The New Science of Learning UofM Flint Presentation

7/21/2019 The New Science of Learning UofM Flint Presentation

1/134

A New Paradigm for Student Learning

Developed by Professor Terry Doyle

Ferris State University

www.learnercenteredteaching.wordpress.com

[email protected]
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


2/134

Slides are available for download at:

www.learnercenteredteaching.wordpress.com

UofM Flint
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


3/134

Here is our Professional Obligation

We must follow where theresearch leads us even if it makesus uncomfortable or results inmajor changes in our teachingpractices.


4/134

Here is Our Challenge?

We as teachers cant makeinformed decisions about whichteaching approaches or tools touse if we dont first understandhow our students learn.


5/134

Here is Our Challenge?

To understand how our studentslearn we must understand howtheir brains take in, process, andretrieve information as well as thenumerous factors that affect theseprocesses.


6/134

3 Key Teaching Questions

1.What Content Should We Teach?

What would make us happy that

our students still knew and couldapplyfrom the content and skills

of our course a year later?


7/134


2. What to spend timeon?

What knowledge andskills do students need

to learn and what canthey look up as needed?


8/134


3. What is the best use ofour time?

What teaching actionsoptimize the opportunitiesfor students to master thelearning outcomes of ourcourses?


9/134

An Old World View of Learning

Guido Sarducci Five Minute University


10/134

Educating for Life Long Learning

Cramming and forgetting will not cut it in todays world and infuture our students are facing.


11/134

Facing a New World

In 1973 28% of jobs in theUnited States required postsecondary education.

In 2018 57-67 % of jobs will

require post secondaryeducation.

(Georgetown University Study, 2013)


12/134

Facing a New World

23 Exabytes of information wasrecorded and replicated in 2002.

We now record and transfer thatmuch information every 7 days.

1 exabyte isone quintillionbytes

1000 to the 6thpower = watching50,000 years of DVD 24/7

(Robert Moore, 2011)

10006 EB exabyte
http://en.wikipedia.org/wiki/Quintillionhttp://en.wikipedia.org/wiki/Quintillionhttp://en.wikipedia.org/wiki/Quintillion


13/134

Facing a New World

5,922,000,000 Google searchesper day.

2.1 trillion search's using Google

in 2013.

350 million photos uploaded toFacebook each day.


14/134


15/134

Facing a New World

Currently there are hundreds ofmillions ofChinese and Indianhonor students many of who willbe competing for the same jobsour college students want.


16/134

Life Expectancy and Changes inRetirement Systems

Current life expectancy in USAis 78 years.

Medical breakthroughs mayallow many of our students to

live to be a 100! Retirement may come at 75-80

years of age.


17/134

A Caution about Brain Research!

Brain systems relation to complex cognition and behcan only be explained satisfactorily by a comprehensblend of theoriesand facts related to all the levels oforganizationof the nervous system,from moleculesto physical and social environments.

(Antonio Damasio, Head of the

Department of Neurology at the

University of Iowa Medical Center)

Beware of


18/134

The Human BrainForget that Right-Left Brain MythComplex mental tasks andbehaviors and even simple taskresult from a complexcoordination of activity in multiplebrain regions including both theright and left hemispheres.

(Rekart, 2013)


19/134

Example of Hemisphere Activity

Both hemispheres are activatedwhen sensory images that have aname and can be easily called tomind( familiar people).

(Kelley et al 1998)


20/134

Guiding Students aboutLearning Styles

there is no adequate evidence baseto justify incorporating learningstyles assessments into generaleducational practice...

Limited education resources wouldbetter be devoted to adopting othereducational practices that have astrong evidence base."

(Pashler et al, 2009)


21/134

Guiding Students Learning Styles

John Hattie , author of VisibleLearning in 2012 produced asynthesis of years of educationalresearch trying to figure out whathas the biggest impact uponstudent learning states that,

One of the more fruitlesspursuits is labeling students withlearning styles.


22/134

Guiding Students aboutLearning Styles

We are all visual and auditory

learnersevolution made certain ofit.

Advocating a Tactile/Kinesthetic styleof learning is a mistake.The directconnectivity found in the visual andauditory centers of the brain are notfound in the tactile modality.

(Goswami, 2006)


23/134

Guiding Students aboutLearning StylesNeither the somatosensorycortices (which process touch) northe cerebellum (motor learning)would produce the kind of longterm memories desired in school.

(Dekart, 2013)


24/134

Multitasking and Learning

92% of college students multitask

while in class.

Undergraduate college studentsreported using their devices fornon-class purposes an average of

11 times during class each day.

(McCoy, 2013 Journal of Media Education)


25/134


Text messaging, specifically,

dominated as the students topactivity with 86 percent ofstudents admitting to textingthroughout class times.

(McCoy, 2013)


26/134


2011 study explored the perception onhow often a person thinks they aremultitasking in a 30 minute period

Subjects guessed 15

Actual 123 times

(Brasel and Gips, 2011)


27/134


Multitasking decreases mental resourcesneeded for new learning and study

The amount of brain activation in the areasneeded for new learning is much less thenwhen a single task is being learned.

(Just, Carpenter Keller, Emery, Zajac andThulborm 2001),

( Newman Kellert and Just 2007)


28/134


Multitasking recruits brain regionsfor habit making not for higherlearning.

(Foerde, knowlton Poldrask, 2006


29/134


Heavy multitasking shortens

attention spans.

It modifies cognitive andneurological behaviors.

(Ophir, Nass and Wagner, 2009)


30/134


It gives value to all stimuli sodistractibility increases.

(Ophir, Nass and Wagner 2009)


31/134

The Human Brain

The human brain weighs aboutthree (3) pounds

Contains 86 billion neurons

These neurons can make 40quadrillion connections

(Ratey, 2001, Goldberg, 2009)


32/134

Neuroscience and Learning

We have accumulated enoughknowledge about themechanisms and molecularunderpinnings of cognition atthe synaptic and circuit levels tosay something about which

processes contribute (James Bibb of theUniversity of Texas Southwestern Medical Center, 2011)


33/134

We are Born to Learn

The brain was meant to explore and learn


34/134

The Definition of Learning

Learning is a change in theneuron-patterns of the brain.

(Goldberg, 2009)

www.virtualgalen.com/.../ neurons-small.jpg


35/134

Attention Drives the Changes

Attentionis almost magical in its

ability to physically alter the brainand enlarge functional circuits.

(Merzenich and colleagues, UCSF, 2011)


36/134

Attention and Learning

When we attend to something we

are readying various cognitiveprocess we may need for learning.


37/134

Keeping Students Attention

Neuroscientists have a saying:

Emotion drives attention andattention drives learningthismakes Attention the key tolearning.


38/134


The emotional engagementpathway is effective in capturingand sustaining attention.



39/134

Reward for Learning

Dopamine is there to reward your

brain for learning newinformation, or engaging in newexperiences.

Without dopamine, you would not

be interested in learning or tryingnew things.



40/134

Emotional Contagion

A process in which a person or

group influences the emotionsor behavior of another person orgroup through the conscious orunconscious induction ofemotion states and behavioral

attitudes".

Schoenewolf, G., (1990). Emotional contagion: Behavioralinduction in individuals and groups.' 'Modern Psychoanalysis;15, 49-61

N lt d Att ti


41/134

Novelty and Attention

A key part of learning and memory

is novelty.

The hippocampus is our noveltydetector.

(Knight, 1996)


42/134

Sound Gains Attention

Unlike our eyes our ears can

never be shut.(Elizabeth La daras)

Sound is an excellent way to gainand regain attention.

Att ti d L i


43/134

Attention and Learning

Attention is limited and largelyfixedthere is not a lot left over forother tasks.

(Capacity Theory, Kahneman, 1973)

General Consensus about


44/134

General Consensus aboutAttention Capacity

Attention capacity will increase ordecrease

due to:

Ones arousal level--meaningfulness/relevance.

Type of tasknew vs. automatic

How people allocate attention-previous experiences.


45/134


It is very important to specificallydirect the student toward thedesired object of attention.


46/134

Mistaking an Attention Problem

If students fail to comprehendlengthy directions orinstructions, it may not be theyare not trying to pay attentionbut rather a working memory

problem.

Shorter, clearer directions andinstruction can help.

Readiness to Attend


47/134

Readiness to Attend

Brain regions involved in payingattention for new learning maturemore slowly that other brainregions.

These are the Prefrontal Cortex and

Anterior Cingulate Cortex

(Sturm and Willmes, 2001)

Prefrontal Cortex

S


48/134


We know that some students are

impaired in their attentionalabilities, but these can beimproved through activities thatrequire sustained attention.

Automatic Processes and Attention


49/134

Automatic Processes and Attention

If we have become goodat something so itsautomatic (reading) thisreduces the cognitiveresources needed for atask -

Making it more likely wecan attend to the taskbeing learned.

Inhibiting Automatic Processes


50/134

Inhibiting Automatic Processes

However, if turning off (inhibit) anautomatic process is necessary itcan be hard to do and can interferewith learning.

Name the colors each written in.

Blue

Green

Red

Purple

Black

Attention Blink


51/134

Attention Blink

This is when the brain believes it isdone with a task

Example-

multiple choice questions-- we finda correct answer and dont look

further

(Rekart, 2013)

Attention Blink


52/134

Attention Blink

Lasts about second.

Anxiety increases attention blink.

A. Rock and Roll

B. Jazz and Blues

C. Punk/ Heavy Metal

D. All of the Above

E. None of the Above

Th N P di


53/134

The New Paradigm

A new paradigm is needed for how students seetheir responsibilities for learning

1. Students need to prepare theirbrains for learning each day.

2. Students need to follow thenew brain research for how totake in, process and retrieveinformation.

A N P di f St d t L


54/134

A New Paradigm for Student Learne

A paradigmis a particular set ofpractices.

The New Paradigm


55/134

The New Paradigm

Improvements in teaching alonecannot meet Americaseducational needs.

Students must take on new roles

and responsibilities for theireducation.

There is no other solution!

Preparing to Learn


56/134

Preparing to Learn

Findings from neuroscience over

the past decade has led to a newparadigm concerning improvingstudents learning.

The simple but important shift in

our understanding is ---that ifthe brain is prepared to learngreater success can be expected.

Preparation for Learning Means StudentsHave Addressed these Five Areas


57/134

Have Addressed these Five Areas

The brain needs to function

effectively:1. Hydration

2. Diet (glucose)

3. Exercise

4. Sleep

5. Oxygen

Hydration and the Brain


58/134


One of the most fascinating

aspects of neurons is that theystore water in tiny balloon-likestructures called vacuoles.

Water is essential for optimal

brain health and function

(Norman ,2012)



59/134


Water is needed for the brain's

production of hormones andneurotransmitters which key thebrains communication system.

Nerve transmission requires

one-half of all the brains energy.

(Allen, Advanced Learning and Development Institute)



60/134


When you lose too much wateryour brain cells lose efficiency.

(Gowin2010)

Why the Brain Needs Water


61/134

Why the Brain Needs Water

Dehydration can impair short-term memory function and therecall of long-term memory.

(Gowin, 2010)



62/134


Even mild levels ofdehydration can impactschool performance.

( Norman, 2012)

Diet and Learning


63/134

Diet and Learning

Glucose is the form of sugar

that travels in your bloodstreamto fuel the mitochondrialfurnaces responsible for yourbrain power.

(The Franklin Institute)

The Brains Energy Source


64/134

The Brains Energy Source

Because neurons cannot storeglucose, they depend on thebloodstream to deliver a constantsupply of this precious fuel.


Diet and Learning


65/134

Diet and Learning

This blood sugar is obtained

from carbohydrates: the starchesand sugars you eat in the form ofgrains and legumes, fruits andvegetables.

Diet and Learning


66/134

Diet and Learning

Too much sugar or refined

carbohydrates at one time,however, can actually depriveyour brain of glucose depletingits energy supply andcompromising your brain's powerto concentrate, remember, and

learn.


Diet and Learning


67/134

Diet and Learning

For learners, this research impliesthat the contents and timing ofmeals may need to becoordinated to have the mostbeneficial cognitive effects that

enhance learning.

Web MD Food Recommendations foH lth B i F ti


68/134

Healthy Brain Function Blueberries

Avocadoes

Dark Chocolate

Nuts and seeds

Beans

Fresh brewed Tea Whole Grains

Wild Salmon

Exercise, Learning and Memory


69/134

Exercise, Learning and Memory

Movement and Learning


70/134


Natural selection developed a

human brain to solve problemsof survival in outdoor, unstableenvironments while in almostconstant motion.

(Medina, 2008)



71/134


Our brains were shaped and

sharpened by movement.

We continue to require regularphysical activity in order for ourbrains to function optimally.

(Raichlen and Polk, 2013)



72/134

g

Recent studies have shown-

regular exercise, even walking,leads to more robust mentalabilities, beginning in childhoodand continuing into old age.

(Raichlen and Polk, 2013)

Movement is Best for Learning


73/134

g

We need to rethink our learningenvironments to allow for agreat deal more movement.

Exercise and Learning


74/134

g

Exercise is the single most

important thing a person can doto improve their learning.

(John Ratey, 2008, Spark, The Revolutionary New

Science of Exercise and the Brain)

Exercise Stimulates Synaptic Growt


75/134

y p

Exercise stimulates the

production of new synapses,whose capacity andefficiency underlie superiorintelligence.

(Art Kramer of the University of Illinois at Urbana-Champaign)

It thus provides more

generalizable benefits

How does Exercise Boost Learning?


76/134

g

Exercise increases production ofneurotransmitters that help:

1. Concentration

2. Attention

3.Motivation

4. Patience5. Mood (more optimistic)

(Ratey, 2008)

Energy C

Exercise Increases Production of BD


77/134

BDNF(Brain-derived neurotrophic factor )

Enhances the wiring of neurons.

(Ratey, 2008)Miracle Gro for the

Brain

Exercise Produces BDNF


78/134

Improves brain health

Is a stress inoculator

Makes the brain cellsmore resilient

(Ratey, 2008)

BDNF and Exercise


79/134

In particular BDNF seems to be important for long term me(Ratey, 2008)

Cognitive Benefits in a Pill


80/134

Researchers from the Dana-Farber Cancer Instituteat Harva

Medical School (HMS) have also discovered that it may be pcapture these benefits(BDNF) in a pill.

The same protein that stimulates brain growth via exercise potentially be bottled and given to patients experiencing codecline, including those in the beginning stages of AlzheimeParkinsons.

(Bruce Spiegelman of Dana-Farber and HMS and Michael E. Greenberg, PhD, chneurobiology at HMS.,2013)

Exercise, Stress and Learning
http://www.dana-farber.org/https://cellbio.med.harvard.edu/people/faculty/spiegelmanhttp://www.dana-farber.org/http://www.dana-farber.org/http://www.dana-farber.org/


81/134

Students rarely know that toxic

levels of stress erode theconnections between thebillions of nerve cells in the brainor that chronic depressionshrinks certain areas of the

brain.

(Jesper Mogensen , Department of Psychology,

University of Copenhagen.

Exercise, Stress and Learning


82/134

Conversely exercise unleashes a

cascade of neurochemicals andgrowth factors that can reversethis process, physicallybolstering the brain'sinfrastructure.

(Jesper Mogensen , Department of Psychology, Universityof Copenhagen.

Exercise and Stress


83/134

"In fact, the brain responds like

muscles do, growing with useand withering with inactivity.

Exercise causes neurons(dendrites) to grow and bloom,

thus enhancing brain function ata fundamental level." Jesper Mogensen ,Department of Psychology, University

of Copenhagen

Short Term Stress


84/134

Acute stress activates selective

CRH molecules (corticotropin)releasing hormones, whichdisrupt the process by which thebrain collects and storesmemories. (Baram,2010)


85/134

How Sleep Affects Learning and Me


86/134

How Much Sleep is Enough


87/134

How much sleep is enough,varies from person toperson. It's usually six toeight hours, but could rangefrom five to 10 hours.

(UW-Madison sleep researcher Dr. Chiara Cirelli,2014)

Read more: http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98S

How Much is Right for You
http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384


88/134

The key is finding the right amountof sleep that allows your brain tocomplete its process beforerebooting for the next day.

If you get tired during the day, loseconcentration or focus, even

occasionally, each day, chances areyou're not getting enough sleep.

(UW-Madison sleep researcher Dr. Chiara Cirelli,2014)

Sleep, Memory and Learning


89/134

50 to 70 million adults in theUnited States alone have a sleeporwakefulness disorder, accordingto the Centers for Disease Controland Prevention.

Sleep and Brain Health
http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324http://io9.com/the-science-of-insomnia-506798525http://io9.com/the-science-of-insomnia-506798525http://io9.com/the-science-of-insomnia-506798525http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324


90/134

1n 2012 University ofRochester neurosurgeon Maiken

Nedergaard, identified the brainswaste-removal mechanism theglymphatic system.

The glymphatic systemrelieson cerebrospinal fluid(CSF) to flushout neurotoxins via pathways

separate from the lymphatic system.

(Journal of Science, 2013)

http://en.wikipedia.org/wiki/Cerebrospinal_fluidhttp://en.wikipedia.org/wiki/Cerebrospinal_fluidhttp://en.wikipedia.org/wiki/Cerebrospinal_fluid


91/134

Among the toxins that are flushedis beta amyloid, a protein thatsfound in clumps in the brains ofAlzheimers sufferers.

http://en.wikipedia.org/wiki/Beta_amyloidhttp://en.wikipedia.org/wiki/Beta_amyloid


92/134

In 2013, Nedergaardsresearchteamfollowed up on thisdiscoveryby identifying hiddencaves that open in the brain

while we sleep, allowingcerebrospinal fluid to flush outneurotoxins through the spinal

column.

(Journal of Science, 2013)

http://www.sciencemag.org/content/342/6156/373http://www.sciencemag.org/content/342/6156/373http://www.sciencemag.org/content/342/6156/373http://www.sciencemag.org/content/342/6156/373http://www.sciencemag.org/content/342/6156/373


93/134

The implications of this researchcant be overstated: failing toget enough sleep isnt just a badidea for all of the reasons wealready know, but over time itcould also lead to neurologicaldisorders like Alzheimers.

How Sleep Affects Learning and Me


94/134

Memories are Made During Sleep


95/134

Most sleep researchers nowagree that sleep plays animportant role in the formationof long term memories .

(Stickgold, 2005).

The Importance of Sleep to Learnin


96/134

Weve learned that sleep beforelearning helps prepare your brainfor initial formation of memories,

And then, sleep after learning isessential to help save and cementthat new information into thearchitecture of the brain, meaningthat youre less likely to forget it.

(Dr. Matthew Walker, a sleep scientist at the Universityof California, Berkeley).

Sleep and Learning


97/134

The non-REM stages of sleepseem to prime the brain forgood learning the next day.

You cant pull an all-nighterand still learn effectively,

Learning Readiness and SleepEl t i l i l


98/134

Electrical impulses

(spindles) help to shiftmemories from the brain'shippocampus -- which haslimited storagespace -- tothe nearly limitlessprefrontal cortex's , thusfreeing up thehippocampus to take infresh data (new learning)

the next day.

(Walker, 2010) Sleep is the key to havibrain that is ready to le

Learning Readiness and Sleep
http://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htm


99/134

"A lot of that spindle-rich sleepis occurring the second half ofthe night, so if you sleep sixhours or less,you areshortchanging yourself andimpeding your learning

(Mander, 2011).

Advice to Students


100/134

Realize that the sleep you getthe night after you study is atleast as important as the sleepyou get the night before youstudy.

When it comes to sleep andmemory, he says, you get verylittle benefit from cuttingcorners.

Rehearsal of Learning before Sleep


101/134

A 2012 study out of theUniversity of Notre Dameconfirms that sleeping directlyafter learning something new isbeneficial for memory.

(Payne, Tucker, Ellenbogen, Wamsley, 2012 )

Rehearsal of Learning before Sleep


102/134

it would be a good thing torehearse any information youneed to remember just prior togoing to bed.

(Payne, Tucker, Ellenbogen, Wamsley, 2012 )

Sleep and Creativity


103/134

Sleep also seems to reorganizememories, extracting theemotional details andreconfiguring the memory tohelp us produce new andcreative ideas.

(Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004).

Sleep and Problem Solving


104/134

In addition, REMthe mostactive stage of sleepseemsto play a role in linking togetherrelated memories, sometimesin unexpected ways.

Thats why a full night of sleepmay help with problem-solving.

(Stickgold, 2013)

Awake but Off Line


105/134

New findings suggest that whenthe brain is sleep deprived eventhough the person is fully awakethe neurons used for importantmental task switch off.

(Chiara Corelli,2011 Nature)

Awake but Off Line


106/134

This is likely to haveconsequences on mental

performance and we likelyfunction less well the longerweve been awake.

(Chiara Corelli,2011, Nature)

Less Sleep Equals Lower GPA


107/134

2012 study from the University ofArkansas Sleep and Learning Lab

concluded that students thatconsistently got less than therecommended 7-8 hours of sleep eachnight had lower GPAs than studentswith 7-8 hours of sleep.

No Eight Oclock Classes


108/134

The University of Arkansas studywent so far as to recommendthat colleges and universitiesconsider not offering 8 amclasses.

Naps Help Learning

d


109/134

Humans are supposed to napdaily. Twenty to thirty minutes is

ideal.(Dement, 2009)

A NASA study found pilots whonapped for 27 minutes in theafternoon improved their flyingperformance by 34% .

(Dinges, 2005).

Dinges,D.(

Rest after Learning Improves Recal

N i i Lil D hi


110/134

Neuroscientist Lila Davachiof NYU found that during

rest periods following newlearning the areas of thebrain used during newlearning were just as activeas they were when theywere learning the task

Dr Lila Davachi, NYU's Department of Psychology and Centerfor Neural Science.

Significance of this Finding


111/134

The greater the correlationbetween rest and learning the

greater the chance ofremembering the task in latertests.

Taking a break after class can

actually help you retain theinformation you just learned." DrLila Davachi

Oxygen Use by the Brain Although the brain


112/134

represents only 2% ofthe body weight, it

receives 15% of thecardiac output and 20%of total body oxygenconsumption.

( Magistretti,Pellerin andMartin )

Oxygen Use by the Brain

E b th t k t t


113/134

Every breath you take converts toenergy. Human cells use nutrients

from food and oxygento createAdenosine Tri-Phosphate (ATP), theenergy source that fuels cellfunction.

Too little oxygen = less energy.

( Magistretti,Pellerin andMartin )

Oxygen Use by the Brain

O i i l f b i


114/134

Oxygen is essential for brainfunction, and enhanced blood

flow increases the amount ofoxygen transported to the brain.

Physical activity is a reliable wayto increase blood flow, andhence oxygen, to the brain.

(Eric Jensen, 2005)

References

REFERENCES


115/134

C S

http://www.brainadvance.org/ Allen, Corinne (Water and Brain health,

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001).A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objeYork, New York: Longman.

Andrews, J. D. (1980). The verbal structure of teacher questions: Its impact on class discussion. POD Quarterly, 2,130-163.

Arnsten, A. F. T., Paspalas, C. D., Gamo, N. J., Yang, Y., & Wang, M. (2010). Dynamic network connectivity: A new form of neuroplasticity.Trends in Cogn

Aronson, J. (2007). In The secret to raising smart kids by Carol Dweck. Scientific American. 29 Jul. Retrieved November 5, 2010 from http://homeworkhto-raising-smartkids/

Arum, R., & Roksa, J. (2011).Academically adrift: Limited learning on college campuses. Chicago, Illinois: University of Chicago Press.

Atkins, D. (2010). Response to the article Fixed mindset vs. growth mindset: Which one areyou? by Michael Graham Richard. Retrieved May 5, 2010 frhttp://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/

Banaszynski, J. (2000). Teaching the American revolution: Scaffolding to success. Education World: The Educators Best Friend. Retrieved November 1, 2http://www.educationworld.com/a_curr/curr218.shtml

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, New York: W.H. Freeman.

Baram, T. Z., Chen, Y., Dub, C. M., & Rice, C. J. (2008). Rapid loss of dendritic spines after stress involves derangement of spine dynamics by corticotJournal of Neuroscience, 28,2903-11.

Barrett, N. F. Cognitive styles and strategies. Unpublished. Retrieved January 22, 2011 from http://barrett-evaluations.com/_pdfs/cogstrategies.pdf

Barton, J., Heilker, P., & Rutkowsk, D. (2008). Fostering effective classroom discussions. Retrieved February 12, 2011 fromhttp://www.utoledo.edu/centers/ctl/teaching_resources/Fostering_Effective_Classroom_Discussions.html

Bibb, J. A., Mayford, M. R., Tsien, J. Z., & Alberini, C. M. (2010). Cognition enhancement strategies.The Journal of Neuroscience, 10 November,30(45), 1doi:10.1523/JNEUROSCI.4419 -1.

Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research and Practice, 8(2).

Bjork, D. R. (1994). Memory and metamemory: Considerations in the training of human beings. Metacognition: Knowing about knowing,J. Metcalfe and205. Cambridge, Massachusetts: MIT Press.

Bjork, D. (2001). How to succeed in college: Learn how to learn.APS Observer, 14(3), 9.

References

Bligh, D. A. (2000). Whats the use of lectures?San Francisco, California: Jossey-Bass.
http://www.educationworld.com/a_curr/curr218.shtmlhttp://www.educationworld.com/a_curr/curr218.shtmlhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://www.educationworld.com/a_curr/curr218.shtml


116/134

Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York, New York: Longmans.

Bohn, R., & Short, J. E. ( 2009). How much information? 2009 report on American consumers. Retrieved October 15, 2010 from http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf

Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton, New Jersey: Princeton University Press.

Bottge, B. A., Rueda, E., Serlin, R., Hung, Y. H., & Kwon, J. (2007). Shrinking achievement differences with anchored math problems: Challenges and possibilities.Journal of Special Education, 41,31-49.

Brain seeks patterns where none exist. (2008). Scientific American. Retrieved November 13, 2010 from http://www.scientificamerican.com/podcast/episode.cfm?id=brain-seeks-patterns-where-none-exi-

Brainard, J., & Fuller, A. (2010). Graduation rates fall at one-third of 4-year colleges. Chronicle of Higher Education. Retrieved December 12, 2010 from http://chronicle.com/article/Graduation-Rates-Fall-at/125614/

Bransford, J., National Research Council, Committee on Developments in the Science of Learning, National Research Council, & Committee on Learning Research and Educational Practice. (2000). How people learn: Brain, mind, experienceD.C.: National Academy Press.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (ed.). (2000).How people learn:Brain, mind, experience, and school (Expanded ed.). Washington, D.C.: The National Academies Press.

Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.) . San Francisco, California: Jossey-Bass.

Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London: Methuen.

Brown, J. (1958). Some tests of the decay theory of immediate memory. Quarterly Journal of Experimental Psychology, 10, 12-21.

Brown, J. S., Collins , A., & Duguid, P. (1989.) Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Brown, J. S. (1999). Learning, working & playing in the digital age: A speech given at the 1999 Conference on Higher Education of the American Association for Higher Education.Retrieved October 18, 2010 from http://www.ntlf.com/htm

Bruffee, K. (1993). Collaborative learning: Higher education, interdependence and the authority of knowledge. Baltimore, Maryland: Johns Hopkins University Press.

Bruffee, K. (1984). Collaborative learning and the conversation of mankind. College English.46(7), 635-652.

Caine, G., & Caine, R. (2006). Meaningful learning and the executive functions of the human brain. In Johnson, S., & Taylor, K. (eds.), The Neuroscience of Adult Learning , 53-62. San Francisco, California: Jossey-Bass.

Caine, G., McClintic, C., & Klimek, K. (2009). 12 Brain/Mind learning principles in action. Thousand Oaks, California: Corwin Press.

Caine, R., & Caine, G. (1991). Making connections: Teaching and the human brain . Alexandria, Virginia: Association for Supervision and Curriculum Development.

Carles, S. Jr., Curnier, D., Pathak, A., Roncalli, J. , Bousquet, M., Garcia, J., . . . Senard, J. (2007). Cardiac rehabilitation: Brief report effects of short-term exercise and exercise training on cognitive function among patients with cardiac diseaRehabilitation & Prevention, 27(6), 395-399. doi:10.1097/01.HCR.0000300268.00140.e6.

Carmichael, M. (2007). Stronger, faster, smarter. Newsweek, March 26.

Carnegie Mellon Learning Principles. Retrieved January 24, 2011, from http://www.cmu.edu/teaching/principles/learning.html

Cashman, T. G. (2007). I ssues-centered projects for classrooms in the United States and Mexico borderlands.Journal of Authentic Learning, 4(1), 9-24.

Cassady, J. C., & Johnson, R. (2002).Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295.

References

REFERENCES
http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://www.aahe.org/welcome.htmhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.aahe.org/welcome.htmhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf


117/134

http://www.brainadvance.org/ Allen, Corinne (Water and Brain health,

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001).A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objeYork, New York: Longman.

Andrews, J. D. (1980). The verbal structure of teacher questions: Its impact on class discussion. POD Quarterly, 2,130-163.

Arnsten, A. F. T., Paspalas, C. D., Gamo, N. J., Yang, Y., & Wang, M. (2010). Dynamic network connectivity: A new form of neuroplasticity.Trends in Cogn

Aronson, J. (2007). In The secret to raising smart kids by Carol Dweck. Scientific American. 29 Jul. Retrieved November 5, 2010 from http://homeworkhto-raising-smartkids/

Arum, R., & Roksa, J. (2011).Academically adrift: Limited learning on college campuses. Chicago, Illinois: University of Chicago Press.

Atkins, D. (2010). Response to the article Fixed mindset vs. growth mindset: Which one areyou? by Michael Graham Richard. Retrieved May 5, 2010 frhttp://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/

Banaszynski, J. (2000). Teaching the American revolution: Scaffolding to success. Education World: The Educators Best Friend. Retrieved November 1, 2http://www.educationworld.com/a_curr/curr218.shtml

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, New York: W.H. Freeman.

Baram, T. Z., Chen, Y., Dub, C. M., & Rice, C. J. (2008). Rapid loss of dendritic spines after stress involves derangement of spine dynamics by corticotJournal of Neuroscience, 28,2903-11.

Barrett, N. F. Cognitive styles and strategies. Unpublished. Retrieved January 22, 2011 from http://barrett-evaluations.com/_pdfs/cogstrategies.pdf

Barton, J., Heilker, P., & Rutkowsk, D. (2008). Fostering effective classroom discussions. Retrieved February 12, 2011 fromhttp://www.utoledo.edu/centers/ctl/teaching_resources/Fostering_Effective_Classroom_Discussions.html

Bibb, J. A., Mayford, M. R., Tsien, J. Z., & Alberini, C. M. (2010). Cognition enhancement strategies.The Journal of Neuroscience, 10 November,30(45), 1doi:10.1523/JNEUROSCI.4419 -1.

Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research and Practice, 8(2).

Bjork, D. R. (1994). Memory and metamemory: Considerations in the training of human beings. Metacognition: Knowing about knowing,J. Metcalfe and205. Cambridge, Massachusetts: MIT Press.

Bjork, D. (2001). How to succeed in college: Learn how to learn.APS Observer, 14(3), 9.

References

Crisp, B. (2007). Is it worth the effort? How feedback influences students subsequent submission of assessable work.Assessment & Evaluation in Higher Education, 32(5), 571-581.
http://www.educationworld.com/a_curr/curr218.shtmlhttp://www.educationworld.com/a_curr/curr218.shtmlhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://www.educationworld.com/a_curr/curr218.shtml


118/134

Cull, W. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215-235.

Customer Service Training. McDonalds developed by 3dsolve.com. Retrieved December 12, 2010 from http://www.3dsolve.com/

Schacter, D. (2001).The seven sins of memory. Boston, Massachusetts: Houghton Mifflin.

Dale, E. (1969). Cone of experience, in educational media: Theory into practice. Wiman, R.V. (ed). Columbus, Ohio: Charles Merrill.

Damasio, A. R. (2001). Fundamental feelings. Nature,413,781.

Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, New York: Grosset/Putnam.

Davachi, L., & Bernhard, P. S., (2009).Mind the gap: Binding experiences across space and time in the human hippocampus. Neuron,63(2), 267-276. doi:10.1016/j.neuron.2009.06.024.

Davachi. L., Tambini, A. & Ketz, N. (2010). Enhanced brain correlations during rest are related to memory for recent experiences. Neuron, 65(2), 280290.

De Byl, P. (2009). Is there an augmented reality future for e-learning? Proceedings of the IADIS International Conference on e-Learning Algarve, Portugal 17-20 June.Retrieved March 12, 2011 from http://www.iadisportal.org/e-learning-2

De Groot, A. D. (1965). Thought and choice in chess. Amsterdam: Noord-Hollandsche Uitgeversmaatschappij.

Deheane, S. (2009). Reading in the brain . New York, New York: Penguin Publishing.

Devlin, K. (2002). In PBS literacy links program synopses, p.12. Retrieved February 12, 2011 from http://www.ketadultlearning.org/pdf/ged_synopses.pdf

Dewey, J. (1933). How we think:A restatement of the relation of reflective thinking to the educative process. Boston, Massachusetts: D.C. Heath.

Diefes-Dux, H., Follman, D., Imbrie, P.K., Zawojewski, J., Capobianco, B., & Hjalmarson, M. (2004). Model eliciting activities: An in-class approach to improving interest and persistence of women in engineering. Proceedings of the 2004 AmAnnual Conference & Exposition.American Society for Engineering. Retrieved October 29, 2010 from http://www.iwitts.com/html/022diefes-dux.pdf

Diekelmann, S., & Born, J. (2010). Slow-wave sleep takes the leading role in memory reorganization. Nature Reviews Neuroscience, 11, 218. doi:10.1038/nrn2762-c2

Dondlinger, M. J. (2007). About serious games. Journal of Applied Educational Technology, 4(1). Retrieved January 17, 2011 from http://www.abfirstresponse.co.uk/Aybee/serious%20games.html

Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.

Doyle, T. (2008). Helping students learn in a learner centered environment: A guide to teaching in higher education . Sterling, Virginia: Stylus.

Duclukovic, N. M., & Wagner, A. D. (2006). Attending to remember and remembering to attend. Neuron, 49,784-787.

Duncan, N. (2007). Feed-forward: Improving students use of tutor comments.Assessment & Evaluation in Higher Education, 32(3), 271-283.

Dux, P. E., Ivanoff, J., Asplund, C. L. O., & Marois, R. (2006). Isolation of a central bottleneck of information processing with time-resolved fMRI .Neuron,52(6), 1109-1120.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, New York: Random House.

Dweck, C. S. (2007). Interview in Stanford News. Retrieved March 11, 2011 from http://news.stanford.edu/news/2007/february7/videos/179_flash.html

Dweck, C. S. (2009). Mindset: Powerful insightsfrom interview on the Positive Coaching Alliance website. Retrieved October 28, 2010 from http://www.positivecoach.org/carol-dweck.aspx

References

Bligh, D. A. (2000). Whats the use of lectures?San Francisco, California: Jossey-Bass.
http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/abstract/S0896-6273(10)00006-1http://www.abfirstresponse.co.uk/Aybee/serious%20games.htmlhttp://www.abfirstresponse.co.uk/Aybee/serious%20games.htmlhttp://www.cell.com/neuron/abstract/S0896-6273(10)00006-1http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2


119/134

Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by acollege and university examiners.Handbook 1: Cognitive domain. New York, New York: Longmans.

Bohn, R., & Short, J. E. (2009). How much information? 2009 report on American consumers. Retrieved October 15, 201

http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf

Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learninNew Jersey: Princeton University Press.

Bottge, B. A., Rueda, E., Serlin, R., Hung, Y. H., & Kwon, J. (2007). Shrinking achievement differences with anchored mathChallenges and possibilities.Journal of Special Education, 41,31-49.

Brain seeks patterns where none exist. (2008). Scientific American. Retrieved November 13, 2010 fromhttp://www.scientificamerican.com/podcast/episode.cfm?id=brain-seeks-patterns-where-none-exi-

Brainard, J., & Fuller, A. (2010). Graduation rates fall at one-third of 4-year colleges. Chronicle of Higher Education. Retr2010 from http://chronicle.com/article/Graduation-Rates-Fall-at/125614/

Bransford, J., National Research Council, Committee on Developments in the Science of Learning, National Research Co

on Learning Research and Educational Practice. (2000). How people learn: Brain, mind, experience, and school(ExpandeD.C.: National Academy Press.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (ed.). (2000).How people learn:Brain, mind, experience, and school (ExpaWashington, D.C.: The National Academies Press.

Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms Francisco, California: Jossey-Bass.

Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London: Methuen.

Brown, J. (1958). Some tests of the decay theory of immediate memory. Quarterly Journal of Experimental Psychology, 1

Brown, J. S., Collins , A., & Duguid, P. (1989.) Situated cognition and the culture of learning. Educational Researcher, 18(

References

Crisp, B. (2007). Is it worth the effort? How feedback influences students subsequent submission of assessable work.Assessment & Evaluation in Higher Education, 32(5), 571-581.
http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf


120/134

Cull, W. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215-235.

Customer Service Training. McDonalds developed by 3dsolve.com. Retrieved December 12, 2010 from http://www.3dsolve.com/

Schacter, D. (2001).The seven sins of memory. Boston, Massachusetts: Houghton Mifflin.

Dale, E. (1969). Cone of experience, in educational media: Theory into practice. Wiman, R.V. (ed). Columbus, Ohio: Charles Merrill.

Damasio, A. R. (2001). Fundamental feelings. Nature,413,781.

Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, New York: Grosset/Putnam.

Davachi, L., & Bernhard, P. S., (2009).Mind the gap: Binding experiences across space and time in the human hippocampus. Neuron,63(2), 267-276. doi:10.1016/j.neuron.2009.06.024.

Davachi. L., Tambini, A. & Ketz, N. (2010). Enhanced brain correlations during rest are related to memory for recent experiences. Neuron, 65(2), 280290.

De Byl, P. (2009). Is there an augmented reality future for e-learning? Proceedings of the IADIS International Conference on e-Learning Algarve, Portugal 17-20 June.Retrieved March 12, 2011 from http://www.iadisportal.org/e-learning-2

De Groot, A. D. (1965). Thought and choice in chess. Amsterdam: Noord-Hollandsche Uitgeversmaatschappij.

Deheane, S. (2009). Reading in the brain . New York, New York: Penguin Publishing.

Devlin, K. (2002). In PBS literacy links program synopses, p.12. Retrieved February 12, 2011 from http://www.ketadultlearning.org/pdf/ged_synopses.pdf

Dewey, J. (1933). How we think:A restatement of the relation of reflective thinking to the educative process. Boston, Massachusetts: D.C. Heath.

Diefes-Dux, H., Follman, D., Imbrie, P.K., Zawojewski, J., Capobianco, B., & Hjalmarson, M. (2004). Model eliciting activities: An in-class approach to improving interest and persistence of women in engineering. Proceedings of the 2004 AmAnnual Conference & Exposition.American Society for Engineering. Retrieved October 29, 2010 from http://www.iwitts.com/html/022diefes-dux.pdf

Diekelmann, S., & Born, J. (2010). Slow-wave sleep takes the leading role in memory reorganization. Nature Reviews Neuroscience, 11, 218. doi:10.1038/nrn2762-c2

Dondlinger, M. J. (2007). About serious games. Journal of Applied Educational Technology, 4(1). Retrieved January 17, 2011 from http://www.abfirstresponse.co.uk/Aybee/serious%20games.html

Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.

Doyle, T. (2008). Helping students learn in a learner centered environment: A guide to teaching in higher education . Sterling, Virginia: Stylus.

Duclukovic, N. M., & Wagner, A. D. (2006). Attending to remember and remembering to attend. Neuron, 49,784-787.

Duncan, N. (2007). Feed-forward: Improving students use of tutor comments.Assessment & Evaluation in Higher Education, 32(3), 271-283.

Dux, P. E., Ivanoff, J., Asplund, C. L. O., & Marois, R. (2006). Isolation of a central bottleneck of information processing with time-resolved fMRI .Neuron,52(6), 1109-1120.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, New York: Random House.

Dweck, C. S. (2007). Interview in Stanford News. Retrieved March 11, 2011 from http://news.stanford.edu/news/2007/february7/videos/179_flash.html

Dweck, C. S. (2009). Mindset: Powerful insightsfrom interview on the Positive Coaching Alliance website. Retrieved October 28, 2010 from http://www.positivecoach.org/carol-dweck.aspx

References
http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/abstract/S0896-6273(10)00006-1http://www.abfirstresponse.co.uk/Aybee/serious%20games.htmlhttp://www.abfirstresponse.co.uk/Aybee/serious%20games.htmlhttp://www.cell.com/neuron/abstract/S0896-6273(10)00006-1http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2


121/134

Ebbinghaus, H. (1913).A contribution to experimental psychology. New York, New York: Teachers College, Columbia Uni

Edwards, J., & Fraser, K. (1983). Concept maps as reflections of conceptual understanding. Research in Science Educatio

E-Health MD. (2011). What is AIDS?Retrieved October 15, 2010 from http://ehealthmd.com/library/aidswomen/AID_w

Eriksson, P., Perfilieva, E., Bjork-Eriksson, T., Alborn, A. M., Nordborg, C., Peterson, D., & Gage, F. H. (1998). Neurogeneshuman hippocampus. Nature Medicine, 4(11), 1313-1317.

Ewell, P. T. (1997). Organizing for learning: A point of entry. Discussion proceedings at the 1997 AAHE Summer AcademyNational Center for Higher Education Management Systems (NCHEMS).

Examples of Authentic Assessment. Northern Illinois University. Retrieved October 5, 2010 fromjove.geol.niu.edu/faculty/kitts/GEOL401/inquiryassessment401.pp

Farah, M. (2011).Analyzing successful ways to build better brains and improve cognitive performance. Retrieved Januar

http://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.html Ferris, S. (2003.) Insufficient memory: Can a pill boost your brains ability to hold information? Newsday.com.Retrieved

from http://www.cognitiveliberty.org/dll/memory_drugs_newsday.html

Ferry, B., Kervin, L., Carrington, L., & Prcevich, K. (2007). The need for choice and control: Preparing the digital generatioICT: Providing choices for learners and learning.Proceedings ASCILITE Conference, Singapore. Retrieved October 11, 201http://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdf

Ferry, B., Kervin, L., Carrington, L., & Prcevich, K. (2007). The need for choice and control: Preparing the digital generatioICT: Providing choices for learners and learning. Proceedings ASCILITE Conference, Singapore. Retrieved January 12, 201htt : www.ascilite.or .au conferences sin a ore07 rocs ferr . df

References

Hart, P. (2006). How should colleges prepare students to succeed in todays global economy?Retrieved April 24, 2010, from http://www.aacu.org/advocacy/leap/documents/Re8097abco
http://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://www.newsday.com/http://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdfhttp://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdfhttp://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdfhttp://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdfhttp://www.newsday.com/http://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.html


122/134

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.

Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 5971. Retrievehttp://www.ascilite.org.au/ajet/ajet19/herrington.html

Heuer, F., & Reisberg, D. (1990). Vivid memories of emotional events: The accuracy of remembered minutiae. Memory & Cognition, 18,49650.

Hillman, C. H., Castelli, D. M., Buck, S. M., & Erwin, H. (2007). Physical fitness and academic achievement in 3rd & 5th Grade Students. Journal of Sport & Exercise Psychology, 29, 239-252

Hillman, C. H., Pontifex, M. B., Raine, L. B., Castelli, D. M., Hall, E. E., & Kramer, A. F. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in pread31; 159(3), 1044-54.

Hillman, C. H.,& Castelli D. M. (2007). Physical education performance outcome and cognitive function . Journal of Sportand Exercise Psychology, 19, 249-277.

Hillman, C. H., Erickson, K., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience, 9,58-65. doi:10.1038/nrn2298.

Hillman, C., & Castelli, D. M. (2007). Physically fit children appear to do better in classroom. Research Quarterly for Exercise and Sport, 64, 178-188.

Hillman, C., Motl, R. W., Pontifex, M. B., Iversiteit, V., Boomsma,D., De Geus, E. J. C., Posthuma, D., & Stubbe, J. (2006). Exercise appears to improve brain function among younger people13, 2011, from http://www.sciencedaily.com /releases/2006/12/061219122200.htm

Institute of Education Sciences. (2007). Organizing instruction and study to improve student learning. Washington, DC: National Center for Education Research.

Isaac, J. T., Buchanan, K. A., Muller, R. U., & Mellor, J. R. (2009). Hippocampal place cell firing patterns can induce long-term synaptic p lasticity in vitro.Journal of Neuroscience,May 27; 2

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.Cambridge, UK: Cambridge University Press.

Jha, A. (2011). Meditation improves brain anatomy and function. Psychiatry Research: Neuroimaging on Science Direct, 191(1), 1-86. RetrievedJanuary 30, 2011 from www.sciencedirect

Jukes, I., & Dosa, A. J. (2003). The InfoSavvy Group, as quoted on www.apple.com. Retrieved November 15, 20 10 from /au/education/digitalkids/disconnect/landscape.html

Kempton KJ, et al. Dehydration affects brain structure and function in healthy adolescents. Human Brain Mapping 24 March 2010

Kaner, S., Lind, L., Toldi, C., Fisk, S., & Berger, D. (2007).Facilitator's guide to participatory decision-making. San Francisco, California: Jossey-Bass.

Karp, D. A., & Yoels, W. C. (1976). The college classroom: Some observation on the meaning of student participation. Sociology and Social Research, 60, 421-39.

Kensinger, E. A. (2004). Remembering emotional experiences: The contribution of valence and arousal. Reviews in the Neurosciences, 15,241-251.

References

Kerr, N.L. (1989). Illusions of efficacy: The effects of group size on perceived efficacy in social dilemmas.Journal of Experimental Social Psychology, 25,287-313.

Khatri P Blumenthal J A Babyak M A Craighead W E Herman S Baldewicz T Madden D J Krishnan K R (2001) Effects of exercise training on cognitive functioning among depressed older men and women Journal of Agin
http://www.ncbi.nlm.nih.gov/pubmed?term=%22Isaac%20JT%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Buchanan%20KA%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Muller%20RU%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Mellor%20JR%22[Author]http://www.communityatwork.com/book.htmlhttp://www.communityatwork.com/book.htmlhttp://www.communityatwork.com/book.htmlhttp://www.communityatwork.com/book.htmlhttp://www.communityatwork.com/book.htmlhttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Mellor%20JR%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Muller%20RU%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Buchanan%20KA%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Isaac%20JT%22[Author]


123/134

Khatri, P., Blumenthal, J. A., Babyak, M. A., Craighead, W. E., Herman, S., Baldewicz, T., Madden, D. J., . . . Krishnan, K. R. (2001). Effects of exercise training on cognitive functioning among depressed older men and women.Journal of Agin

Kilbourne, J. (2009). Sharpening the mind through movement: Using exercise balls as chairs in a university class. Retrieved October 12, 2010 from www.balldynamics.com/research/a1237990661.pdf

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psycholo

Klopfer, E. (2008).Augmented learning research and design of mobile educational games. London, England:The MIT Press Cambridge.

Kohn, A. (1993).Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston, Massachusetts: Houghton Mifflin.

Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning in C. Cooper (ed.). Theories of Group Process. London, England: John Wiley.

Krakovsky, M. ( 2007). The effort effect. Stanford Magazine, March/April, (Quote by Dweck came from this article). Retrieved September 14, 2010 from http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.htm

Kramer, A. F., Hahn, S., Cohen, N. J., Banich, M. T., McAuley, E., Harrison, C. R., . . . Colcombe, A. (1999). Ageing, fitness and neurocognitive function. Nature,400,418419.

Kramer, A. F., Voss, M. W., Ericjson, K. I., Prakash, R. S., Chaddock, L., Malkowski, E., . . . McAuley, E.. (2010). Functional connectivity: A source of variance in the association between cardiorespiratory fitness and cognition? Neuropsycholo

LaBar, K. S. , & Phelps, E. A. (1998). Arousal-mediated memory consolidation: Role of the medial temporal lobe in humans. Psychological Science, 9,490-493.

Larson, B. E. (2000).Classroom discussion: A method of instruction and a curriculum outcome. Teaching and Teacher Education, 16(5-6), 661-677.

Latane, B., Williams, K., & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of Personal Sociology and Psychology, 37, 822-832.

Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, Massachusetts: Cambridge University Press.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, Massachusetts: Cambridge University Press.

Lepper, M. R., Woolverton, M., Mumme, D. L., & Gurtner, J. L. (1993). Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors. In S. P. Lajoie & S. J. Derry (Eds.), Computers as Cognitive Tools , 75

Lesh, R. (1998). The development of representational abilities in middle school mathematics: The development of student's representations during model eliciting activities.In I.E. Sigel (Ed.), Representations and Student Learning. Mahwa

Lesh, R., Hoover, M., Hole, B., Kelly, A., & Post, T. (2000). Principles for developing thought-revealing activities for students and teachers. In A. Kelly & R. Lesh (Eds.), Handbook of Research Design in Mathematics and Science Education . Ma

Levy, F., & Murnane, R. (2005). The new division of labor: How computers are creating the next job market. Princeton, New Jersey: Princeton University Press.

Loftus, E. (2010). Explanations for forgetting: Reasons why we forget. Inabout.com Psychology. Retrieved December 13, 2010 from http://psychology.about.com/od/cognitivepsychology/tp/explanations-for-forgetting.htm

References

Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. ELI Paper 1. Retrieved November 5, 2010 from http://www.educause.edu/ELI/AuthenticLearningforthe21stCen/156769

Lowinson J Ruiz P Millman R & Langrod J (1997) Substance abuse: A comprehensive textbook (3rd ed ) Baltimore Maryland: Williams & Wilkens
http://www.balldynamics.com/research/a1237990661.pdfhttp://mitpress.mit.edu/catalog/author/default.asp?aid=35321http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.htmlhttp://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.htmlhttp://mitpress.mit.edu/catalog/author/default.asp?aid=35321http://www.balldynamics.com/research/a1237990661.pdfhttp://www.educause.edu/ELI/AuthenticLearningforthe21stCen/156769http://www.educause.edu/ELI/AuthenticLearningforthe21stCen/156769


124/134

Lowinson, J., Ruiz, P., Millman, R., & Langrod, J. (1997). Substance abuse: A comprehensive textbook (3 ed.). Baltimore, Maryland: Williams & Wilkens.

Lowman, J. (1995). Mastering the techniques of teaching (2nded.). San Francisco, California: Jossey-Bass.

Lwin, M. O., Morrin, W., & Krishna, A. (2010). Exploring the superadditive effects of scent and pictures on verbal recall: An extension of dual coding theory. Journal of Consumer Psychology, 20,317326.

MacKay, W. A. (2010). Neuro 101, neurophysiology without tears(6thed.). Toronto, Ontario: Sefalotek.

Marra, T. (2010).Authentic learning environments. Retrieved November 10, 2010 from

?

Mattson, M. P., Duan, W., Wan, R., & Guo, Z. (2004). Prophylactic activation of neuroprotective

stress response pathways by dietary and behavioral manipulations. NeuroRx, 111-116, online.

Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis.Journal of Educational Psychology, 83,484-490.

Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational84(4), 444-452.

Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words?Journal of Educational Psychology, 82,715-726.

Mayer, R. E., & Moreno, R. (2001). A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory. Journal of Educational Psychology,90, 000-000.

Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.Journal of Educational Psychology, 86, 389-401.

Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text.Journal of Educational Psychology, 81, 240-246.

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction.American Psychologist, 59(1), 14-19.

Mayer, R. E. (2009). Multimedia learning(2nded.). New York, New York: Cambridge University Press.

Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43,31-44.

McAleese, R. R. (1994). A theoretical view on concept mapping.ALT, 2(2), 38-48.

McCabe, S. E., Knight, J. R., Teter, C. J., & Wechsler, H. (2005). Nonmedical use of prescription stimulants among U.S. college students: Prevalence and correlates from a national survey.Addiction,99, 96 106.

McDaniel, M. A., Roediger, H. L. III, & McDermo, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206.

McFarlene, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. Technical Report, TEEM. Retrieved October 19, 2010 from www.teem.org.uk/publications/teem_gamesined_full.pdf

References

McKeachie, W. (1994). Teaching tips: Strategies, research, and theory for college and university teachers (9thed.). Lexington, Massachusetts: DC Heath.

McKeachie, W. J. (1978). Teaching tips: A guidebook for the beginning college teacher, (7thed.). Lexington, Massachusetts: Heath.
http://www.librarything.com/author/mackaywilliamandrewhttp://www.teem.org.uk/publications/teem_gamesined_full.pdfhttp://www.teem.org.uk/publications/teem_gamesined_full.pdfhttp://www.librarything.com/author/mackaywilliamandrewhttp://www.librarything.com/author/mackaywilliamandrew


125/134

, ( ) g p g f g g g , ( ) g ,

McKenzie, J. (1999). Scaffolding for success. From now on: The Educational Journal, (9),4. Retrieved November 1, 2010, from http://www.fno.org/dec99/scaffold.html

McKone, E. (1998). The decay of short-term implicit memory: Unpacking lag. Memory and Cognition,26(6), 117386.

Medina, J. (2008). Brain rules. Seattle, Washington: Pear Press.

Mevarech, Z. R., & Kramarski, B. (2003). The effects of metacognitive training versus worked-out examples on students' mathematical reasoning. British Journal of Educational Psychology, 73, 449-471.

Michigan State University Career Services Network. 12 Essentials for success.Retrieved October 12, 2010 from http://careernetwork.msu.edu/pdf/Competencies.pdf

Microsoft Training. (2010). How a good smell can induce a better learning environment with PowerPoint.Retrieved September 12, 2010 from http://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-env

Middendorf, J., & Kalish, A. (1996). The "Change-Up" in lectures. Teaching Resources Center, Indiana University. Retrieved March 1, 2011 from http://www.ntlf.com/html/pi/9601/article1.htm

Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2000). Assessing science understanding: A human constructivist view. San Diego: Academic Press.

Modie, J. (2003). ' Good' chemical: Neurons in brain elevated among exercise addicts.Oregon Health & Science University (September 29). ScienceDaily. Retrieved March 13, 2011, from http://www.sciencedaily.com /releases/2003/09/03

Mohs, R. C.(2010).How human memory works . Retrieved January 11, 2011 from

http://health.howstuffworks.com/human-body/systems/nervous-system/human-memory4.htm

Muller, J.Authentic tool box. Retrieved January 15, 2011 from http://jfmueller.faculty.noctrl.edu/toolbox

Najjar, L. J. (1998). Principles of educational multimedia user interface design. Human Factors, 40(2): 311 323

National Library of Medicine. Visible human project. RetrievedDecember 12, 2010 fromhttp://www.nlm.nih.gov/research/visible/visible_human.html

Nellis, B. (2006). Mayo clinic obesity researchers test classroom of the future. Pediatrics/Children's Health, Retrieved Ochttp://www.medicalnewstoday.com/articles/39630.php

New Horizons for Learning. Johns Hopkins University School of Education, Definition of Authentic Learning. Retrieved Fhttp://education.jhu.edu/newhorizons/strategies/topics/index.html

Newell, F., Bulthoff, H. H., & Ernst, M. (2003). Cross-modal perception of actively explored objects. Proceedings EuroHa

Nicol, D., & Draper, S. (2008). Redesigning written feedback to students when class sizes are large. Paper presented at thUniversit Teachers Con erence Jul Glas ow.

References

North Central Regional Education Laboratory. (2011). Traits of Authentic Education. Retrieved October 14, 2010 from www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm

Novak J D (1990) Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education Instructional Science 19 29 52
http://www.fno.org/dec99/scaffold.htmlhttp://careernetwork.msu.edu/pdf/Competencies.pdfhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.ohsu.edu/news/2003/092603bdnf.htmlhttp://jfmueller.faculty.noctrl.edu/toolboxhttp://www.nlm.nih.gov/research/visible/visible_human.htmlhttp://www.nlm.nih.gov/research/visible/visible_human.htmlhttp://www.medicalnewstoday.com/articles/39630.phphttp://www.medicalnewstoday.com/sections/pediatrics/http://www.medicalnewstoday.com/articles/39630.phphttp://education.jhu.edu/newhorizons/strategies/topics/index.htmlhttp://education.jhu.edu/newhorizons/strategies/topics/index.htmlhttp://education.jhu.edu/newhorizons/strategies/topics/index.htmlhttp://www.medicalnewstoday.com/articles/39630.phphttp://www.medicalnewstoday.com/sections/pediatrics/http://www.nlm.nih.gov/research/visible/visible_human.htmlhttp://jfmueller.faculty.noctrl.edu/toolboxhttp://www.ohsu.edu/news/2003/092603bdnf.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://careernetwork.msu.edu/pdf/Competencies.pdfhttp://www.fno.org/dec99/scaffold.htmlhttp://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htmhttp://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm


126/134

Novak, J. D. (1990). Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19, 29-52.

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, New York: Cambridge University Press.

Novak, J. D., & Caas, A. J.(2006). The theory underlying concept maps and how to construct and use them. Retrieved Dec 7, 2010 fromhttp://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/Theor

Oberlander, E. M., Oswald, F. L., Hambrick, D. Z., & Jones, L. A. (2007). Individual differences as predictors of error during m ultitasking. Technical Report for Navy Personnel Research, Studies, and Technology(NTennessee.

Ochsner, K. N. (2000). Are affective events richly recollected or simply familiar? The experience and process of recognizing feelings past.Journal of Experimental Psychology. General, 129, 242-261. emotional v

Orts, E. W. (2010). Tragedy of the Tuna, Retrieved December 12, 2010 from http://www.wharton.upenn.edu/learning/tragedy-of-the-tuna.cfm

Overbaugh, R. C., & Schultz, L. Examples of Blooms taxonomy. Retrieved November 17, 2010 fromhttp://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Paivio, A. (1986). Mental representations: A dual coding approach . Oxford, England: Oxford University Press.

Pashler, H., Cepeda, N., Wixted, J., & Rohrer, D. (2005). When does feedback facilitate learning of words?Journal of Experimental Psychology: Learning, Memory, and Cognition, 31,3-8.

Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin and Review, 14, 187-193.

Payne,J, Matthew A. Tucker, Jeffrey M. Ellenbogen, Erin J. Wamsley, Matthew P. Walker, Daniel L. Schacter, Robert Stickgold. Memory for Semantically Related and Unrelated Declarative Information: The BePLoS ONE, 2012; 7 (3): e33079 DOI: 10.1371/journal.pone.0033079

Perry, D. J. (2002). Unit 5: Cognitive development theories. Retrieved November 16, 2010, from http://www.education.indiana.edu/~p540/webcourse/develop.html

Pert, C. B. (1997). Molecules of emotion: The science behind mind-body medicine. New York, New York: Simon & Schuster.

Piaget, J. (1954). The construction of reality in the child. New York, New Y ork: Basic Books.

Piezon, S. L., & Donaldson, R.L. (2005). Online groups and social loafing: Understanding student-group interactions. Online Journal of Distance Learning Administration, 8(4). Retrieved online July 7, 2010 fromhttp://www.westga.edu/~distance/ojdla/winter84/piezon84.htm

Polaris: An online portfolio system for undergraduate engineering students at the University of Texas at Austin, innovations and implementations. (2006). Exemplary practices in Teaching and Learning Educaushttp://net.educause.edu/ir/library/pdf/ELI5015.pdf

Prensky, M. (2001). What readers are saying about digital game-based learning. New York, New York: McGraw-Hill.

Price, K. H., & Harrison, D. A. (2006). Withholding inputs in team context: Memb

The New Science of Learning UofM Flint Presentation

Documents

Transcript of The New Science of Learning UofM Flint Presentation