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How Brain Research Findings are Changing
Our Understanding of Learning
Developed by Professor Terry Doyle
Ferris State University
www.learnercenteredteaching.com
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/8/2/2019 University of Houiston Advisors Presentation 2012
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Slides available for download at:
www.learnercenteredteaching.wordpress.com
University of Houston
How Brain Research Findings are Changing Our
Understanding of Learning
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Brain Systems Relation to Complex
Cognition and Behavior can only be explained
satisfactorily by acomprehensive blend of theoriesand facts related to all the levelsof organization of the nervoussystem, from molecules, andcells and circuits, to large-scalesystems and physical and socialenvironments.
We must beware of explanations thatrely on data from one single level,whatever the level may be.(AntonioDamasio, head of the Department of Neurology at theUniversity of Iowa Medical Center)
Beware of
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Left Brain-Right Brain Myth
According to the myth,
we would all be more
successful and fulfilled
people if we learned totap the full potential of
both hemispheres.
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Left Brain-Right Brain Myth
"But boiling it down into a leftbrain 'logical' and right brain'creative' approach does notfollow from what we see in
how the brain operates.
It also suggests you could beusing one hemisphere morethan the other and that's notreally how it works.
WRONG
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Left Brain-Right Brain Myth
The two sidescommunicate with eachother and work togethervia a complex wodge of
neural cabling known asthe corpus callosum.
The two sides of the
brains arecomplementary and workin concert. ( Scott,2011)
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2012 Neuroscience and Learning
We have accumulatedenough knowledgeabout the mechanismsand molecularunderpinnings ofcognition at thesynaptic and circuitlevels to say something
about which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter)
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We are Born to Learn
The brain was meant to explore and learn
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The Human Brain
The human brain weighs three (3) pounds but
uses 20-25% of the bodies energy.
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The Brains Needs
The brain needs to
function effectively:
1. Exercise
2. Sleep
3. Oxygen
4. Hydration
5. Food (glucose)
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Food and Learning
Inhaling carbohydrates,cause blood glucoselevels to yo-yo.
As a result the brain,which relies on glucosefor energy, is left either
glutted or gasping,neither of which makesfor optimal cognitivefunctioning.
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Food and Learning
Learning is helped when werely on the complexcarbohydrates found in fruits,whole grains, and vegetables.
Also taking a multivitaminevery day as well assupplementary omega-3 fattyacids.
The omega-3s and the E and Bcomplex contained inmultivitamins promote healthybrain function .(Edward M. Ned Hallowell, MD)
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The Definition of Learning
Learning is a change
in the neuron-
patterns of the
brain.(Ratey, 2002)
www.virtualgalen.com/.../ neurons-small.jpg
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Teachers Definition of Learning?
Learning is the ability to use information aftersignificant periods of disuse
andit is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information
was originally taught.
(Robert Bjork, Memories and Metamemories, 1994)
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Basic Finding from Brain Research as it
Impacts Human Learning
It is the one who does
the work who does thelearning( Doyle , 2008).
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Dendrite Growth
The picture show the
dendritic growth that
has taken place 20
minutes into newlearning .
See the new cellular
material!
(Cognitive Neuroscientist Janet Zadina, 2010)
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Use it or Lose it
When new material is
not practiced the new
dendrite tissue is
reabsorbed by thebrain to conserve
resources.
(Dr. Janet Zardina, 2010)
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The Brain and Learning
Natural selection
developed a human
brain to solve problems
of survival in outdoor,unstable environments
while in almost
constant motion.
( Dr. John Medina, Developmental Molecular
Biologist, University of Washington and Author
of Brain Rules)
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The Brain is Social
Survival is accomplished
by working with other
brains
Groups of brains
almost always
outperform a single
brain
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Sleep, Learning and Memory
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Memories Are Made during Sleep
"Periods of slow-wavesleep are very long andproduce a recall andprobably amplification ofmemory traces. Ensuingepisodes of REM sleep,which are very short,trigger the expression ofgenes to store what wasprocessed during slow-wave sleep."
Sidarta Ribeiro, Duke University, 2004
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Sleep and Memory
It takes six hours of sleepto just stabilize newmemories. Then the brainmust consolidate the newmemories which it alsodoes during sleep.
To make our memoriesrequires you get seven to
eight hours of sleep eachnight. Gyrgy Buzsaki, professor at the Centerfor Molecular and Behavioral Neuroscience atRutgers University
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Rehearsal of Learning before Sleep
A 2012 study confirms thatsleeping directly afterlearning something new isbeneficial for memory.
What was novel about thisstudy is that it tried to shinelight on sleep's influence onboth types of declarative
memory by studyingsemantically unrelated andrelated word pairs.
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Rehearsal of Learning before Sleep
"Since we found thatsleeping soon after learningbenefited both types ofmemory, this means that itwould be a good thing to
rehearse any informationyou need to remember justprior to going to bed. Insome sense, you may be'telling' the sleeping brainwhat to consolidate.
Jessica D. Payne, Matthew A. Tucker, Jeffrey M.Ellenbogen, Erin J. Wamsley, Matthew P. Walker, DanielL. Schacter, Robert Stickgold. Memory for SemanticallyRelated and Unrelated Declarative Information: TheBenefit of Sleep, the Cost of Wake. PLoS ONE, 2012; 7(3): e33079 DOI: 10.1371/journal.pone.0033079
http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.0033079http://dx.doi.org/10.1371/journal.pone.00330798/2/2019 University of Houiston Advisors Presentation 2012
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Sleep and Learning
Not only are memories
for everything you
learned that day made
during sleep but sleepallows the brain to clear
space for new learning
to occur the next day.
(Bryce Mander, a post-doctoral fellow in psychology at
UC Berkeley)
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Awake but Off Line
New findings suggest thatwhen the brain is sleepdeprived even though theperson is fully awake the
neurons used for importantmental task switch off.
This is likely to haveconsequences on mentalperformance and we likely
function less well the longerweve been awake.
Chiara Corelli,2011( Nature)
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Naps Help Learning
You need to sleep beforelearning, to prepare yourbrain, like a dry sponge, toabsorb new information (M.Walker, UC Berkley).
A NASA study found pilotswho napped for 27 minutesin the afternoon improved
their flying performance by34% over non nappingpilots(Medina 2008).
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Rest after Learning Improves Recall
The researchers found thatduring rest, the areas of thebrain were just as active asthey were when they were
learning the task
The greater the correlationbetween rest and learningthe greater the chance of
remembering the task inlater tests.Dr Lila Davachi, NYU's Department ofPsychology and Center for Neural Science.
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Significance of this Finding
Should Students not
take classes back to
back?
"Taking a (coffee) break
after class can actually
help you retain the
information you just
learned." Dr Lila Davachi
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Exercise and Learning
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Exercise and Learning
Exercise is the single
most important thing a
person can do to
improve their learning.
(John Ratey, 2008, Spark, The
Revolutionary New Science of
Exercise and the Brain)
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Exercise and Stress
Students don't know that toxiclevels of stress erode theconnections between thebillions of nerve cells in thebrain or that chronicdepression shrinks certainareas of the brain,
Conversely exercise unleashesa cascade of neurochemicalsand growth factors that can
reverse this process, physicallybolstering the brain'sinfrastructure.
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Exercise and Stress
"In fact, the brainresponds like musclesdo, growing with useand withering with
inactivity.
Exercise causes neurons(dendrites) to grow andbloom, thus enhancingbrain function at afundamental level."
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Short Term Stress
Acute stress activates
selective CRH
molecules (corticotropin)
releasing hormones,which disrupted the
process by which the
brain collects and stores
memories. (Baram,2010)
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Exercise Stimulates Synaptic Growth
Exercise stimulates the
production ofnew
synapses, whose capacity
and efficiency underlie
superior intelligence.
Fitness training changes the
molecular and cellular
building blocks that underliemany cognitive skills.
(Art Kramer of the University of Illinois at Urbana-
Champaign) It thus provides more
generalizable benefits
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Exercise and Cognitive Enhancement
Exercise influences
learning directly, at the
cellular level, improvingthe brains potential to
log in and process new
information.
Ratey, 2008 p35
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Exercise and Cognitive Enhancement
Exercise increases
production of
neurotransmitters that help:1.Focus and attention
2.Motivation
3. Patience
4. Mood (more optimistic)
(Ratey, 2008)
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Exercise Produces BDNF
Improves brain health
Is a stress inoculator
Makes the brain cells
more resilient
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Exercise and BDNF
(Brain-derived neurotrophic factor )
BDNF
Enhances the wiring ofneurons.
(Ratey, 2008)
Miracle Grow for the
Brain
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BDNF
Exercise creates BDNF aprotein that acts topromote neurogenisis.
BDNF acts not only togenerate new neurons,but also to protectexisting neurons and topromote synaptic
plasticitygenerallyconsidered the basis forlearning and memory(Modie, 2003, Mattson, Wenzhen, Rugianand Zhihong, 2004)
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BDNF and Exercise
In particular BDNF seems to be important for
long term memories (Ratey, 2008)
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Multisensory Learning
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We Use all our Senses
The traditional belief amongneuroscientists has beenthat our senses operatelargely as independentsystems.
However, mounting datasuggest interactionsbetween the senses are the
rule, rather than theexception.
Aaron Seitz Journal Current Biology, 2006
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Senses Create Multiple Pathways
The more senses
used in learning and
in practicing what
has been learnedthe more pathways
are available for
recall.
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Smell Enhances Recall
Proust Effect is the
unusual ability of smell
to enhance recall.
Best results when
smells are congruentwith the situation.Medina, 2008, Brain Rules, p.212
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Smells during sleep can enhance recall
Smells that you
associate with a
particular new learning
experience,whenreleased during sleep,
make the memories for
that learning stronger.
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Vision Trumps All
Vision trumps all other senses
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Vision Trumps All
Text and oral
presentations are not
just less efficient than
pictures for retaininginformation they are
way less efficient
(Brain Rules p.234)
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Vision Trumps All
Oral information has arecall of about 10%after 72 hours
Add a picture and therecall increases to 65%
(Brain Rules, P.234)
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Patterns and Learning
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Patterns and Learning
The brain is a pattern
seeking device that relates
whole concepts to one
another and looks for
similarities, differences, or
relationships between
them. (Ratey, 2002, pg.5)
Sociology
PsychologyAnthropology
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Which of the following
slides is easier toremember and WHY?
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SLIDE ONE
4915802979
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Slide Two
(491) 580-2979
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Slide One
NRAFBINBCUSAMTV
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Slide Two
NRA NBC FBI USA MTV
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Familiar Patterns
Clustering is used to organize related
information into groups. Information that is
categorized becomes easier to remember and
recall.
In Teaching Reading
Topic
Main Ideas-concepts, issues
Significant Details
Important Examples
Lists
Names, Dates, Places
Terms, Definitions
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm8/2/2019 University of Houiston Advisors Presentation 2012
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Common Patterns for Learning
Similarity and Difference
Cause and Effect
Comparison and Contrast
In students own words
Teach your Students the Patterns in
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Teach your Students the Patterns in
the Course
Hierarchal-- Chemistry
LinearHistory, Math
Rank OrderBusiness
Pivot
Concepts-- Social Sciences
LocationGeography
Theme--Humanities
Memory Formation and Recall
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Memory Formation and Recall
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192.107.108.56/.../m/murray_k/final/img004.jpg
192.107.108.56/.../m/murray_k/final/img004.jpg
Cramming
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Cramming
The short-termadvantage of studypractice shows thatcramming can improveexam scores.
Carrier & Pashler, 1992; Roediger &Karpicke, 2006b; Thompson, Wenger,&Bartling, 1978; Wenger, Thompson, &Bartling, 1980; Wheeler, Ewers, &Buonanno, 2003
However, if the goal ofpractice is long-termretention of coursematerial, cramming
appears to be anirrational behavior.
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Memory Rules
1. Repetition over
time (distributive
practice)
2.Elaboration ofmaterial
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Listen to the Music
Do you know the lyrics to
songs that you did not try to
learn and do not want to
know the lyrics to?
YES
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Practice over Time
Practice, Use ,
Repetition, Review,
Reflection or other
meaningful ways we
engage with new
learning over time is a
major key to its recall.
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Review
Reviews may do more
than simply increase
the amount learned;
they may shift the
learners attention away
from the verbatim
details of the material
being studies to itsdeeper conceptual
structures(Dempster, 1986)
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Elaborations are the Key
For better or worse, our
recollections are largely
at the mercy of our
elaborations(Daniel Schacterauthor of the Seven Sins of Memory)
Elaboration is a
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Elaboration is a
Major Key to Recall
Step One. Accuracy
Step Two: Reflection
Step Three: Regular Review
Step Four: Mapping, Images, Charts
Step Five: Recoding
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Keeping Memories
The best way to minimize memory decay is to useelaborative rehearsal strategies
Visualizing
Singing
Writing
Semantic Mapping
Drawing Pictures
Symbolizing
Mnemonics.
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Why Students Forget
Review helps to limit the 3 Sins ofMemory that
commonly occur among students.
1. Blockinginformation stored but cant be
accessed (Schacter, 2001)
2. Misattribution attributing a memory to the
wrong situation or source (Zola, 2002)
3. Transience memory lost over time65% of a
lecture is lost in the first hour (Schacter, 2001)
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Emotion and Memory
Emotional arousalorganizes andcoordinates brain activity(Bloom, Beal & Kupfer 2003)
When the amygdaladetects emotions, itessentially boosts activity
in the areas of the brainthat form memories(S.Hamann , Emory University.)
d d
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Our Students Mindsets
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Two Kinds of Mindsets
Growth Fixed
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Growth Mindset
Students believe theirbrain is malleable andtheir intelligence andabilities can be
enhanced through hardwork and practice.
They believe only time
will tell how smart theybecome.
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Mindset-Fixed
In a fixed mindsetstudents believe thatintelligence is a fixed trait-- that some people have
it and others don't -- andthat their intelligence isreflected in theirperformance (Dweck, 2006).
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Growth Mindset
Students value hard
work, learning, andchallenges while seeing
failure as something to
learn from.
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Fixed Mindset
Fixed mindsets believethey either shouldnt
need to work hardto do
well
orputting in the effort
wont make anydifference in the
outcome.
h d
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Growth Mindset
Students are willing to
take learning risks and
understand thatthrough practice and
effort their abilities can
improve.
d
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Mindset
Fixed VS. Growth
Intelligence is Intelligence
unchangeable. is malleable
and can be
improved.
i d
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Mindset
Fixed vs. Growth
Look smart. Desire to learn
is paramount.
Mi d
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Mindset
Fixed VS. GrowthAvoid challenges. Failure is seen
as an opportunity
to learn.
Risks are necessary
for growth.
Mi d
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Mindset
Fixed VS. Growth
Make excuses Effort is
and try to avoid necessary for
difficulties. growth and
success.
Mi d
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Mindset
Fixed VS. Growth
Criticism is taken Criticism is directed
personally. at their current
skills level.
Students know
they can improve.
F db k d Mi d t
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Feedback and Mindset
Teachers should focuson students' efforts and
strategies.
Praise their efforts or
their strategies, not
their intelligence.
Mi d t d I t lli
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Mindset and Intelligence
There is no relationbetween students'
abilities or intelligence
and the development of
a growth mindset.
C iti E h t
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Cognitive Enhancements
Greater cognitive capacitymeans--
1.More synapses
2.Higher levels of
neurogenesis especially inthe memory forminghippocampus
3. Increased production of
BDNF which stimulates theproduction of neurons andsynapses, (Neuroscientist Yaakov Stern ofColumbia University)
C iti E h t
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Cognitive Enhancements
Both neurogenesis andsynapse formation
boost learning,
memory, reasoning, and
creativity.
(Yaakov Stern of Columbia
University)
We can get smarter!
Meditation and Cognitive
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g
Enhancement
Another form of overallcognitive enhancement ismeditation.
Meditation can increase the
thickness of brain regionsthat control attention andprocess sensory signalsfrom the outside world
(Neuroscientist Amishi Jha of theUniversity of Miami)
.
C ff i + S d L i
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Caffeine + Sugar and Learning
The combination of caffeineand sugar enhancedattention, learning andmemory.
Improves cognitive performancein terms ofsustained attentionand working memory byincreasing the efficiency of theareas of the brain responsiblefor these two functions.
(Grabulosa, Adan, Falcn, and Bargall, 2010 reported in thejournal Human Psychopharmacology: Clinical and Experimental
Nicotine Promotes Cognitive
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g
Enhancement
Nicotine enhancesattentionthat key driverof neuroplasticity andcognitive performance inboth smokers andnonsmokers.
Nicotine has significant positiveeffects on fine motor skills, theaccuracy of short-term memory,some forms of attention, andworking memory, among other
basic cognitive skills.
(Martha Farah, University of Pennsylvania)
Scientists at the National Institute on
Drug Abuse reported in a 2010
analysis of 41 double-blind, placebo-
controlled studies.
Adderall and Ritalin are Cognitive
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g
Enhancements
There are cognitive benefitsof stimulants like Adderalland Ritalin, at least in somepeople for some tasks.
Enhance the recall ofmemorized words as well asworking memory, whichplays a key role in fluidintelligence.
(Martha Farah of the University ofPennsylvania)
Adderall and Ritalin are Cognitive
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g
Enhancements
Ritalin or Adderall hasstronger effects on the
prefrontal cortex and
can therefore improve
concentration and
minimize fatigue much
more so than caffeine.
Adderall and Ritalin have Side Effects
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Adderall and Ritalin have Side Effects
Ritalin and Adderall arenot without their ownhealth risks.
Side effects includedifficulty sleeping,seizures, high bloodpressure, loss of
appetite, depression,and many others.
Neuroplasticity
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Neuroplasticity
When the correct skill-building protocol is
used, educators can
make positive and
significant changes in
students brains in a
short time. (NeuroscientistsMichael Merzenich and Paula Tallal)
Treating Developmental Disorders
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Treating Developmental Disorders
"Showing that it'spossible to rewire a
brain's white matter has
important implications
for treating reading
disabilities and other
developmental
disorders, includingautism, Marcel Just, Director,Center for Cognitive Brain Imaging , Carnegie Mellon
Multitasking Slows Learning
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Multitasking Slows Learning
It is not possible tomultitask when it
comes to activities
that require the
brains attention.(Foerde Knowlton Poldrack, 2006)
Multi tasking
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Multi-tasking
Multi-tasking violateseverything we know abouthow memory works .
The imaging data indicatedthat the memory task andthe distraction stimuliengage different parts ofthe brain and that these
regions probably competewith each other.
(Foerde, K., Knowlton, Barbara J., andPoldrack, Russell A. 2006. )
Multitasking
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Multitasking
Our brain works hard to foolus into thinking it can domore than one thing at atime. It cant.
When trying to do twothings at once, the braintemporarily shuts down onetask while trying to do theother.
(3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. )
Technology
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Technology
Serious Games
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Serious Games
A serious game is a gamedesigned for a primarypurpose other than pureentertainment.
The "serious" adjectiverefers to products used byindustries like defense,education, scientific
exploration, health care,emergency management,city planning, engineering,religion, and politics.
Virtual Textbooks
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The Future is Here--Almost
Click on any bar in thetimeline, and that barexpands to a list ofimages, which in turn arelinked to video about that
artist.
That's key, because, like agreat documentary, itmakes learning aboutwhat can be a fairlynarrow subject intosomething painless.
Art Textbook
Neuroscience and Technology
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Neuroscience and Technology
Neuroeducational.net
A website that is
devoted to howneuroscience is driving
the use of technology
especially serious
games
References
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