THE HUMAN BRAIN

Introduction

Brain Facts

• Our most complex organ• Weighs 1.5 kg or about 3 lbs• Made up of Grey and White matter and Glial

cells• New cells are born throughout our lives• Structure is determined by genes, experience

and lifestyle• Needs exercise and a good diet

Instant Expert: The Human Brain

Grey and White Matter

• Grey Matter consists of the cell bodies of neurons

• White Matter is the branching network of thread-like tendrils called dendrites and axons that spread out from the cell bodies to connect to other neurons

Glial Cells

• Glial cells – more numerous than the neurons, they amplify neural signals and work with neurons in mental calculations

Helen Phillips, 4 September 2006NewScientist.com

Structure

Cerebrum Occipital lobe Parietal lobe Temporal lobe Frontal lobe

Cerebellum

Midbrain and Brain stem

(Image from Time Magazine)

Human Memory

The retention of and ability to recall information, experiences, and procedures.

The Skeptics DictionaryRobert Todd Carroll

How does it work?

• Truth is - We don’t know how memories are formed, retrieved or become conscious thoughts

• Latest theory – complex patterns of neuronal firing

• Hypothesis – these firing patterns are memory templates

Wikipedia, 2008. Biological neural network, retrieved October 21, 2008.

Hippocampal Neurons

Neural network – physically interconnected neurons

Connections– chemical synapses & electrical gap junctions

Image from The Franklin Institute, 2004, The Human Brain: Renew, Resources for Science Learning.

What we do know

Encoding• Active process• Strong connection,

strong memory• Consolidation• Association/Elaboration• Repetition• Self-referent

Forgetting• Weak encoding• Lack of retrieval cue• Time & replacement• Repetitive experiences• Brain overload• Dreaming

Memory Storage

Sensory• retains image for only a small part of a second

Short-term• lasts for about 20-30 seconds • limited to storage capacity of 7 items

Long-term• Rehearsal /Reference helps store memories

Long Term Memory Tools

• Clustering• Conceptual Hierarchies• Semantic Networks• Schemas• Script

Retrieval

• Not random• Cues help• Memories are reconstructions• Source errors• Reality monitoring

The Human Brain: RenewThe Franklin Institute Resources for Science Learning

• Throughout your life neural networks reorganize and reinforce themselves

• Body-mind interaction stimulates growth of brain cells and complex connection patterns in the neural network at any age

• You can exercise your brain!

Brain Exercises• Get dressed with your

eyes closed• Eat/Brush teeth with the

opposite hand• Use your left hand to

operate the computer mouse

• Shop at a new grocery store

• Go to work by a different route

• Read

• Do crossword puzzles• Play Scrabble• Start a new hobby• Learn a foreign language• Combine 2 senses – i.e.

listen to music and smell flowers

• Exercise• Think – the more we

think, the better our brain functions

HEMISPHERE DOMINANCE

Brain Dominance

• 90% of humans are left-brain dominant• What are you?

http://www.ipn.at/ipn.asp?BHX

Brain Dominance

Left BrainLinear• processes information

logically from part to whole • easily takes details to make

an outline

Right BrainHolistic• information is processed

from whole to part, beginning with the big picture, not the details

• understanding of why or what a task means is required before beginning

Brain Dominance

Left BrainSequential• Learning, thinking, and

tasks are done in order from first to last

• Organization and planning are key

• Easily follows directions, schedules, and routines

Right BrainRandom• jumps from one task to

another, disregarding priority or completion

• corrects and adjusts along the way

• tends to work on multiple tasks and assignments at the same time

Brain Dominance

Left BrainSymbolic• easily processes symbols

(letters and words) and notation in math and music

• spelling and formulas tend to be memorized

Right BrainConcrete• prefers to process things

that can be seen, heard, touched

• needs to understand how mathematical formulas work

• likes to visualize ideas and solutions

Brain Dominance

Left BrainLogical• information is handled in

parts using logic to solve problems

• conclusions require reasoning and proof

• mechanics of writing are important

Right BrainIntuitive• solutions are based on

intuition, whether it feels right

• answers to problems are known without being able to explain how they were found

• ideas and meaning of writing are important

Brain Dominance

Left BrainVerbal• thoughts and ideas are

easily expressed as words• explains instructions and

directions well

Right BrainNonverbal• thoughts and ideas are

often illustrated• writing assignments are

difficult and take longer to complete

Brain Dominance

Left BrainReality-Based• knows and follows rules• solves problems based on

data and facts

Right BrainFantasy-Based• approaches things

creatively• problems solved through

imagination and discovery• often bends rules, not

realizing the consequences

CREATIVITY

• People Who have tremendous creativity also have tremendous connectivity between the right and left sides of the brain.

LEARNING PREFERENCES

Gardner’s Multiple Intelligences

Visual & Spatial Learners

• Have good visual recall and will be able to remember scenes, objects or faces for years.

• Prefer visually presented information such as charts, pictures, and images.

• To appeal to this learner libraries should:– Create visually stimulating displays– Use video and/or photos– Use color

Musical Learners

• Have good auditory recall • Rehearse situations by playing them out

internally• Respond well to environmental sounds, music

and human voice• To appeal to this type of learner libraries

should:– Use storytelling, music and sound effects

Kinesthetic Learners

• Use the body in different ways to aid memory• Learn best while doing• May like to move about during learning

activity• To engage this type of learner libraries should:– Have displays and programs with opportunities to

feel and touch, to use computers and to make things.

Interpersonal Learners

• Are able to understand and work with others.• Respond quickly to changes in mood and

adjust their behavior accordingly.• Enjoy discussions and group work.• Good at giving and receiving feedback.• To appeal to this type of learner libraries

should:– Provide opportunities for discussion and group

activities

Intrapersonal Learners

• Self motivated and have a high degree of self-knowledge.

• Like time for quiet reflection to develop thoughts and how to express them.

• Enjoy spending time alone researching, thinking and reflecting.

• To engage this type of learner libraries should:– Have activities that allow for some individual reflection

time before moving to a group discussion or activity.

Linguistic Learners

• Sensitive to the meaning of words:– Order, sounds, rhythm and inflection– Capacity to change mood, persuade or convey

information

Learning opportunities inherent in libraries and museums appeal to linguistic learners.

Mathematical/Logical Learner

• Problem solver• Constructs solutions non-verbally• Sees patterns and relationships • Prefer information to be sequenced in a

logical order and to make strong connections between concepts.

• Libraries and museums appeal to this type of learner as information is presented in a logical progression.

Naturalist Learners

• Enjoy being outside and notice patterns in nature.

• Have a strong sense of what is fair.• Consider the impact of their actions on others.• To appeal to this type of learner libraries

should: – Provide spaces that are open and full of natural

light.– Provide outdoor spaces for reading and activities.

SIX MAJOR THINKING SKILLS

Bloom’s Taxonomy

• Knowledge: involves remembering or recalling appropriate, previously learned information to draw out factual answers.

– How many eggs in a dozen?

– When was Abraham Lincoln president?

• Comprehension: involves grasping or understanding the meaning of information materials.

– Explain how an egg becomes a chicken.

– What important events occurred during Abraham Lincoln’s presidency?

• Application: involves applying previously learned information (or knowledge) to new and unfamiliar situations.

– Can an egg grow into a cow?

– How did Abraham Lincoln’s personal views on slavery fit with the events of the time?

• Analysis: involves breaking down information into parts and trying to understand it’s organizational structure.

– What is one difference between eggs laid by a frog and eggs laid by a chicken?

– Compare and contrast some contributions made by presidents during the 1800’s.

 

• Synthesis: involves applying prior knowledge and skills to combine elements into a pattern not clearly there before.

– What might happen if a cow laid eggs? Knowing what you know about egg-laying animals, what could you say about animals that don’t lay eggs?

– If Abraham Lincoln lived today what problem might he solve?

• Evaluation: involves judging or deciding according to some set of criteria without real right or wrong answers.

– What do egg laying animals have in common?

– How might history be different if Abraham Lincoln had never been born?

Alternative Learning Approaches

The alternative learning approaches involve the whole person, using physical activity, creativity, music, images, color, and other methods to get people deeply involved in their own learning.

• The optimal learning environment is:

– Positive learning environment– Total learner involvement– Collaboration among learners– Variety that appeals to all learning styles– Contextual learning

CREATING A ROUNDED LEARNING EXPERIENCE FOR OTHERS

Sensory - Intuitive: Provide both hard facts and general concepts.

Visual - Verbal: Incorporate both visual and verbal cues.

Active - Reflective: Allow both experiential learning and time for evaluation and analysis.

Sequential - Global: Provide detail in a structured way, as well as the big picture.

IMPLICATIONS FOR INFORMATION SEEKERS

• Libraries, museums and archives can build on their understanding of learning style preferences and alternative learning approaches by:

• Emphasize intuition, feeling, sensing and imagination as well as analysis, reason and sequential problem solving skills.

• Recognize different learning styles using different combinations of experience, reflection, conceptualization and experimentation.

• Introduce a wide variety of experiential elements into the learning environment, such as sound, music, visuals, movement, experience and talking to appeal to multiple intelligences.

• Make connections with people’s every day experiences when introducing concepts or themes that may be unfamiliar.

• Involve many different people in developing the opportunities that you provide for learning including the learners themselves to appeal to a wide range of learning styles.

References 

(2000). Music with the brain in mind. In E. Jensen, Music with the brain in mind (pp. 42-45). San Diego, California: The Brain Store, Inc.

Balzac, F. (2006, May). NeuroPsychiatry reviews. Retrieved September 27, 2008, from www.neuropsychiatryreviews.com

The brain explorer. (2008, September 27). Retrieved September 27, 2008, from library.thinkquest.org/CO110299

Brain metrix. (2007). Retrieved September 27, 2008, from www.brainmetrix.com/creativity

Caban, S. (2004). Brain dominance test (online-test). In International PcE network. Retrieved November 1, 2008, from http://www.ipn.at/ipn.asp?BHX

Comparitive dominance. (2001). In The brain explorer. Retrieved October 24, 2008, fromhttp://library.thinkquest.org/C0110299/brain/dominance.php?page=dominance1

Gordon L., & Shaw, P. (2000). Keeping Mozart in mind. In P. Gordon L. Shaw, Keeping Mozart in mind (pp. 121-140). San Diego, California: Academic Press.

Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.

Left vs. right: Which side are you on? (2005). In Intelegen Inc. Retrieved October 25, 2008, from http://www.web-us.com/brain/LRBrain.html

Manzo, A.V., & Manzo, U. C. (1993). Literacy disorders: Holistic diagnosis and remediation. Fort Worth: Harcourt Brace Javanovich

Pask, G. (1988). Learning strategies, teaching strategies and conceptual or learning style. In Schmeck, R. R. (ed.), Learning strategies and learning styles (83-100). New York: Plenum Press.

Santo, S. (2007). Brain Dominance. Retrieved October 25, 2008, from: http://www.usd.edu/~ssanto/brain.html

Stanton, Simon. (March 1998). Symbolic learning. Retrieved October 22, 2008, from

http://www.stant-1.demon.co.uk/artcl014.htm

Symbolic learning. Retrieved October 22, 2008, from

http://arti.vub.ac.be/miscellaneous/brochure/section1.2.0.3.html

Zeki, S. (2001, July 6). Science Magazine,essays on science and society: Artistic creativity and the brain. Retrieved September 27, 2008, from www.sciencemag.org/cgi/content