Learning and the Brain

You Are Not Your Brain: Against "Teaching to the Brain"

by Gregory Nixon

Published in the *International Handbook of Academic Research and Teaching: Proceedings of Intellectbase International Consortium*, vol 22, Spring 2012, San Antonio, TX, USA, 298-306.

Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in... more Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation for student learning in general. I argue that identifying the person with the brain is scientism (not science), that the brain is not the person, and that it is the person who learns. In fact the brain only responds to the learning of embodied experience within the extra-neural network of intersubjective communications. Learning is a dynamic, cultural activity, not a neural program. Brain-based learning is unnecessary for educators and may be dangerous in that a culturally narrow ontology is taken for granted, thus restricting our creativity and imagination, and narrowing the human community.

Metacognition: Are your learners really thinking about the content?

by Timothy Clapper

Clapper, T. C. (2012). Metacognition: Are your learners really thinking about the content? Evolllution. http://www.evolllution.com/curriculum_planning/metacognition-are-your-learners-really-thinking-about-the-content/

Processing information can be matched with metacognition strategies in outcomes-based curriculum design and... more Processing information can be matched with metacognition strategies in outcomes-based curriculum design and facilitation. Teachers and student alike must be shown how to use certain strategies to enhance the metacognition process.

Learning with a network of competing synapses

by Ajaz Bhat

A natural history of the human mind: tracing evolutionary changes in brain and cognition

by Francys Subiaul

Investigation of Time Series Modelling to Explicate the Learning Related Activity Observed in fMRI Data

by Krishna Prasad Miyapuram

V. S. Chandrasekhar Pammi, K. P. Miyapuram, Raju S. Bapi, Chakravarthy Bhagavati,T. Brahrnaiah, Ch. Chandra Sekhar Rao
Intemational Conference on Systernies. Cybernetics and Informatics. February 12-15, 2004

Categories and Subject Descriptors
Cybernetics: Neural and Cognitive Modeling
Paper Identification Number: NCM-6
This paper has been published by the Pentagram Research Centre (R) Limited.

Functional Magnetic Resonance imaging (fMRI) technique has so far demonstrated its usefulness in revealing the neural... more Functional Magnetic Resonance imaging (fMRI) technique has so far demonstrated its usefulness in revealing the neural correlates for higher-order cognitive functions such as memory, attention, emotion. language. etc. We report results from our efforts toward understanding the neural !lases for learning visuo¬motor sequences. Using the fMRI technique, we tested learning related effects corresponding to a sequential finger-pressing task
2x6 task. Behavioural analysis revealed improvements in performance measures of subjects such as speed and accuracy, pointing out successful learning of the sequence of finger movements accomplished by subjects. Traditional imaging analysis using the Statistical Parametric Mapping (SPM) approach revealed activation in several brain areas. However. SPM analysis averages out temporal changes and presents gross differences between the early and late stages of learning. As the main focus of the study is to understand the dynamic changes in brain activation induced by the learning process, the time course of activity of voxels in this area is modelled by statistical methods of time series analysis. Results from ARIMA model of activation values from the different brain regions revealed that the model parameters are distinctly different for the control/follow condition and the test/sequence condition. In the control condition subjects made finger movements in response to random visual cues and hence there was no learning. In contrast, in the sequence condition subjects progressively learned a fixed sequence of movements by responding to visual cues. A detailed analysis is required to tease out learning specific activity in the time series corresponding to the sequence epochs, for example to bring out differences in the early and late periods of the learning process. Although these results are still preliminary, they demonstrate that explicit modelling of fMRI time series is important in revealing and characterizing learning induced changes in the brain activity. Further, these methods seem more useful for investigating transient and long-term changes across the learning period than the traditional analysis methods.

Creating the safe learning environment

by Timothy Clapper

Clapper, T. C. (2010). Creating the safe learning environment. PAILAL, 3(2), 1-6. Available on EBCOHOST database.

Role Play and Simulation: Returning to Teaching for Understanding.

by Timothy Clapper

Clapper, T. C. (2010). Role play and simulation: Returning to teaching for understanding. Education Digest, 75(8), 39-43.

This article describes how simulation and role play can be important learning strategies that will create long-lasting... more This article describes how simulation and role play can be important learning strategies that will create long-lasting understanding. Simulation involves participating in a very real learning experience that closely resembles an actual setting. These actual settings may be replicated by either employing models or mannequins or in the case of role play, the use of actors to bring the experience to life. The advantages of using simulation are numerous and include the ability to help learners make meaning of complex tasks, while also developing critical thinking and cultural skills required for the 21st century workplace. One major form of simulation that allows the learner to become immersed in learning involves the use of role play. Role play has the ability to develop and enhance content skills as well as skills needed for future success by incorporating realistic, or real-world, problems. The author suggests that educational leaders would be well advised to include this important strategy in their professional development plans as a school-wide initiative across disciplines.

Beyond Knowles: What those conducting simulation need to know about adult learning theory

by Timothy Clapper

Clapper, T. C. (2010). Beyond Knowles: What those conducting simulation need to know about adult learning theory. Clinical Simulation in Nursing, 6(1), e7-e14. doi:10.1016/j.ecns.2009.07.003

This article explores the adult learning theories that might affect the way that adult learners perceive learning and... more This article explores the adult learning theories that might affect the way that adult learners perceive learning and reach understanding of clinical expertise. Although educators in clinical and simulation settings are becoming much more aware of the theories that affect adult learning, too often their knowledge might not reach past the great work of Malcolm Knowles and his theory of androgogy. Other theories are presented in ways that help adult educators of adults to understand how the conditions that are favorable for adult learning may be replicated to help learners reach a level of understanding, meet clinical and organizational objectives, and willingly seek out lifelong learning opportunities

The myths surrounding 'brain-based'learning

by john Crossland

Brain biology and learning

by john Crossland

SAN Language (Symbolic Art Notation) as Visual Literacy

by Stefan Nicholson

The paper attached for Academia readers is a PDF of an interactive multi-media package developed during my MA at Swinburne University.

The original "SAN Language" was invented by myself in 1972 and published as an Instruction Book.  The language was taught at Curtin University by a research psychology student as part of her studies.

Ideally, I am looking for a student/group to teach and research the benefits in delivering this package to students with disabilities, or even as a primer for pre-school children (to examine the benefits of brain pathway development of language, and to release autistic children from certain language learning difficulties).

I am gifting the use and development of SAN Language to the world as a token of my non-profit research into Visual Literacy.

Instead of the usual pathway of learning the alphabet, recognising and understanding words, and then writing down the... more Instead of the usual pathway of learning the alphabet, recognising and understanding words, and then writing down the "thoughts" in a linear arrangement of "coded letters", SAN Language offers an alternative language study method (for any nationality - with the same symbols being used).

Using visual symbols as a logical development of the thought process, then placing these "visual thoughts" into a spatial arrangement to define these symbols into the structure of language, communication can be simplified.

All parts of grammar are built into this visual language - without the student having to learn grammatical terminology.

No alphabet, spelling, "words", sounds or having to have a massive vocabulary or knowing how words change for grammatical purpose (verbs, adjectives, adverbs etc.) makes SAN Language an easy method for teaching language.

SAN Language can be learnt by a teacher in 2 hours with expert tuition.

The resulting simple spatial arrangements of symbols can be understood (with the glance of an eye) by any nationality.

Colours of learning.

by Ron Hoenig

The Advantages of Being Helpless

by Melody Dye

Scientific American Mind, Mind Matters Column. February 2010.

Human brains are slow to develop - a secret, perhaps, of our success. Human brains are slow to develop - a secret, perhaps, of our success.

Dual Routes to Cognitive Flexibility: Learning and Response Conflict Resolution In the Dimensional Change Card Sort Task

by Melody Dye

Ramscar, M., Dye, M., Witten, J., & Klein, J. (in press) Two routes to cognitive flexibility: learning and response conflict resolution in the dimensional change card sort task. Child Development.

There are at least two ways in which response conflict can be handled in the mind: dynamically—processing and... more There are at least two ways in which response conflict can be handled in the mind: dynamically—processing and resolving conflicting responses on-line—and through discrimination learning—reducing the amount of response conflict in advance. While children under-four are capable of discrimination learning, they lack the ability to resolve response conflict on-line. This is demonstrated by their failure in the dimensional change card sort task (DCCS). We analyze the role contextual learning might play in aiding children’s performance in the standard DCCS, and present a model of learning that predicts that appropriate training about the contexts in which DCCS sorts occur should allowing younger children to successfully pass the test. A subsequent behavioral experiment finds that three-year olds given contextual training in a card-labeling task are able to switch between the sorting responses required in the standard DCCS. We discuss the implications of these findings for our understanding of how (and why) children develop in the ways they do.

Brain Training for Silver Gamers: Effects of Age and Game Form on Effectiveness, Efficiency, Self-Assessment, and Gameplay Experience

by Lennart Nacke

Nacke, L. E., Nacke, A., Lindley, C. A. (2009) Brain Training for Silver Gamers: Effects of Age and Game Form on Effectiveness, Efficiency, Self-Assessment, and Gameplay Experience. CyberPsychology & Behavior. October 2009, 12(5): 493-499. http://www.liebertonline.com/doi/abs/10.1089/cpb.2009.0013

In recent years, an aging demographic majority in the Western world has come to the attention of the game industry.... more In recent years, an aging demographic majority in the Western world has come to the attention of the game industry. The recently released “brain-training” games target this population, and research investigating gameplay experience of the elderly using this game form is lacking. This study employs a 2×2 mixed factorial design (age group: young and old×game form: paper and Nintendo DS) to investigate effects of age and game form on usability, self-assessment, and gameplay experience in a supervised field study. Effectiveness was evaluated in task completion time, efficiency as error rate, together with self-assessment measures (arousal, pleasure, dominance) and game experience (challenge, flow, competence, tension, positive and negative affect). Results indicate players, regardless of age, are more effective and efficient using pen-and-paper than using a Nintendo DS console. However, the game is more arousing and induces a heightened sense of flow in digital form for gamers of all ages. Logic problem–solving challenges within digital games may be associated with positive feelings for the elderly but with negative feelings for the young. Thus, digital logic-training games may provide positive gameplay experience for an aging Western civilization.