18258488
Description
Flashcards by Crystal de Flores, updated more than 1 year ago
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Created by Crystal de Flores
almost 5 years ago
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| Question | Answer |
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Neuroscience
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Investigates the processes by which the brain learns and remembers |
| Teaching | Successful teaching is the natural counterpart of successful learning and is described as a ‘natural cognition’ by Strauss (2003). Therefore, cognitive neuroscience methods have the potential to deliver important information relevant to the design and delivery of educational curricula as well as the quality of teaching itself. |
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A quick primer on brain development
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Brain volume quadruples between birth and adulthood, because of the proliferation of connections, not because of the production of new neurons. Nevertheless, the brain is highly plastic, and significant new connections frequently form in adulthood in response to new learning or to environmental insults (such as a stroke). |
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Neuroimaging tools for developmental cognitive neuroscience
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Functional imaging provides images of the brain as patients complete tasks, such as solving math problems, reading, or responding to stimuli such as auditory sounds or flashing lights. Can be measured either directly (PET) or indirectly (fMRI). Dynamic interactions among mental processes can be measured by ERPs fMRI (functional magnetic resonance imaging) ERPs (evoked response potentials). PET (positron emission tomography) |
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Language
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A gene called FOXP2 is implicated in a severe developmental disorder of speech and language that affects the control of the face and mouth movements, impeding speech. Studies of normal adults show that grammatical processing is more vulnerable to altered language input than the brain systems responsible for semantic and lexical functions. Learning a second language for an adult is harder but possible. |
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Reading
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Neuroimaging studies of both children and adults suggest that alphabetic/orthographic processing seems mainly associated with occipital, temporal and parietal áreas which is more active when processing visual features, letter shapes, and orthography. This area activation increases with reading skills |
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Phonological awareness
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The ability to recognize and manipulate component sounds in words Predicts reading acquisition across languages, and phonological processing appears to be focused on the temporoparietal junction. This may be the main site supporting letter-to-sound recording and is also implicated in spelling disorders. Dyslexic children |
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Mathematics
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Developmental ERP studies have shown that young children use the same parietal areas to perform number comparison tasks This neural system also stores knowledge about poetry and overlearned verbal sequences, such as the months of the year. Mathematically, it underpins counting and rote-acquired knowledge such as the multiplication tables. Neural areas could activate during finger counting, eventually, come to partially underpin numerical manipulation skills in adults. Perhaps finger counting has important consequences for the developing brain and should be encouraged in school. |
| Direct Effects of Experience | Specific experiences will have specific effects, increasing neural representations in areas directly relevant to the skills involved. One area of specific experience that is frequent in childhood is the musical experience. studies have shown that skilled pianists (adults) have enlarged cortical representations in auditory cortex, specific to piano tones. The enlargement was correlated with the age at which musicians began to practice. |
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Sleep and Cognition
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Rapid Eye Movement (REM) sleep is not only associated with self-reports of dreaming but is important for learning and memory. |
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Emotion and Cognition
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Efficient learning does not take place when the learner is experiencing fear or stress. Stress can both help and harm the body. Stress responses can provide the extra strength and attention needed to cope with a sudden emergency, but inappropriate stress has a significant effect on both physiological and cognitive functioning. When a learner is stressed or fearful, connections with frontal cortex become impaired, with a negative impact on learning |
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Neuromyths
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The three myths given most attention in the OECD report are... |
| (1) the lay belief in hemispheric differences (‘left brain’ versus ‘right brain’ learning etc.) | both hemispheres work together in every cognitive task so far explored with neuroimaging, including language and face recognition tasks |
| (2) The notion that the brain is only plastic for certain kinds of information during certain ‘critical periods’, and that therefore education in these areas must occur during the critical periods. | The existence of a sensitive period does not mean that adults are unable to acquire competent foreign language skills later in life. |
| (3) The idea that the most effective educational interventions need to be timed with periods of synaptogenesis. | Do not mean that greater synaptic density predicts a greater capacity to learn. |
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