lake state presentation

7/27/2019 Lake State Presentation

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The New Science of 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/


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Slides are available for download at:

www.learnercenteredteaching.wordpress.com

Lake Superior State University
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


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Here is Our Challenge?

We as teachers cant make informed decisionsabout which teaching approaches or tools to use

if we dont first understand how our studentslearn.

To understand how our students learn we mustunderstand how their brains take in, process, andretrieve information as well as the numerousfactors that affect these processes.


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Key Questions

1. What new

responsibilities do

students need toaccept to optimize

their brains for

learning?


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Key Questions

2. What do

students need to

learn and whatcan they look up

as needed?


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Key Question

4. What would

make us happy

that our studentsstill knew and

could apply from

the content andskills of our course

a year later?


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An Different View of Learning

Guido Sarducci Five Minute University


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Educating for Life Long Learning

Cramming and forgetting will not cut it in

todays world and in the future our students

are facing.


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Facing a New World

In 1973 28% of jobs in

the United States

required a 4 year

college degree.

In 2018 57-67 % of jobs

will require a 4 year

college degree.

(Georgetown University study 2013)


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Facing a New World

It is estimated that

between the dawn of

civilization and 2003

there were five exabytes

(an exabyte = 1 quintillion

bytes) of data collected.

(Don Tapscott, Design Your Mind)

Today 5 exabytes of data

gets collected every two

days.

Soon it will be five

exabytes every few

minutes.


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Facing a New World

Currently there are 320

million Chinese honor

students and 280

million Indian honorstudents many of who

will be competing for

the same jobs our

college students want.


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Life Expectancy and Changes in

Retirement Systems

Current life expectancy

in USA is 78 years.

Medical breakthroughsmay allow many of our

students to live to be a

100!

Retirement may come

at 75-80 years of age.


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A Caution about Brain Research!

Brain systems relation to complex cognitionand behavior can only be explainedsatisfactorily by a comprehensive blend oftheories and facts related to all the levels oforganizationof the nervous system, frommolecules and cells to physical and socialenvironments.

(Antonio Damasio, Head of the

Department of Neurology at the

University of Iowa Medical Center)

Beware of


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The Human Brain

Forget that Right-Left Brain Myth

The human brain works

as a complex design of

integrated systems notthrough specialized and

competing right and left

brain functions.

(Tokuhama-Espinosa, Mind Brain and

Education Science, 2011


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20 years of fMRI Studies on Cognition

"The best approach toanswering questions aboutcognition, "is a synergisticcombination of behavioral

and neuroimagingmethods, richlycomplemented by thewide array of othermethods in cognitiveneuroscience.

Mather, Cacioppo, andKanwisher,2013)


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The Future of Teaching and Learning Research

Mind, Brain and Education Degrees

Education Neuroscience PsychologyPedagogy Cognitive Neuroscience Development Psychology

Special Ed Neuroethics Neuropsychology

Gifted Ed Neuropsychology

Developmental Neuroscience

Biology Chemistry Social ScienceBiopsychology Neurochemistry Sociology

Neurobiology Psychopharmacology Anthropology

Genetics Toxicology Philosophy

Math


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The Human Brain

The human brain weighsabout three (3) pounds

Contains 86 billionneurons

These neurons can make40 quadrillionconnections

(Ratey, 2001, Goldberg, 2009)


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Neuroscience and Learning

We have accumulatedenough knowledgeabout the mechanismsand molecular

underpinnings ofcognition at thesynaptic and circuitlevels to say something

about which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter, 2011)


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We are Born to Learn

The brain was meant to explore and learn


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The Definition of Learning

Learning is a change

in the neuron-

patterns of the

brain.

(Goldberg, 2009)

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


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Attention Drives the Changes

One of the strongestfindings in neuroplasticity,the science of how thebrain changes its structureand function in response

to input, is thatattention is almostmagical in its ability tophysically alter the brainand enlarge functional

circuits.(Merzenich and colleagues, UCSF, 2011)


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Keeping Students Attention

Neuroscientists have a saying: Emotion drives

attention and attention drives learningthis

makes Attention the key to learning.

But the brains processing abilities in a given

moment are limited, and attention is the way

the brain allocates its resources.


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Keeping Students Attention

It is very important to specifically direct thestudent toward the desired object of attention.

We know that some students are impaired intheir attentional abilities, but these can beimproved through activities that requiresustained attention.

The emotional engagement pathway is effectivein capturing and sustaining attention


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Mistaking an Attention Problem

Teachers often complain that students dont payattention.

However , many of the activities we give students are

actually activities involving working memory.

If students fail to comprehend lengthy directions orinstructions, it may not be they are not trying to pay

attention but rather a working memory problem.

Shorter, clearer directions and instruction can help.


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Dendrite Growth

The picture show the

dendritic growth that

has taken as new

learning is occurring.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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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

Neuroscience Research

It is the one who does

the work who does thelearning( Doyle , 2008).


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Preparing to Learn

Findings fromneuroscience over thepast decade has led to anew paradigmconcerning improvingstudents learning.

The simple but importantshift is our understanding

is ---that if the brain isprepared to learn greatersuccess can be expected.


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Preparation for Learning Means Students Have

Addressed these Five Areas

The brain needs tofunction effectively:

1.Oxygen

2. Hydration3.Food (glucose)

4. Exercise

5. Sleep


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Oxygen Use by the Brain

Although the brainrepresents only 2% of

the body weight, it

receives 15% of the

cardiac output and 20%

of total body oxygen

consumption.

( Magistretti,Pellerin andMartin )


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Every breath you takeconverts to energy.Human cells use nutrientsfrom food and oxygen to

create Adenosine Tri-Phosphate (ATP), theenergy source that fuelscell function.

Too little oxygen = lessenergy.

( Magistretti,Pellerin andMartin )


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Oxygen is essential forbrain function, andenhanced blood flowincreases the amount of

oxygen transported tothe brain.

Physical activity is areliable way to increase

blood flow, and henceoxygen, to the brain.

(Eric Jensen, 2005)


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Hydration and the Brain

One of the mostfascinating aspects ofneurons is that they storewater in tiny balloon-like

structures calledvacuoles.

Water is essential for

optimal brain health andfunction

(Norman ,2012)


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Water is needed for thebrain's production ofhormones andneurotransmitters whichkey the brains

communication system.

Nerve transmission requiresone-half of all the brainsenergy.

(Allen, Advanced Learning and Development

Institute)


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When you lose too

much water your brain

cells lose efficiency.

(Gowin2010)


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Why the Brain Needs Water

Dehydration can impair

short-term memory

function and the recallof long-term memory.

(Gowin, 2010)


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Even mild levels ofdehydration canimpact schoolperformance.

( Norman, 2012)


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Food and Learning

Glucose is the form ofsugar that travels in yourbloodstream to fuel themitochondrial furnacesresponsible for your

brain power. Because neurons cannot

store glucose, theydepend on thebloodstream to deliver aconstant supply of thisprecious fuel.

(The Franklin Institute)


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Food and Learning

This blood sugar isobtained fromcarbohydrates: thestarches and sugars youeat in the form of grains

and legumes, fruits andvegetables.

(The only animal foods

containing a significantamount of carbohydratesare dairy products


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Food and Learning

Too much sugar or refinedcarbohydrates at onetime, however, canactually deprive your

brain of glucosedepleting its energysupply and compromisingyour brain's power toconcentrate, remember,and learn.

(The Franklin Institute)


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Food and Learning

In the May 2001 issue of Neurobiology of

Learning and Memory, Gold, and McNay

reported

"Glucose enhances

learning and memory

not only in rats but also

in many populations of

humans.

For learners, this

research implies that

the contents and

timing of meals mayneed to be coordinated

to have the most

beneficial cognitive

effects that enhancelearning.


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Web MD Food Recommendations for

Health Brain Function

Blueberries

Avocadoes

Dark Chocolate

Nuts and seeds

Beans

Fresh brewed Tea

Whole Grains

Wild Salmon


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Movement and Learning

Natural selection

developed a human

brain to solve problems

of survival in outdoor,unstable environments

while in almost

constant motion.

(Medina, 2008)


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Our brains were shaped

and sharpened by

movement

We continue to require

regular physical activity

in order for our brains

to function optimally.

(Raichlen and Polk, 2013)


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Most neuroscientists agree that

movement and cognition are

powerfully connected.

The research demonstrates thatmovement can be an effective

cognitive strategy to:

1. Strengthen learning

2. Improve memory andretrieval

3. Enhance motivation and

morale


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Recent studies have

shown-

regular exercise, evenwalking, leads to more

robust mental abilities,

beginning in childhood

and continuing into oldage.

(Raichlen and Polk, 2013)


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Movement is Best for Learning

We need to rethink our

learning environments

to allow for a great dealmore movement.


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Exercise and Learning

Exercise is the single

most important thing a

person can do to

improve their learning.

(John Ratey, 2008, Spark, The

Revolutionary New Science of

Exercise and the Brain)


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Exercise Stimulates Synaptic Growth

Exercise stimulates

the production of

new synapses,

whose capacity andefficiency underlie

superior intelligence.

(Art Kramer of the University of Illinois at Urbana-

Champaign) It thus provides more

generalizable benefits


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Exercise and Learning

Exercise increasesproduction ofneurotransmitters that help:

1.Focus and Concentration

2. Attention

3.Motivation

4. Patience

5. Mood (more optimistic)

(Ratey, 2008)

EnergyCalm

E i I P d ti f BDNF


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Exercise Increases Production of BDNF

BDNF(Brain-derived neurotrophic factor )

Enhances the wiring of

neurons.

(Ratey, 2008)

Miracle Grow for the

Brain


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Exercise Produces BDNF

Improves brain health

Is a stress inoculator

Makes the brain cells

more resilient

(Ratey, 2008)


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BDNF and Exercise

In particular BDNF seems to be important for

long term memories (Ratey, 2008)


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Naperville Study

The results were impressive.Some students achieved a 20%improvement in math, literacyand problem-solving skills.

Naperville High Schoolstudents now score in the top5pc in the United States formath and science subjects.

Apart from the academic

benefits, this approach to PEalso improved discipline andreduced absenteeism.

L i R di Ph i l Ed ti


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Learning Readiness Physical Education

(LRPE). Based on the Naperville

experience and his ownresearch, Dr Ratey hasdeveloped an exercise modelcalled Learning ReadinessPhysical Education (LRPE).

This encourages students topush themselves for 15 to 20minutes several times a weekat a heart rate of 150-200bpm

this is the level at whichexercise begins to improvebrain function.


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Exercise, Stress and Learning

Students rarely know

that toxic levels of

stress erode the

connections between

the billions of nerve

cells in the brain or that

chronic depression

shrinks certain areas ofthe brain.


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Exercise and the Brains Energy

A study out of U. ofSouth Carolina showedthat exercise increasesthe number of master

regulator mitochondria This means the brain

has a greater energysupply allowing it to

work faster and moreeffectively .

J. Mark Davis and Colleagues , 2012


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Exercise, Stress and Learning

Conversely exercise

unleashes a cascade of

neurochemicals and

growth factors that can

reverse this process,

physically bolstering the

brain's infrastructure.

(Jesper Mogensen , Department ofPsychology, University of Copenhagen.


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Exercise and Stress

"In fact, the brainresponds like muscles do,growing with use andwithering with inactivity.

Exercise causes neurons(dendrites) to grow andbloom, thus enhancing

brain function at afundamental level." Jesper Mogensen ,Department of

Psychology, University of Copenhagen


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Short Term Stress

Acute stress activates

selective CRH

molecules (corticotropin)

releasing hormones,

which disrupt the

process by which the

brain collects and stores

memories. (Baram,2010)


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How Sleep Affects Our Students


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How Sleep Affects Our Students

Learning and Memory


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Memories and Sleep

Final 2 hours of sleep from6-8 hours are really crucialfor memories to be laiddown as stable residents inyour brain.

During this time period inREM sleep your brainreplays the memories from

the day over and over againso they become stable inyour memory

(Maas, 2011 Sleep for Success).


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Learning Readiness and Sleep

During sleep sleepspindles," which arebursts of brain waves,may be networkingbetween key regions ofthe brain to clear a pathto learning.

(Walker, 2010).


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These electrical impulseshelp to shift memoriesfrom the brain'shippocampus -- which haslimited storage space -- to

the nearly limitlessprefrontal cortex's , thusfreeing up thehippocampus to take infresh data (new learning).

(Walker, 2010) Sleep is the key to having abrain that is ready to learn
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


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"A lot of that spindle-

rich sleep is occurring

the second half of thenight, so if you sleep six

hours or less, you are

shortchanging yourself

and impeding yourlearning"(Mander,

2011).


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Rehearsal of Learning before Sleep

A 2012 study out of theUniversity of Notre Dameconfirms that sleeping

directly after learningsomething new isbeneficial for memory.

(Payne, Tucker, Ellenbogen, Wamsley, 2012 )


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Rehearsal of Learning before Sleep

it would be a good

thing to rehearse any

information you need toremember just prior to

going to bed.

(Payne, Tucker, Ellenbogen, Wamsley, 2012 )


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Sleep and Creativity

Sleep also seems to

reorganize memories,

extracting the

emotional details and

reconfiguring the

memory to help us

produce new and

creative ideas.

(Wagner, U., Gais, S., Haider, H., Verleger, R., &

Born, J. (2004).


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Awake but Off Line

New findings suggest thatwhen the brain is sleepdeprived even though theperson is fully awake theneurons used forimportant mental taskswitch off.

(Chiara Corelli,2011 Nature)


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Awake but Off Line

This is likely to have

consequences on

mental performance

and we likely function

less well the longer

weve been awake.

(Chiara Corelli,2011, Nature)


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Less Sleep Equals Lower GPA

2012 study from the

University of Arkansas Sleep

and Learning Lab concluded

that students that

consistently got less thanthe recommended 7-8

hours of sleep each night

had lower GPAs than

students with 7-8 hours ofsleep.


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No Eight Oclock Classes

The University of

Arkansas study went so

far as to recommendthat college and

universities consider

not offering 8 am

classes.


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Naps Help Learning

Humans are supposedto nap. Twenty to thirtyminutes is ideal.

(Dement, 2009)

A NASA study found pilotswho napped for 27 minutesin the afternoon improved

their flying performance by34% .

(Dinges, 2005).

Dinges,D.(

f


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Rest after Learning Improves Recall

Neuroscientist LilaDavachi of NYU foundthat during rest periodsfollowing new learningthe areas of the brain

used during newlearning were just asactive as they werewhen they were learningthe task

Dr Lila Davachi, NYU's Department of Psychologyand Center for Neural Science.


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What Teaching Actions does Brain


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Research Affirm as Promoting Learning



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1. When the

information or

skill is made tohave personal

relevance.



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2. That content

should be made to

respond to the

survival needs of

the learner.



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3. The teaching that

engages the brain in

multimodal, multi-sensory, experiential

and diverse activities

promotes learning.


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What Teaching Actions


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What Teaching Actions

Promote Learning

5. When teachersembed facts in a

meaningful context they

make the learning

process much easier

and enhance the

likelihood of recall in

the future.



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g


6. The brain doesnt learnin a linear structured

and predictable fashion.

The use of various

sensory channels at the

same time are best

especially for hard tolearn concepts



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g

Research Affirm Promote Learning

7. The human brainseeks and quicklydetects novelty.

Teacher who know thiscan design novelactivities that willenhance classroom

learning and long termrecall.

M lti L i


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Multisensory Learning


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Our Senses Work Together


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g

to Enhance Learning

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

S C t M lti l P th


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Senses Create Multiple Pathways

The more sensesused in learning and

in practicing what

has been learnedthe more pathways

are available for

recall.

Smell Enhances Recall


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Smell Enhances Recall

Proust Effect is the

unusual ability of smell

to enhance recall.

Best results when

smells are congruent

with the situation.Medina, 2008, Brain Rules, p.212

Smells during sleep can enhance recall


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Smells during sleep can enhance recall

Smells that youassociate with a

particular new learning

released during sleep,

make the memories for

that learning stronger.

(Sobel , 2012)

Vi i T All


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Vision Trumps All

Vision trumps all other senses

Sound Gains Attention


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Sound Gains Attention

Unlike our eyes our earscan never be shut.

(Elizabeth La daras)

Sound is more effective

to gain attention than

images.

Vision Trumps All


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Vision Trumps All

Text and oralpresentations are not

just less efficient than

pictures for retaining

information they are

way less efficient.

(Brain Rules p.234)

Vision Trumps All


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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)

Reading as a Multisensory Activity


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Reading is the slowestway we enter

information into our

brains.

The reasons is it carries

a very heavy visual load.(Dehaene, 2009)

It is often done as a

unisensory action.



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Solutions --Make readingmultisensory.

1. Get students to

annotate-the use oftouch( the pencil) andmovement( the hand)improves attention andhelps comprehension.



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2. Suggest studentsread certain challenging

parts aloud while

continuing to

annotatenow there

are 3 senses involved.



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3. Keep a smell near

that can be associatedwith the reading to aid

recall.

Questions


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Questions

How can you use amore multisensory

approach in your

teaching?

What are you currently

doing that others could

do to use a moremultisensory approach?

Patterns and Learning


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The brain is a pattern

seeking device that

relates whole conceptsto one another and

looks for similarities,

differences, or

relationships betweenthem.(Ratey, 2002, pg.5)



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Learning is pleasurable

to the brain; the activity

of detecting patterns is

also pleasurable.

(Zadina, 2010)


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Which of the following

slides is easier to

remember and WHY?


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SLIDE ONE

4915802979

Slide Two


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Slide Two

(491) 580-2979

Slide One


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Slide One

NRAFBINBCUSAMTV

Slide Two


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Slide Two

NRA NBC FBI USA MTV

Familiar Patterns


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Familiar Patterns

Clustering is used to organizerelated information into groups.

Information that is categorized

becomes easier to remember and

recall. In Teaching Reading

Topic

Main Ideas-concepts, issues

Significant Details

Important ExamplesLists

Names, Dates, Places

Terms, Definitions

Using Patterns to Make
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm


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Learning Easier.

Olives tomatoes bread carrotschicken lettuce cookies hamgrapes beef strawberriesspinach pork plums mangospotatoes onions fish duck

broccoli cheese cherriesbrownies turkey

Using Patterns to Make


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Learning Easier

AlphabeticalThis is a familiar pattern but itdoesnt help very much.

Beef, bread, brownies carrots, cheese,

cherries, etc.

A More Meaningful Pattern


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Lunch and Dinnercategorizing the food by familiar areas likelunch and dinner gives it more meaning and makes it much easierto recall.

Lunch a salad including lettuce, cheese, tomatoes, olives, carrots,spinach, broccoli, onions, turkey, ham with bread and cookies for

dessert.

Dinner a fruit salad with plums, strawberries, mangos, grapes andcherries.

Choices of duck, chicken, beef, fish or pork with potatoes and abrownie for dessert.

Common Patterns for Learning


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Common Patterns for Learning

Similarity and Difference

Cause and Effect

Comparison and Contrast

In students own words

Memory Formation ,Recall and


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Forgetting


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Now, for the first time, scientists from the Floridacampus of The Scripps Research Institute (TSRI)have been able to erase dangerous drug-associated memories in mice and rats without

affecting other more benign memories. The surprising discovery, published this week

online ahead of print by the journal BiologicalPsychiatry, points to a clear and workablemethod to disrupt unwanted memories whileleaving the rest intact.

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.

Cognitive Load


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Cognitive Load

When our cognitive loadexceeds the capacity of

our working memory, our

intellectual abilities take a

hit.Information zips in and

out of our minds so

quickly we cannot get a

good mental grip on it.

(Neuroscientist Torkel Klingberg)

Cognitive Load


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Cognitive Load

Cognitive load alsoincreases our distractedness

We have to remember whatit is we are to concentrateon ---

lose you hold on that andyou will find distraction

more distracting

(Neuroscientist Torkel Klingberg)

Cognitive Load


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Cognitive Load

Information overload isnot just a metaphor it is

a physical state when

learning is important

we need to turn the

information faucet

down to a trickle.

(Nicholas Carr, What the Internet is doing to

our Brains)

Cognitive Load


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Cognitive Load

The more we make ourstudents aware of how

fragile working memory

is, the better they will

be able to monitor and

manage their cognitive

load.

(Nicholas Carr, What the Internet is doing

to our Brains)

Helping Students to Remember what They

Need to Know


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Need to Know

Two Rules

1. Repetition over time(distributive practice)

2.Elaboration of material

Listen to the Music


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Do you know the lyrics tosongs that you did not try to

learn and do not want to

know the lyrics to?

YES

Practice over Time


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Practice, Use ,Repetition, Review,

Reflection or other

meaningful ways we

engage with newlearning over time is a

major key to its recall.

Cumulative Exams


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Cumulative examsrequire students to go

back and relearn and

recall important

information they needto know.

It promotes practiceover time

Elaborations are the Key


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y

For better or worse, our

recollections are largely

at the mercy of our

elaborations

(Daniel Schacter author of the Seven

Sins of Memory)

Elaboration is a Major Key to Recall


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j y

Step One. Accuracy

Step Two: Reflection

Step Three: Regular Review

Step Four: Mapping, Images, Charts

Step Five: Recoding

Keeping Memories


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p g

The best way to minimize memory decay is to useelaborative rehearsal strategies

Visualizing

Singing Writing

Semantic Mapping

Drawing Pictures Symbolizing

Mnemonics.

Why Students Forget


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y g

Review helps to limit the 3 Sins ofMemory thatcommonly occur among students.

1. Blockinginformation stored but cant be

accessed (Schacter, 2001)

2. Misattribution attributing a memory to the

wrong situation or source (Zola, 2002)

3. Transience memory lost over time65% of alecture is lost in the first hour (Schacter, 2001)

Emotion and Memory


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Emotional arousalorganizes and coordinatesbrain activity (Bloom, Beal &Kupfer 2003)

When the amygdaladetects emotions, itessentially boosts activity

in the areas of the brainthat form memories (S.Hamann , Emory University.)

Multitasking Slows Learning


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g g

It is not possible tomultitask when it

comes to activities

that require thebrains attention.(Foerde Knowlton Poldrack, 2006)

Multi-tasking


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g

Multi-tasking violateseverything we know abouthow memory works .

The imaging data indicatedthat the memory task andthe distraction stimuliengage different parts ofthe brain and that theseregions probably competewith each other.

(Foerde, K., Knowlton, Barbara J., andPoldrack, Russell A. 2006. )

Multitasking


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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. )

New Technology


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Serious Games


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A serious game is a gamedesigned for a primarypurpose other than pureentertainment.

The "serious" adjectiverefers to products used byindustries like defense,education, scientificexploration, health care,emergency management,city planning, engineering,religion, and politics.

Virtual Textbooks

The Future is Here Almost
http://en.wikipedia.org/wiki/Gamehttp://en.wikipedia.org/wiki/Game


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The Future is Here--Almost

Click on any bar in thetimeline, and that barexpands to a list ofimages, which in turn arelinked to video about that

artist.

That's key, because, like agreat documentary, itmakes learning about

what can be a fairlynarrow subject intosomething painless.

Art Textbook

Neuroscience and Technology


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Neuroeducational.net

A website that is

devoted to howneuroscience is driving

the use of technology

especially serious

games.

Cognitive EnhancementsHow Can

We Get Smarter?


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We Get Smarter?

Greater cognitive capacitymeans--

1.More synapses

2.Higher levels of

neurogenesis especially inthe memory forminghippocampus

3. Increased production of

BDNF which stimulates theproduction of neurons andsynapses, (Neuroscientist Yaakov Stern ofColumbia University)

Cognitive Enhancements


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Both neurogenesis andsynapse formation

boost learning,

memory, reasoning, and

creativity.

(Yaakov Stern of Columbia

University)

We can get smarter!

Meditation and Cognitive

Enhancement


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Enhancement

One form of cognitiveenhancement ismeditation.

Meditation can increasethe thickness of brainregions that controlattention and processsensory signals from the

outside world

(Neuroscientist Amishi Jha of theUniversity of Miami)

Meditation and Cognitive

Enhancement


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Enhancement

The training has shownsuccess in enhancingmental agility andattention by changing

brain structure andfunction so that brainprocesses are moreefficient, the qualityassociated with higherintelligence (NeuroscientistAmishi Jha of the University of Miami)

Caffeine + Sugar and Learning


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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

Enhancement


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Enhancement

Nicotine enhancesattentionthat key driverof neuroplasticity andcognitive performance inboth smokers andnonsmokers.

Nicotine has significant positiveeffects on fine motor skills, theaccuracy of short-term memory,some forms of attention, andworking memory, among other

basic cognitive skills.(Martha Farah, University of Pennsylvania)

Scientists at the National Institute on

Drug Abuse reported in a 2010

analysis of 41 double-blind, placebo-

controlled studies.

Adderall is a Cognitive Enhancements


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There are cognitive benefitsof stimulants like Adderall ,at least in some people forsome tasks.

Enhance the recall ofmemorized words as well asworking memory, whichplays a key role in fluidintelligence.(Martha Farah of the University of

Pennsylvania)

Adderall and Ritalin are Cognitive

Enhancements


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Enhancements

Adderall has strongereffects on the prefrontal

cortex and can

therefore improve

concentration andminimize fatigue much

more so than caffeine.

Adderall and Ritalin have Side Effects


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Adderall is not withouthealth risks.

Side effects include

difficulty sleeping,

seizures, high blood

pressure, loss of

appetite, depression,and many others.

Neuroplasticity


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When the correct skill-building protocol is

used, educators can

make positive and

significant changes instudents brains in a

short time. (NeuroscientistsMichael Merzenich and Paula Tallal)

Treating Developmental Disorders


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"Showing that it'spossible to rewire a

brain's white matter has

important implications

for treating readingdisabilities and other

developmental

disorders, including

autism, Marcel Just, Director,Center for Cognitive Brain Imaging , Carnegie Mellon

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