result is a groundbreaking investigative journey into the neurobiological foundations of mind and self.

Attention And Cognitive Control 1

2024-03-05

Michael I. Posner , C. R. Snyder

To what extent are our conscious intentions and strategies in control of the way information is processed in our minds? This seems to be a question of importance to us … To what extent are our conscious intentions and strategies in control of the way information is processed in our minds? This seems to be a question of importance to us both as psychologists and as human beings. Yet as Shallice (1972) has pointed out, most theorists in psychology have avoided consideration of the relationship between conscious and unconscious mental events. While psychological writers rarely deal with this distinction directly, the reader of psychological publications can hardly avoid it. On the one hand, the pages of journals are full of studies in which the "strategies" or "optional processes" of the subject are used to explain the results obtained; on the other hand, we are told that human memory is an associational machine that operates entirely without control of the subjects' strategies (Anderson & Bower, 1973). Both of these views need to be accommodated. Even the most cognitive of theorists recognizes that people are not always able to adapt their thought processes to the strategies required by the task, and Anderson and Bower (1973) explicitly recognize that their strategy-free memory system must be coupled to other strategydependent systems.

Piaget’s Theory

1976-01-01

Jean Piaget

How people learn: Brain, mind, experience, and school.

1999-01-01

John D. Bransford , Ann L. Brown , Rodney R. Cocking

New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction … New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

The Cognitive neurosciences

2005-09-01

Michael S. Gazzaniga

Each edition of this classic reference has proved to be a benchmark in the developing field of cognitive neuroscience. The fourth edition of The Cognitive Neurosciences continues to chart new … Each edition of this classic reference has proved to be a benchmark in the developing field of cognitive neuroscience. The fourth edition of The Cognitive Neurosciences continues to chart new directions in the study of the biologic underpinnings of complex cognition -- the relationship between the structural and physiological mechanisms of the nervous system and the psychological reality of the mind. The material in this edition is entirely new, with all chapters written specifically for it. Since the publication of the third edition, the field of cognitive neuroscience has made rapid and dramatic advances; fundamental stances are changing and new ideas are emerging. This edition reflects the vibrancy of the field, with research in development and evolution that finds a dynamic growth pattern becoming specific and fixed, and research in plasticity that sees the neuronal systems always changing; exciting new empirical evidence on attention that also verifies many central tenets of longstanding theories; work that shows the boundaries of the motor system pushed further into cognition; memory research that, paradoxically, provides insight into how humans imagine future events; pioneering theoretical and methodological work in vision; new findings on how genes and experience shape the language faculty; new ideas about how the emotional brain develops and operates; and research on consciousness that ranges from a novel mechanism for how the brain generates the baseline activity necessary to sustain conscious experience to a bold theoretical attempt to make the problem of qualia more tractable.

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Handbook of Psychophysiology

2016-12-15

Norman S. Greenfield , Richard A. Sternbach

The Handbook of Psychophysiology has been the authoritative resource for more than a quarter of a century. Since the third edition was published a decade ago, the field of psychophysiological … The Handbook of Psychophysiology has been the authoritative resource for more than a quarter of a century. Since the third edition was published a decade ago, the field of psychophysiological science has seen significant advances, both in traditional measures such as electroencephalography, event-related brain potentials, and cardiovascular assessments, and in novel approaches and methods in behavioural epigenetics, neuroimaging, psychoneuroimmunology, psychoneuroendocrinology, neuropsychology, behavioural genetics, connectivity analyses, and non-contact sensors. At the same time, a thoroughgoing interdisciplinary focus has emerged as essential to scientific progress. Emphasizing the need for multiple measures, careful experimental design, and logical inference, the fourth edition of the Handbook provides updated and expanded coverage of approaches, methods, and analyses in the field. With state-of-the-art reviews of research in topical areas such as stress, emotion, development, language, psychopathology, and behavioural medicine, the Handbook remains the essential reference for students and scientists in the behavioural, cognitive, and biological sciences.

THE AUTONOMIC NERVOUS SYSTEM

1903-01-01

J. N. Langley

Journal Article THE AUTONOMIC NERVOUS SYSTEM Get access J. N. LANGLEY, M.D., D.Sc., F.R.S. J. N. LANGLEY, M.D., D.Sc., F.R.S. Search for other works by this author on: Oxford Academic … Journal Article THE AUTONOMIC NERVOUS SYSTEM Get access J. N. LANGLEY, M.D., D.Sc., F.R.S. J. N. LANGLEY, M.D., D.Sc., F.R.S. Search for other works by this author on: Oxford Academic PubMed Google Scholar Brain, Volume 26, Issue 1, 1903, Pages 1–26, https://doi.org/10.1093/brain/26.1.1 Published: 01 January 1903

Mental leaps: analogy in creative thought

1995-07-01

Keith J. Holyoak , Paul Thagard

Part 1 First steps: a bird's backyard analogic from Socrates to Velcro and Vietnam indirect communication ripples in the air creative connections overview. Part 2 Breaking loose: funes in chains … Part 1 First steps: a bird's backyard analogic from Socrates to Velcro and Vietnam indirect communication ripples in the air creative connections overview. Part 2 Breaking loose: funes in chains from reacting to thinking similarity structure models purpose and cause summary. Part 3 The analogical ape: sameness what Sarah thinks how thought evolved the analogies of apes the invention of problems hitting the wall summary. Part 4 The analogical child: Lori's magic carpet toward system mapping first relations early relational mapping personification the next steps summary. Part 5 The construction of similarity: making Saddam into Hitler the tumour and the fortress selection mapping evaluation learning summary. Part 6 What is to be done?: Howard's dilemma coherent decisions houses and baseball players courtroom analogies lessons of the past no more Vietnams summary. Part 7 Wondering why: gods like us Plato's cave designing the world other minds intuition pumps Asian analogies summary. Part 8 The analogical scientist: great scientific analogies purposes cognitive mechanisms social sciences invention and design lessons summary. Part 9 The web of culture: the Japanese tea ceremony Star Trek and the hidden paths what is metaphor? the analogical basis metaphorical extensions laughter and love analogy as therapy making magic summary. Part 10 The analogical computer: looking backward the computational mind parallel constraint satisfaction mapping retrieval the competition the future of analogy.

Principles of Neural Science

1992-12-16

Vincent P. Calabrese

This book has expanded in size through three editions but has maintained its preeminence as a leading text of neurobiology. I use the word "neurobiology" deliberately as it is often … This book has expanded in size through three editions but has maintained its preeminence as a leading text of neurobiology. I use the word "neurobiology" deliberately as it is often referred to as a neurophysiology text. It is not—it is much more. It is a textbook that tries to integrate biochemistry, physiology, and structure with function. The preface gives the philosophical background of the book, namely, "to write a coherent introduction to the nervous system for a broad range of students of behavior, biology and medicine." I might add that it is also an excellent review of neurobiology for the practitioner who wants to keep up to date with the latest in basic science. The chapters are clearly written (despite multiple authors) and cross-referenced. The cartoons and diagrams are clearly labeled with comprehensive explanations nicely integrated with the text. The reader who has not been in a laboratory for 20

SOMATIC MOTOR AND SENSORY REPRESENTATION IN THE CEREBRAL CORTEX OF MAN AS STUDIED BY ELECTRICAL STIMULATION

1937-01-01

Wilder Penfield , Edwin Boldrey

Journal Article SOMATIC MOTOR AND SENSORY REPRESENTATION IN THE CEREBRAL CORTEX OF MAN AS STUDIED BY ELECTRICAL STIMULATION Get access WILDER PENFIELD, WILDER PENFIELD MONTREAL Search for other works by … Journal Article SOMATIC MOTOR AND SENSORY REPRESENTATION IN THE CEREBRAL CORTEX OF MAN AS STUDIED BY ELECTRICAL STIMULATION Get access WILDER PENFIELD, WILDER PENFIELD MONTREAL Search for other works by this author on: Oxford Academic PubMed Google Scholar EDWIN BOLDREY EDWIN BOLDREY MONTREAL Search for other works by this author on: Oxford Academic PubMed Google Scholar Brain, Volume 60, Issue 4, December 1937, Pages 389–443, https://doi.org/10.1093/brain/60.4.389 Published: 01 December 1937

Handbook of Sensory Physiology

1975-02-01

Michael Sanders

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The Emotional Brain: The Mysterious Underpinnings of Emotional Life

1998-04-01

Sergio Paradiso

Sex Differences in Cognitive Abilities

2000-02-01

Diane F. Halpern

In the third edition of her popular text, Sex Differences in Cognitive Abilities, Diane Halpern tackles fundamental questions about the meaning of sex differences in cognition and why people are … In the third edition of her popular text, Sex Differences in Cognitive Abilities, Diane Halpern tackles fundamental questions about the meaning of sex differences in cognition and why people are so afraid of the differences. She provides a comprehensive context for understanding the theories and research on this controversial topic. The author employs the psychobiosocial model of cognition to negotiate a cease fire on the nature-nurture wars and offers a more holistic and integrative conceptualization of the forces that make people unique. This new edition reflects the explosion of theories and research in the area over the past several years. New techniques for peering into the human brain have changed the nature of the questions being asked and the kinds of answers that can be expected. There have been surprising new findings on the influence of sex hormones on cognitive abilities across the life span, as well as an increasing number of studies examining how attention paid to category variables such as one's sex, race, or age affects unconscious and automatic cognitive processes. Written in a clear, engaging style, this new edition takes a refreshing look at the science and politics of cognitive sex differences. Although it is a comprehensive and up-to-date synthesis of scientific theory and research into how, why, when, and to what extent females and males differ in intellectual abilities, it conveys complex ideas and interrelationships among variables in an engrossing and understandable manner, bridging the gap between sensationalized 'pop' literature and highly technical scientific journals. Halpern's thought-provoking perspectives on this controversial topic will be of interest to students and professionals alike. [features used for book mailer] FEATURES: *Includes new information about sex differences and similarities in the brain, the role of sex hormones on cognition (including exciting new work on hormone replacement therapy during menopause), new perspectives from evolutionary psychology, the way stereotypes and other group-based expectations unconsciously and automatically influence thought, the influence of pervasive sex-differentiated child rearing and other sex role effects, and understanding how research is conducted and interpreted. *Takes a cognitive process approach that examines similarities and differences in visuospatial working memory, verbal working memory, long-term acquisition and retrieval, sensation and perception, and other stages in information processing. *Provides a developmental analysis of sex differences and similarities in cognition extending from the early prenatal phase into very old age. *Tackles both political and scientific issues and explains how they influence each other--readers are warned that science is not value-free. *Uses cross-cultural data and warns readers about the limitations on conclusions that have not been assessed in multiple cultures. *Includes many new figures and tables that summarize complex issues and provide section reviews. It is a beautifully written book by a master teacher who really cares about presenting a clear and honest picture of contemporary psychology's most politicized topic.

Psychotherapy by Reciprocal Inhibition

1958-09-01

Jules H. Masserman

There is, perhaps, no more devastating way to review a book than to quote passages from it that sound uninformed or doctrinaire out of their qualifying context. However, Dr. Wolpe … There is, perhaps, no more devastating way to review a book than to quote passages from it that sound uninformed or doctrinaire out of their qualifying context. However, Dr. Wolpe himself insists that the following are his essential theses: Experimental Basis of His Work (Pp. ix-x) "Only three kinds of processes are known that can bring about lasting changes in an organism's habit of response to a given stimulus situation: growth, lesions, and learning. Since neurotic behavior demonstrably originates in learning, it is only to be expected that its elimination will be a matter of 'unlearning.'... "The experimental observations came first. They were made on cats in which lasting neurotic states had been induced by the administration of several punishing but nondamaging shocks in a small cage. The neurotic anxiety and other reactions were subsequently in every case entirely removed by getting the animals to eat in the presence of

Mindblindness: an essay on autism and theory of mind

1995-12-01

Simon Baron‐Cohen

Mindblindness and mindreading evolutionary psychology and social chess mindreading - nature's choice developing mindreading - the four steps autism and mindblindness how brains read minds the language of the eyes … Mindblindness and mindreading evolutionary psychology and social chess mindreading - nature's choice developing mindreading - the four steps autism and mindblindness how brains read minds the language of the eyes mindreading - back to the future.

The Adult Learner: A Neglected Species

1979-03-01

David V. Tiedeman , Malcolm S. Knowles

This edition reflects the latest work and advances in adult learning theory. Readers learn to develop meaningful programmes and use new techniques for effectively teaching adults. After examining the various … This edition reflects the latest work and advances in adult learning theory. Readers learn to develop meaningful programmes and use new techniques for effectively teaching adults. After examining the various theories of learning, the book presents the reasons why teaching adults is so different than teaching children. The book contains 13 appendices (100 pages) which give an overview of brain dominance technology and whole-brain thinking. There is also a self-diagnostic tool (photocopiable) for determining the competency of trainers, guidelines for learning contracts and ideas on how to switch from being a teacher to being a facilitator of learning.

Are theories of learning necessary?

1950-01-01

B. F. Skinner

Certain basic assumptions, essential to any scientific activity, are sometimes called theories. That nature is orderly rather than capricious is an example. Certain statements are also theories simply to the … Certain basic assumptions, essential to any scientific activity, are sometimes called theories. That nature is orderly rather than capricious is an example. Certain statements are also theories simply to the extent that they are not yet facts. A scientist may guess at the result of an experiment before the experiment is carried out. The prediction and the later statement of result may be composed of the same terms in the same syntactic arrangement, the difference being in the degree of confidence. No empirical statement is wholly non-' theoretical in this sense, because evidence is never complete, nor is any prediction probably ever made wholly without evidence. The term will not refer here to statements of these sorts but rather to any explanation of an observed fact which appeals to events taking place somewhere else, at some other level of observation, described in different terms, and measured, if at all, in different dimensions. Three types of theory in the field of learning satisfy this definition. The most characteristic is to be found in the field of physiological psychology. We are all familiar with the changes that are supposed to take place in the nervous system when an organism learns. 1 Address of the president, Midwestern Psychological Association, Chicago, Illinois, May, 1949. Synaptic connections are made or broken, electrical fields are disrupted or reorganized, concentrations of ions are built up or allowed to diffuse away, and so on. In the science of neurophysiology statements of this sort are not necessarily theories in the present sense. ' But in a science of behavior, where we are concerned with whether or not an organism secretes saliva when a bell rings, or jumps toward a gray triangle, or says bik when a cards reads tuz, or loves someone who resembles his mother, all statements about the nervous system are theories in the sense that they are not expressed in the same terms and could not be confirmed with the same methods of observation as the facts for which they are said to account. A second type of learning theory is in practice not far from the physiological, although there is less agreement about the method of direct observation, Theories of this type have always dominated the field of human behavior. They consist of references to mental events, as in saying that an organism, learns to behave in a certain way because it finds something pleasant or because it expects something to happen. To the mentalistic psychologist these explanatory events are no more theoretical than synaptic connections to the neurophysiologist, but in a science of behavior they are theories because the methods

A Simple Objective Technique for Measuring Flexibility in Thinking

1948-07-01

Esta A. Berg

(1948). A Simple Objective Technique for Measuring Flexibility in Thinking. The Journal of General Psychology: Vol. 39, No. 1, pp. 15-22. (1948). A Simple Objective Technique for Measuring Flexibility in Thinking. The Journal of General Psychology: Vol. 39, No. 1, pp. 15-22.

The hippocampus as a cognitive map

1979-06-01

R.E. Passingham

DISCONNEXION SYNDROMES IN ANIMALS AND MAN

1965-01-01

Norman Geschwind

As I have pointed out earlier, when I met Oliver Zangwill in 1961 at a meeting on dyslexia in Baltimore, he listened patiently to the exposition of my ideas on … As I have pointed out earlier, when I met Oliver Zangwill in 1961 at a meeting on dyslexia in Baltimore, he listened patiently to the exposition of my ideas on the significance of the cortico-cortical connections for the higher functions. A short time later, while on a trip to Boston, he suggested to me that I should prepare an extended account of these ideas. This paper would never have been written without Professor Zangwill’s urging, and I am grateful to him for having brought me to a more careful review of the older literature and a more precise statement of my own ideas. Although Russell Brain, who was then the editor of Brain, had some misgivings about the section on philosophical implications he agreed to take the manuscript unchanged.

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Conditioned Reflexes: An Investigation of the Physiological Activity of the Cerebral Cortex.

1930-05-01

P Ivan Pavlov

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Synchronization of Cortical Activity and its Putative Role in Information Processing and Learning

1993-10-01

W. Singer

Macrophage polarization refers to how macrophages have been activated at a given point in space and time. Polarization is not fixed, as macrophages are sufficiently plastic to integrate multiple signals, … Macrophage polarization refers to how macrophages have been activated at a given point in space and time. Polarization is not fixed, as macrophages are sufficiently plastic to integrate multiple signals, such as those from microbes, damaged tissues, and ...Read More

Neuropsychological Assessment, 2nd Ed

1985-02-01

Jerid M. Fisher

Principles of Neurodynamics.

1963-05-01

Alexander Mullin , Frank F. Rosenblatt

Being there: putting brain, body, and world together again

1997-07-01

ing my various stays at the Institute such productive ones ing my various stays at the Institute such productive ones

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Psychopharmacology: The Third Generation of Progress.

1988-03-01

Herbert Y. Meltzer

The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma

2015-07-10

Albert Ray

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How emotions are made: The secret life of the brain.

2017-01-01

Lisa Feldman Barrett

Introduction - i: Introduction: The Two Thousand Year Old Assumption Chapter - 1: The Search For Emotion's ''Fingerprints'' Chapter - 2: Emotions Are Constructed Chapter - 3: The Myth of … Introduction - i: Introduction: The Two Thousand Year Old Assumption Chapter - 1: The Search For Emotion's ''Fingerprints'' Chapter - 2: Emotions Are Constructed Chapter - 3: The Myth of Universal Emotions Chapter - 4: The Origin of Feeling Chapter - 5: Concepts, Goals, and Words Chapter - 6: How the Brain Makes Emotions Chapter - 7: Emotions As A Social Reality Chapter - 8: A New View of Human Nature Chapter - 9: Mastering Your Emotions Chapter - 10: Emotions and Illness Chapter - 11: Emotion and the Law Chapter - 12: Is a Growling Dog Angry? Chapter - 13: From Brain to Mind: The New Frontier Acknowledgements - ii: Acknowledgments Section - iii: Appendix A: Brain Basics Section - iv: Appendix B: Supplement for Chapter 2 Section - v: Appendix C: Supplement for Chapter 3 Section - vi: Appendix D: Evidence for the Concept Cascade Section - vii: Bibliography Section - viii: Notes Section - ix: Illustration Credits Index - x: Index

Handbook of neuropsychology

1992-07-01

Anna Berti

The Organization of Behavior: A Neuropsychological Theory

1950-07-22

Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue," you are agreeing to our Cookie Policy | Continue JAMA HomeNew OnlineCurrent IssueFor … Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue," you are agreeing to our Cookie Policy | Continue JAMA HomeNew OnlineCurrent IssueFor Authors Publications JAMA JAMA Network Open JAMA Cardiology JAMA Dermatology JAMA Health Forum JAMA Internal Medicine JAMA Neurology JAMA Oncology JAMA Ophthalmology JAMA Otolaryngology–Head & Neck Surgery JAMA Pediatrics JAMA Psychiatry JAMA Surgery Archives of Neurology & Psychiatry (1919-1959) Podcasts Clinical Reviews Editors' Summary Medical News Author Interviews More JN Learning / CMESubscribeJobsInstitutions / LibrariansReprints & Permissions Terms of Use | Privacy Policy | Accessibility Statement 2023 American Medical Association. All Rights Reserved Search All JAMA JAMA Network Open JAMA Cardiology JAMA Dermatology JAMA Forum Archive JAMA Health Forum JAMA Internal Medicine JAMA Neurology JAMA Oncology JAMA Ophthalmology JAMA Otolaryngology–Head & Neck Surgery JAMA Pediatrics JAMA Psychiatry JAMA Surgery Archives of Neurology & Psychiatry Input Search Term Sign In Individual Sign In Sign inCreate an Account Access through your institution Sign In Purchase Options: Buy this article Rent this article Subscribe to the JAMA journal

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The Cognitive neurosciences

1995-06-01

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The Integrative Action of the Nervous System

1907-06-01

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The Behavioral and Brain Sciences

1979-06-01

C. P. D.

Neuropsychopharmacology

1990-01-01

W.E. Bunney , Hanns Hippius , G. Laakmann +1 more

The Self and Its Brain

1977-01-01

Karl R. Popper , John C. Eccles

Positive affect facilitates creative problem solving.

1987-01-01

Alice M. Isen , Kimberly A. Daubman , Gary P. Nowicki

Learning brains: educational neuroscience, neurotechnology and neuropedagogy

2025-06-25

Ben Williamson , Jessica Pykett , Dimitra Kotouza | Pedagogy Culture and Society

Training and development for neurodiversity

2025-06-23

William J. Rothwell , Jonathan D. Zion | Routledge eBooks

Systematic Literature Review: Sensory Teaching to Students with Special Needs

2025-06-23

Muhammad Arif Bin Masri , Hafizhah Binti Zulkipli | International Journal of Academic Research in Progressive Education and Development

ENHANCING GRADE 11 STUDENT'S RESEARCH WRITING SKILLS THROUGH INTEGRATING SERIES OF SEMINARS

2025-06-20

Cyril Glen Grapa , Mary Joy A. Munez | EPRA International Journal of Multidisciplinary Research (IJMR)

This descriptive quantitative study aimed to improve the research writing skills of Grade 11 students at Asuncion National High School through a seminar-based intervention. Fifteen students, were identified to have … This descriptive quantitative study aimed to improve the research writing skills of Grade 11 students at Asuncion National High School through a seminar-based intervention. Fifteen students, were identified to have difficulties in their research writing skill and participated in a one-week intervention. The intervention, titled Seminar Series, included discussions and workshops focused on enhancing research writing skills of the students. The study followed three phases: a pre-test using a 50-item questionnaire to assess prior knowledge in quantitative research, implementation of the seminar series through series of discussion and workshops, and a post-test to evaluate the intervention's effectiveness. Data were analyzed were analyzed using the descriptive statistics and paired sample t-tests to measure the effectiveness of the intervention. Moreover, the results from the pre-test and post-test results showed a significant difference: the pre-test had a M = 46.53 (SD = 2.49), while the post-test showed M = 89.07 (SD = 1.30). The statistical analysis revealed t (49) = 30.4, p<.001, indicating a significant enhancement in students’ research writing skills particular in quantitative. These findings showed that the intervention effectively improved students research writing skills and also increased their confidence in writing research. To provide a comprehensive understanding of their insights during and after the intervention, the researchers conducted interviews with selected 10 individuals. From the responses gathered, four themes emerged regarding the insights of students. It is recommended the longer duration for the implementation of seminar series; with the use of varied tools and resources, these innovations could offer more interactive and individualized support for developing research competencies. Keywords: Quantitative Research, Senior High School, Students, Seminar, Intervention.

Nerve Theory, Conditioned Reflex, and Literary Form

2025-06-20

| Cambridge University Press eBooks

Neuroscience in Psychiatry

2025-06-20

Guido Frank , Joel Stoddard | CRC Press eBooks

Neuroscience and Society

2025-06-20

Sukumar Vijayaraghavan , Gidon Felsen | CRC Press eBooks

Navigating the Complexities of the Brain

2025-06-19

Ginni Arora , Ãlvaro Rocha , Syamsundar Patta | CRC Press eBooks

Experimenting With Generative AI to Create Personalized Learning Experiences for Twice-Exceptional and Multi-Exceptional Neurodivergent Students

2025-06-19

Michelle Ronksley‐Pavia , Steven Ronksley-Pavia , Chris Bigum | Journal of Advanced Academics

In many general education classrooms across the world, educators struggle to meet the educational needs of twice-exceptional and multi-exceptional neurodivergent learners, with their confluence of exceptional strengths and exceptional challenges. … In many general education classrooms across the world, educators struggle to meet the educational needs of twice-exceptional and multi-exceptional neurodivergent learners, with their confluence of exceptional strengths and exceptional challenges. This article reports the process, findings, and implications of research that implemented a series of small-scale experiments conducted by two neurodivergent researchers and one neurotypical researcher in collaboration with generative artificial intelligence (GenAI) large language models (LLM). These experiments explored and developed human-centered, GenAI-informed approaches for teachers to rehearse pedagogy for these students. Using evidence-informed fictional, synthetic learner profiles (synthetic research participants), the researchers explored how GenAI could support educators in rehearsing pedagogy for multi-exceptional students through targeted prompting and design of personalized learning approaches. Findings reveal some potentially promising implications for GenAI application in generating adaptive, personalized educational approaches. The findings demonstrate the possibility for using GenAIs to understand and address the complex needs of these learners, offering potentially innovative solutions for educators. However, the study also identified challenges in ensuring consistent, context-appropriate, and unbiased outputs, underscoring the necessity of human oversight. The study contributes to the discourse on the potential applications of GenAI in the field of gifted education and advanced academics, advocating for a nuanced integration of expert knowledge and GenAI capabilities to meet the unique educational requirements of twice-exceptional and multi-exceptional students.

When Pain Becomes the Teacher: Confronting My Own Suffering while Learning to Heal

2025-06-19

João Júnior | Journal of Palliative Medicine

About Fiddling Is My Joy Companion on eScholarship

2025-06-18

| University Press of Mississippi eBooks

The Evolution of Neuroinclusion: Historical and Semantic Perspectives in European Education

2025-06-17

Oksana Shelever , Yulia Ribtsun , V. I. Shevchenko +3 more | Revista Romaneasca pentru Educatie Multidimensionala

The article explores the concept of inclusion within European pedagogy, with particular attention to its integration into the neuropsychological context. It examines the historical evolution of inclusive education, key conceptual … The article explores the concept of inclusion within European pedagogy, with particular attention to its integration into the neuropsychological context. It examines the historical evolution of inclusive education, key conceptual shifts, and the current challenges that educators face. Emphasis is placed on the notion of neuroinclusion – a new approach aimed at integrating neurodivergent students into mainstream educational settings. This article addresses the timely and underexplored phenomenon of neuroinclusion in European pedagogy. It offers a detailed analysis of the concept’s evolution, its theoretical underpinnings, and its practical application in the educational process. Neuroinclusion, which merges insights from neuroscience with the principles of inclusive education, is gaining increasing relevance in today’s education. By understanding the neurobiological foundations of learning and development, educators can create more individualized and effective learning environments. The article traces the historical development of the neuroinclusion concept. It outlines its core ideas and foundational approaches. It also examines the current state of neuroinclusive practices in various European countries. Additionally, it discusses the main challenges and prospects related to implementing neuroinclusion in education.

Cognition and Gender

2025-06-16

Torsa Ghosal | Routledge eBooks

Neurobiology and Literature

2025-06-16

Donald R. Wehrs | Routledge eBooks

Leveraging neurotechnology for neurodivergent education: a narrative review

2025-06-16

典弘川角 | Learning Research and Practice

The Routledge Companion to Literature and Cognitive Studies

2025-06-16

Jan Alber , Ralf Schneider | Routledge eBooks

Introduction to the theoretical and intellectual foundations of the cognitive acceleration strategy (constructivist cognitive theory as a model)

2025-06-15

Al-Hawra Hussein Ashour , Mahmoud Mohsen | Al-academy

اصبح العالم اليوم يتسم بالتفجر المعرفي ، حيث يشهد ثورة معرفة ، معلوماتية وتكنولوجية شملت جميع جوانب حياة الإنسان، فلم يعد التركيز على كم المعلومات المكتسبة ، بقدر الاهتمام بكيفية … اصبح العالم اليوم يتسم بالتفجر المعرفي ، حيث يشهد ثورة معرفة ، معلوماتية وتكنولوجية شملت جميع جوانب حياة الإنسان، فلم يعد التركيز على كم المعلومات المكتسبة ، بقدر الاهتمام بكيفية اكتسابها وتوظيفها توظيفاً سليماً ، حتى يتسنى للفرد استيعاب هذه المتغيرات العلمية والمنجزات الكبيرة في شتى المجالات ، وقد جعلت هذه الثورة النظام التربوي والقائمين عليه امام تحديات صعبة منها اعداد افراد المجتمع لاستيعاب التطور العلمي المتسارع من خلال تنمية قدراتهم على البحث والتحليل وطرح الاسئلة وتقييم المعلومات واستثمار عقولهم بما يحقق اقصى فائدة من اجل بناء المجتمع وتطويره . وتأسيساً على ذلك برزت الأهمية لظهور طرائق تدريس حديثة تتناسب مع الانفجار المعرفي والتقدم التكنلوجي الموجود في العالم إذ أصبحت الحاجة ملحة لاستعمال نماذج وطرائق التدريس تؤكد على دور المتعلم وتجعله مركز النشاط في العملية التعليمية وهذا ما ينادي به الاتجاه الحديث في التعليم الذي يؤكد على ضرورة اشراك الطالب في عملية التعلم ومساهمته الفاعلة في الدرس من خلال النشاطات التي يقوم بها بنفسه وهذا مهد للانتقال من التعليم الى التعلم ، ويغرس في نفسه اتجاهات ايجابية في التعلم ، ومساعدته على فهم المادة الدراسية المتضمنة للحقائق والمعلومات والقوانيين وخاصة بعدم نزوع الطلبة نحو التجريب ، واضحت غاية الطالب اجتياز المادة وليس التعلم والمعرفة . تبعا لما سبق فأنَّ طريقة التدريس واستراتيجياتها يجب ان تكون جزءا من هذا التطوير والتغيير، وأنَّ تتجاوز كل ما هو تقليدي في التعليم إلى ما هو أفضل، ولعل من الطرائق المجدية اليوم، تلك التي تجعل المتعلم محور العملية التَّعليمية والتي تساعد على التعلم السريع للمعرفة وثارة التَّفكير لديهم وحل المشكلات بطريقة علمية، وتعزز قدرتهم على التطوير والابتكار الامر الذي يفرض التأسيس المعرفي لمثل هذه الاستراتيجيات بغية الوقوف عند حيثياتها واليات توظيفها اجرائيا.

Napping alters Functional Brain Responses in the Aged

2025-06-15

Mathilde Reyt , Marine Dourte , Stella DeHaan +7 more | bioRxiv (Cold Spring Harbor Laboratory)

Circadian rhythms shape the temporal organization of sleep and wakefulness and evolve throughout the adult lifespan, leading to higher sleep-wake cycle fragmentation with ageing. The increasing prevalence of daytime napping … Circadian rhythms shape the temporal organization of sleep and wakefulness and evolve throughout the adult lifespan, leading to higher sleep-wake cycle fragmentation with ageing. The increasing prevalence of daytime napping represents a visible manifestation of such fragmentation and has been suggested to forecast age-related cognitive decline. Here, we assessed the impact of napping on functional brain correlates of performance on a Sternberg working memory (WM) task using functional magnetic resonance imaging in 60 healthy older individuals, prospectively recruited with respect to their napping habits (39 females, age: 59-82y). As compared to non-nappers, nappers showed reduced hemispheric asymmetry in the dorsolateral prefrontal cortex (DLPFC, p< 0.001) and decreased performance at high WM load levels. Only in non-nappers was increased ipsilateral activation in the DLPFC associated with better performance at high WM load levels (p < 0.05), while contralateral activation across all WM load levels was not associated with performance. These results suggest altered functional brain compensation and dedifferentiation processes, and that napping could consist of a marker of inter-individual variability in cognitive and brain aging.

The effects of drugs on cognition

2025-06-13

Samuel J. Westwood , Beth Parkin , Moira Maguire | Routledge eBooks

Memory and Sustainability

2025-06-13

Christopher M. Raymond | AEA Randomized Controlled Trials

La neuroeducación como medio activo en las planificaciones de clase en estudiantes de universidades y Normales de educación básica

2025-06-13

Lázaro Gila Medina | RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo

La neuroeducación está basada en el funcionamiento del cerebro y la manera en la que aprende; es indispensable en la labor docente entender cómo el cerebro procesa la información, el … La neuroeducación está basada en el funcionamiento del cerebro y la manera en la que aprende; es indispensable en la labor docente entender cómo el cerebro procesa la información, el estudiantado aprende en relación a su madurez mental, por lo que se consideró como objetivo principal indagar entre estudiantes de universidades y Escuelas Normales los elementos neuroeducativos que incluyen en sus planificaciones de clase, tomando como referente el instrumento estandarizado “Escala Neuroeducativa para la Planeación y la Intervención Didáctica (ENEPID)”. Este instrumento contiene 11 dimensiones; en ellas se enmarcan aspectos centrados en estudiantes y docentes como: formas de centrar la atención; promoción de la curiosidad e incertidumbre; formatos y estrategias para presentar la información; aspectos emocionales y afectivos; desarrollo cognitivo; uso de la memoria a corto, mediano y largo plazo; los canales de aprendizaje; el rol del docente; el rol del estudiante; el proceso evaluativo; y la planificación como herramienta guía de la clase. Los hallazgos del estudio revelaron que estudiantes normalistas incluyen más elementos neuroeducativos en sus planificaciones de clase. Esto reafirma la premisa de que en las Escuelas Normales se promueven más el trabajo de campo que en las universidades, demostrando que este tipo de formación profesional contribuye a consolidar los aprendizajes en el estudiantado. Los resultados pueden servir como referente para los sistemas educativos que participaron en la aplicación del instrumento para tomar decisiones relativas a la orientación en de los diseños de clases por estudiantes en formación docente de las instituciones participantes.

Memory and Sustainability

2025-06-13

Christopher M. Raymond | AEA Randomized Controlled Trials

Mind beyond the brain: evidence, hypotheses to be tested, and research proposals

2025-06-12

Alexander Moreira‐Almeida , Marianna de Abreu Costa , Humberto Schubert Coelho | International Review of Psychiatry

Percepção dos professores do ensino fundamental anos finais acerca da avaliação das dimensões afetiva e cognitiva de seus alunos

2025-06-12

Lara Ribeiro de Almeida , Lorena Santos Ricardo | DELOS Desarrollo Local Sostenible

Este artigo tem como objetivo analisar a percepção dos professores do ensino fundamental anos finais, que atuam em Linhares-ES, acerca da avaliação da dimensão socioemocional e da aprendizagem dos discentes. … Este artigo tem como objetivo analisar a percepção dos professores do ensino fundamental anos finais, que atuam em Linhares-ES, acerca da avaliação da dimensão socioemocional e da aprendizagem dos discentes. Para a coleta de dados, foi elaborado um questionário online no Google Forms. Participaram 22 professores que atuam em escolas públicas e privadas no município de Linhares, no Ensino Fundamental Anos Finais. Os dados foram analisados qualitativamente e discutidos a partir do referencial teórico. Os resultados indicam que, dentre as competências que devem ser consideradas ao avaliar a Aprendizagem se sobressaem a Compreensão e o Pensamento Crítico. Já quanto as competências da dimensão socioemocional, a Compreensão e a Consciência Social são citadas com mais frequência. Constatou-se também que a avaliação é realizada diariamente, pela maioria dos participantes, e que o método mais utilizado tanto na avaliação da dimensão Socioemocional quanto da Aprendizagem é a Observação do comportamento discente durante as aulas, seguido de Atividades avaliativas para avaliar Aprendizagem e Roda de conversa para que os alunos compartilhem experiências e reflexões para avaliação Socioemocional. Do ponto de vista docente, tais métodos são compreendidos pelos discentes e, portanto, eficazes quanto aos seus objetivos. Espera-se que esse estudo contribua com o desenvolvimento de novas pesquisas para aprofundamento e desenvolvimento do tema.

Executive Function

2025-06-12

Hannah Moloney | Routledge eBooks

Poetry and Mental Health Poetry as Therapy: Exploring the Healing Potential of Creative Expression

2025-06-10

Roopashri. S. Biradar | Shanlax International Journal of Arts Science and Humanities

Poetry makes people feel happy and hopeful. It is important to consider life as it truly is which spiritual leaders have believed and talked about for ages. Yes, indeed. They … Poetry makes people feel happy and hopeful. It is important to consider life as it truly is which spiritual leaders have believed and talked about for ages. Yes, indeed. They are more than just arranged words. they comfort those who feel alone, help those who are in need and are food for those without. Yes indeed. Poetry isn’t just words. The sound of a line of poetry is not its only value. It communicates more than what any ordinary word could express. Poems often influence people in a strong way. With poetry therapy, poetry assists people in their healing process. Cognitive behavior therapy has improved the lives of people dealing with depression, anxiety and post-traumatic stress disorder. Poetry therapy is based on the unique energy of Lord Shiva to help people improve. Just as ‘Shiva’s Tandava’ dance is supposed to overcome ignorance and darkness, poetry aids people in handling their inner difficulties. In his poetry, Shiva concentrates on people who have to cope with their own pain and difficulties. His poems give comfort and show people how to move past their emotions and let go. Particularly in the householder’s section of the Rig-Veda, the term ‘svar’ (sound) mention how the combination of poetry and music soothes the mind and heals any disturbance in the body.

Continuity in Disparate Spaces: Opportunities to Learn with Your Full Self in Mathematics Classrooms

2025-06-10

Jamie Vescio , Melissa Gresalfi , Madison Knowe +1 more | Proceedings.