23031485
Beschreibung
Karteikarten von Karla Sagastume, aktualisiert more than 1 year ago
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Erstellt von Karla Sagastume
vor mehr als 4 Jahre
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| Frage | Antworten |
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Neuroscience and Education
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The study of learning unites education and neuroscience
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| Teaching is a very specialized kind of social interaction, and some of its aspects (reading the minds of others, inferring their motivational and emotional states) are after all already investigated in cognitive neuroscience. |
Cognitive neuroscience methods help to identify special needs and enable assessment of the
delivery of education
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The process of brain development's
is called synaptogenesis
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It is important to realize that there are large individual differences between brains.
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| Neuroimaging studies are based on the assumption that any cognitive task makes specific demands on the brain which will be met by changes in neural activity |
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| The tools of cognitive neuroscience offer various possibilities to education, as the early diagnosis of special educational needs |
and an increased
understanding of individual differences in learning and the best ways to suit input to
learner
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| In education, it is not necessary to stimulate only the rational brain, but also the emotional. | |
| Selected studies from cognitive neuroscience with interesting implications for education | Language Reading Mathematics |
| Direct effects of experience will have specific effects, increasing neural representations in areas directly relevant to the skills involved. | For example- Musical Experience |
| Sleep and cognition | Recent neuroimaging studies suggest indeed that Rapid Eye Movement (REM) sleep is not only associated with self-reports of dreaming but it is important for learning and memory. |
| Emotion and cognition | The ‘emotional brain’ has strong connections with the frontal cortex (the major site for reasoning and problem solving). When a learner is stressed or fearful, connections with frontal cortex become impaired, with a negative impact on learning |
| Neuromyths | There are no studies showing implicit learning of the cognitive skills underpinning educational achievement. These skills most likely require effortful learning and direct teaching. |
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