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522 results on '"NEUROLOGY"'

1. New Findings in Education: Primary Data Entry in Shaping Intentionality and Cognition

Author

Danilov, Igor Val and Mihailova, Sandra

Abstract

One of the most intriguing questions in cognitive science is the Primary Data Entry (PDE) problem: where does social knowledge come from? After birth, an organism meets with reality, which is transcendental, staying beyond any experience and understanding of this pure reason. Basic approaches to the study of cognition are cognitivism, connectionism, and embodied dynamicism, The weakness of cognitivism and connectionism is the need to introduce an initial set of social phenomena of the specific community to trigger this system: the PDE problem. There is also a same gap in knowledge in embodied dynamicism approach, this interpretation of a dynamic system is not accurate. The current paper presents the Model of Coherent Intelligence (MCI) and its neural foundation. The analysis of recent empirical data proposes new insights on the origin of intentionality: (i) cognition begins from separating sensory stimuli: Long-Term Potentiation can be induced in neurons of particular Modality-Specific gateways (ignoring other stimuli)--selective induction promotes selective sensitivity to the chaos of stimuli. (ii) Neurons can learn spike-timing-dependent plasticity in social interaction: immature neurons learn the timing code to modulate certain synaptic strength, which triggers either Long-Term Potentiation or Long-Term Depression. The hypothesis of the MCI argues that social interaction shapes organisms' intentionality, promoting similar categorization of stimuli in intimately related individuals with shared social routine and interests. This approach provides a wide range of possibilities for developing a human-computer interface. [This paper was published in: "COGNITIVE 2021: The Thirteenth International Conference on Advanced Cognitive Technologies and Applications" (pp. 7-13). IARIA. (ISBN 978-1-61208-847-1).]

Published
2021

2. Educational Neuroscience: Past, Present, and Future Prospects

Author

Campbell, Stephen R.

Abstract

This talk provides the speaker's perspective on how the fledgling new area of educational neuroscience has emerged from a disenchantment with brain-based education, through various multidisciplinary, interdisciplinary, and transdisciplinary initiates and collaborations involving educationists and neuroscientists. Specific examples and results pertaining to research in mathematics education will be presented. Beyond the current state-of-the-art, the speaker will conclude with some speculations on what might be anticipated as this area of research continues to unfold into the near and far futures. [For the complete proceedings, see ED629884.]

Published
2020

3. Non-Public Special Education Teachers' Perspectives of Trauma-Informed Educational Practice

Author

Felicity Rosencranz

Abstract

Trauma informed educational practice emerges as a result of contemporary advances in medical science, technology and national forms of mental, behavioral health, and social service advocacy. It is not known how special education teachers working in the non-public special education setting view the implementation of trauma informed educational practice. Using social emotional learning and attachment theory, cognitive behavioral theory, polyvagal theory, and interpersonal neurobiology as a conceptual framework, a literature review in four parts describes the historical and sociocultural origins of trauma informed care in the United States, the neurobiology of developmental trauma, MTSS and school based practices, and implications for individual teaching practice and pedagogy. A qualitative descriptive design assesses special education teachers' perspectives of "how" and "what" responses in eleven semi-structured interviews and a single focus group. The primary use and limitations and challenges of trauma informed educational practice in the NPS context is explored. A short demographic survey profiles teacher background and professional experience. Three cycle coding identifies the complex impact of developmental trauma on student learning; the role of interpersonal relationship in the teacher-student dyad; culture as a significant aspect of social emotional learning; and the dynamics of leadership in establishing a high standard of trauma informed care. Limitations and challenges include student capacity in self-expression and secondary traumatization in serving high need students. Recommendations and implications address neurologically informed trauma informed teaching, instruction, and community wide trauma informed awareness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2023

4. Addressing Educational Inequalities and Promoting Learning through Studies of Stress Physiology in Elementary School Students

Author

Obradovic, Jelena and Armstrong-Carter, Emma

Abstract

To be ready to learn, children need to be focused, engaged, and able to bounce back from setbacks. However, many children come to school with heightened or diminished physiological arousal due to exposure to poverty-related risks. While stress physiology plays a role in explaining how adversity relates to processes that support students' cognitive development, there is a lack of studies of physiological stress response in educational settings. This review integrates relevant studies and offers future directions for research on the role of stress physiology in the school adaptation of elementary school students, focusing on these important questions: (a) What are the links between physiological stress response and learning-related skills and behaviors, and do they vary as a function of proximal and distal experiences outside of school?; (b) How are school experiences associated with students' physiological stress response and related cognitive and behavioral adaptations?; and (c) How can we leverage measures of students' physiological stress response in evaluations of school-based interventions to better support the school success of every student? We hope to stimulate a new wave of research that will advance the science of developmental stress physiology, as well as improve the application of these findings in educational policy and practice.

Published
2020
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5. Cross-Linguistic Influences on Bilingual Child Literacy: Behavioral and Neuroimaging Evidence

Author

Xin Sun

Abstract

Early childhood language experiences influence how a child's mind and brain process language and acquire literacy. For children growing up bilingual, their two languages interact in their minds, and these cross-linguistic influences can lead to unique neurocognitive mechanisms for language and reading compared to monolinguals. In this dissertation, I asked: "how does early bilingualism impact children's cognitive and neural organization for learning to read?" To address this question, this dissertation includes three inter-related studies of behavioral and functional Near-Infrared Spectroscopy (fNIRS) neuroimaging assessments with young Chinese-English bilingual, Spanish-English bilingual, and English monolingual children (N = 283, ages 5-11). Children completed language and literacy tasks in each of their respective languages while their parents completed questionnaires on children's language use. Studies 1 and 2 revealed that bilingual children processed English words in a way that reflected their proficiency with the characteristics of their heritage language -- in particular, Chinese bilinguals relied more on meaning-based skills, whereas Spanish bilinguals on sound-based skills, to read English words (Study 1); and in both groups, higher heritage language proficiency is associated with stronger activations in the left temporal brain region when processing English words (Study 2). Study 3 further revealed that bilinguals with stronger dual language proficiency formed more widespread neural connections within the neural network for language processing. Taken together, the findings suggest that heritage language influences children's literacy development and emerging neural organization for learning to read and these bilingual influences reflect children's experiences and proficiency with both of their languages. These findings thus inform theories of bilingualism and literacy instruction for children from diverse socio-linguistic backgrounds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2022

6. Simply (Neuro-)Stimulating: The Effects of Transcutaneous Vagus Nerve Stimulation on Phonological and Lexical Tone Learning Indexed by Behavior and Pupillometry

Author

Nicholas Balint Pandza

Abstract

Mandarin lexical tone learning has repeatedly been identified as a difficult linguistic feature for non-native speakers of tonal languages like English, even for native English learners of Mandarin at high proficiencies (e.g., Pelzl et al., 2019b). Sound perception training has been shown to help native English speakers perceive lexical tone differences, but acquiring lexical tone as a feature still remains difficult, even after as many as 18 training sessions (Bowles et al., 2016; Chandrasekaran et al., 2010; Li & DeKeyser, 2017; 2019; Liu & Chandrasekaran, 2013; Wang et al., 1999; 2003; Wong et al., 2011; Wong & Perrachione, 2007). While much of the tone learning literature has focused on different training interventions to overcome learning plateaus, another type of intervention that could augment learning is non-invasive neurostimulation. Transcutaneous auricular vagus nerve stimulation (taVNS) is a type of safe, non-invasive neurostimulation that delivers electrical current to the ear canal that has been shown to enhance cognition and learning (e.g., Jacobs et al., 2015). This dissertation investigated taVNS and its potential impact as tool to enhance Mandarin tone learning. Participants in three groups, peristim taVNS, priming taVNS, and a sham taVNS control participated in a double-blind two-day Mandarin phonological and lexical tone training study. Behavioral data including accuracy and reaction time were collected, as was physiological data in the form of pupillometry due to its ties both to cognitive effort and the most well-studied taVNS mechanism of action, the production of norepinephrine. Active taVNS groups received stimulation before or during multiple training and testing tasks across the two days. This body of work revealed: (1) priming and peristim administrations of taVNS differentially facilitated vocabulary learning of words with Mandarin tone, (2) priming and peristim administrations of taVNS differentially facilitated learning of new phonological tone categories, and (3) the effects of individual differences were substantially and differentially impacted by priming and peristim administrations taVNS, all results compared to a sham control. The evidence herein supports the potential of taVNS as a practical treatment intervention for enhancing language learning and reveals a number of considerations for its use and implementation to be explored in future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2022

7. Early Markers of Dyslexia: Fostering a Synergistic Partnership between Cognitive Neuroscientists and Educators to Dispel Neuromyths and Expand Expertise

Author

Sharon A. Ryan

Abstract

Educator expertise is urgently needed in supporting young children displaying early markers of dyslexia; yet, there remains an abundance of neuromyths associated with dyslexia that need remediation in order to provide effective interventions. Thus, the purpose of this study was to determine kindergarten through Grade two educators' baseline ability to recognize and address early markers of dyslexia, including the existence of commonly held neuromyths. Using these data and the latest cognitive neuroscience advancements, professional learning was designed to empower educators to provide targeted direct instruction and intervention at the most impactful time within a child's literacy development. Two world-renowned cognitive neuroscientists--Dr. Joanna Christodoulou and Dr. Nadine Gaab--provided direct instruction and consultation throughout this study. Quantitative data analysis showed that professional learning resulted in statistically significant improvement in educators' knowledge and substantially mitigated commonly held neuromyths. Furthermore, qualitative data demonstrated exceptional growth in new educator knowledge, improved classroom practice, and enhanced self and collective efficacy that directly impacts student learning. Ultimately, affording multiple professional learning experiences such as those provided through this study will improve expertise and impact the trajectory of fragile literacy learners displaying early markers of dyslexia. This study serves as a valuable model for replication across school districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2022

8. Evolutionary and Neurobiological Underpinnings of Adult Learning. What Can Veterans Teach Us?

Author

Young, Jeremy R.

Abstract

The role of various neurological structures and their functions play a key role in determining risk versus reward and pleasure versus pain. This neurobiological evolutionary development ultimately drives our motivation or avoidance based exclusively on our desire to survive. Following 16 years of prolonged combat in Iraq and Afghanistan, the military veteran is an exceptional example into how being emotionally distant (Post-traumatic Stress Disorder) can produce unintended barriers to learning. According to Pessoa (2017), the key to adult learning is unlocking the emotional pathways that are interwoven between perception, cognition, motivation, and action. [For the complete proceedings, see ED590245.]

Published
2018

9. Quality of Life in Adult Learning. Adult Higher Education Alliance Annual Conference Proceedings (42nd, Orlando, Florida, March 8-9, 2018)

Author

Adult Higher Education Alliance (AHEA), Elufiede, Kemi, Olson, Joann S., and Murray-Johnson, Kayon

Abstract

The 42st annual conference of the Adult and Higher Education Alliance (AHEA) was held at the University of Central Florida in March 2018 and explored the theme, "Quality of Life in Adult Learning." The purpose of the Adult and Higher Education Alliance (AHEA) is to help institutions of higher education develop and sustain learning environments and programs suitable for adults. Papers were presented about widely varying approaches to the best practices related to the role of adult learning in enhancing quality of life. In addition, factors that may contribute to the improved quality of life for adult educators, was also discussed. (Individual conference papers contain references.)

Published
2018

10. Tip-of-the-Tongue States Predict Enhanced Feedback Processing and Subsequent Memory

Author

Bloom, Paul A., Friedman, David, Xu, Judy, Vuorre, Matti, and Metcalfe, Janet

Abstract

This article investigates the relations among the tip-of-the-tongue (TOT) state, event related potentials (ERPs) to correct feedback to questions, and subsequent memory. ERPs were used to investigate neurocognitive responses to feedback to general information questions for which participants had expressed either being or not being in a TOT state. For questions in which participants were unable to answer within 3 s, they indicated whether they were experiencing a TOT state and then were immediately provided with the correct answer. Feedback during a TOT state, as opposed to not knowing the answer, was associated with enhanced positivity over centro-parietal electrodes 250-700 ms post-feedback, and this enhanced positivity mediated a positive relationship between TOTs and later recall. Although effects of increased semantic access during TOT states cannot be ruled out, these results suggest that information received during TOT states elicits enhanced processing--suggestive of curiosity--leading to enhanced learning of studied material.

Published
2018
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11. Neurobiological Mechanisms of Reading: Relationships among Brain Function Anatomy and Chemistry

Author

Meaghan Perdue

Abstract

Reading is a complex task that requires integration of information across brain systems that support sensory, language and cognitive processing. Individuals vary widely in reading ability: some read almost effortlessly, while others struggle to make sense of printed text. Factors at multiple levels from genes and brain through environment contribute to these individual differences in reading ability. Research at the neurobiological level has revealed structural and functional neural correlates of reading ability, but the links among multiple brain features and their associations to reading ability have seldom been investigated. This leaves a gap in the understanding of neurobiological mechanisms that drive individual differences in reading ability. In this dissertation, I aim to address that gap by examining relationships among neurobiological factors and reading ability in children in two studies. In Study 1, I examine relationships among cortical structure, reading-related functional activation, and reading ability. Specifically, I investigate whether functional activation accounts for a previously observed relationship between cortical thickness in the left superior temporal gyrus and reading ability (Perdue et al., 2020). In addition, I explore relationships among cortical thickness and functional activation across the whole brain to gain further insight to structure-function relationships in the context of reading. Findings reveal a nuanced, region-dependent relationship among structural and functional brain features related to reading, and alternative hypotheses to explain links between cortical structure and reading ability are considered. In Study 2, I investigate relationships among neurochemistry, white matter structure, and reading ability using state-of-the-art neuroimaging methods. I focus primarily on the neurometabolite, choline, which is involved in the maintenance and metabolism of white matter tissue and has previously been associated with reading ability (Pugh et al., 2014). This study provides preliminary evidence to support a putative mechanism by which choline is related to reading ability via its association with white matter structure. Together, these studies provide insight to neurobiological mechanisms associated with individual differences in reading ability. The findings promote further research in this domain that could contribute to early identification and treatment for children at risk of reading disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2021

12. Neurofeedback as an Intervention to Improve Reading Achievement in Students with Attention- Deficit/Hyperactivity Disorder, Inattentive Subtype

Author

La Marca, Jeffry P. and O'Connor, Rollanda E.

Abstract

Research consistently demonstrates that attention deficits have a deleterious effect on academic achievement. Impairments in attention, and not hyperactivity/impulsivity, are associated with learning difficulties and academic problems in students with attention-deficit/hyperactivity disorder (ADHD). To date, most studies have focused on symptoms of hyperactivity/impulsivity, with little research being conducted on interventions for students with ADHD, inattentive subtype. This study examines the use of neurofeedback as an intervention to improve reading achievement in a public school setting. A multiple-baseline-across-participants single-case model was used to assess five fourth-grade students who received 40 daily sessions of neurofeedback. Following the intervention, improvements were observed on objective measures of attention: a continuous performance test (Integrated Visual and Auditory Continuous Performance Test [IVA+Plus]) and/or a test of shifting attention (CNS Vital Signs, Shifting Attention Test [CNS-VS, SAT]). Results on tests of reading fluency revealed little change, although participants demonstrated gains on a measure of reading comprehension (Gray Oral Reading Tests-Fifth Edition [GORT-5]). Results suggest that neurofeedback helped participants to become more accurately engaged with the text with more focused attention to content. Thus, neurofeedback may be a viable option to assist children with attention deficits for improving both attention and reading achievement. [Additional funding for this research was provided by the Foundation for Neurofeedback and Neuromodulation Research (formerly, the International Society for Neurofeedback and Research Foundation) and Brain Science International. This article was published in "NeuroRegulation," v3 n2 p55-77 2016.]

Published
2016
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13. Executive Function: Implications for Education. NCER 2017-2000

Author

National Center for Education Research (ED), Westat, Inc., Zelazo, Philip David, Blair, Clancy B., and Willoughby, Michael T.

Abstract

Executive function (EF) skills are the attention-regulation skills that make it possible to sustain attention, keep goals and information in mind, refrain from responding immediately, resist distraction, tolerate frustration, consider the consequences of different behaviors, reflect on past experiences, and plan for the future. As EF research progresses, scientists, teachers, and parents are becoming more aware of the importance of these skills for learning in school settings for all students and especially for those at risk due to various factors, such as disabilities. In this paper, the authors highlight some key findings on EF and focus on its relevance to education research and practice. This paper's primary audience includes graduate students and others conducting advanced study in the fields of education, developmental psychology, educational neuroscience, and public policy, as well as other interested education researchers and stakeholders. Topics include the following: (1) An Introduction to Executive Function; (2) The Role That Executive Function Plays in Learning and Adaptation; (3) Assessment of Executive Function; (4) Developmental Change in Executive Function; (5) Individual Differences in Executive Function Development; (6) Malleability of Executive Function; and (6) Overall Summary, Directions for Future Research, and Implications for Educational Policy and Practice. References and a glossary are also included.

Published
2016

14. Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. Second Edition

Author

Wilson, Donna, Conyers, Marcus, Wilson, Donna, and Conyers, Marcus

Abstract

This is the second edition of the seminal text designed to empower educators with an innovative and inspiring conceptual framework for effective teaching. This bestseller is grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice: neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition. Updated and expanded to include new sections on social and emotional learning, this edition offers a firm foundation for implementing current rigorous standards. The authors draw on their experience working with tens of thousands of educators worldwide to drive the book's focus on practical application. Essential ideas are reinforced through vignettes, examples, inspirational stories from teachers, strategies, reflective questions, and current research on how people learn. New for the Second Edition: (1) An exploration of how guiding students to develop social, emotional, cognitive, affective, and behavioral competencies can improve their personal relationships, peer and teacher interactions, and academic outcomes; (2) An examination of recent advances in understanding how brain plasticity extends over the life span, how working memory supports students to tackle more complex learning tasks, and how teaching students about growth mindsets can power learning; (3) A synthesis of the science behind the power of positivity, learning potential, metacognition, the social aspects of cognition, and the Body-Brain System for classroom and school applications; and (4) An expanded reference list with relevant new publications. [Foreword by Robert Calfee.]

Published
2020

15. Brain 3M--A New Approach to Learning about Brain, Behavior, and Cognition

Author

Li, Ping, Chaby, Lauren E., and Legault, Jennifer

Abstract

By combining emerging technologies with cognitive and education theories, we are capitalizing on recent findings from adaptive exploration and embodied learning research to address significant gaps in the education of brain sciences for school children and college level students. Through the development of virtual learning tools in combination with innovative education techniques, we are testing novel ways to train students of all ages about the function, anatomy, and evolutionary history of brains. The approach we are taking focuses on key brain regions that are typically taught in college-level introductory courses, as well as a comparative component that introduces features and specializations of other vertebrate brains. By adopting methods grounded in cognitive and learning science theories, we are studying how technology-rich platforms promote better learning and knowledge about the brain. The first phase of the project is aimed at transforming learning by allowing school students to digitally manipulate brain structures, identify real brain images, and 3D print and assemble brain models of different animals. Our aim is to determine how learning in this technology-rich context compares with traditional classroom learning. To test this, we will use behavioral studies that assess the learner's knowledge and the efficacy of knowledge integration into long-term memory. Understanding the brain is a highly interdisciplinary endeavor that bridges neuroscience, psychology, education, biological and medical sciences. We call this approach Brain3M, because it is a combination of (1) virtual brain interfaces in the form of Mobile device apps (e.g., on smartphones and tablets) and web-based tools for learning; (2) Magnetic resonance images (MRI) that connect with mobile and web interfaces, and (3) 3D printing Models and puzzles of vertebrate brains. The goal is to devise technological tools for learning about brains, as well as understanding the mind through investigating learner experiences with the technology. The research represents a significant step in bringing together technology, learning, and the brain. [For the full proceedings, see ED562093.]

Published
2015

16. Zinc Deficiency Induces Apoptosis via Mitochondrial p53- and Caspase-Dependent Pathways in Human Neuronal Precursor Cells

Author

Seth, Rohit, Corniola, Rikki S., and Gower-Winter, Shannon D.

Abstract

Previous studies have shown that zinc deficiency leads to apoptosis of neuronal precursor cells in vivo and in vitro. In addition to the role of p53 as a nuclear transcription factor in zinc deficient cultured human neuronal precursors (NT-2), we have now identified the translocation of phosphorylated p53 to the mitochondria and p53-dependent increases in the pro-apoptotic mitochondrial protein BAX leading to a loss of mitochondrial membrane potential as demonstrated by a 25% decrease in JC-1 red:green fluorescence ratio. Disruption of mitochondrial membrane integrity was accompanied by efflux of the apoptosis inducing factor (AIF) from the mitochondria and translocation to the nucleus with a significant increase in reactive oxygen species (ROS) after 24 h of zinc deficiency. Measurement of caspase cleavage, mRNA, and treatment with caspase inhibitors revealed the involvement of caspases 2, 3, 6, and 7 in zinc deficiency-mediated apoptosis. Down-stream targets of caspase activation, including the nuclear structure protein lamin and polyADP ribose polymerase (PARP), which participates in DNA repair, were also cleaved. Transfection with a dominant-negative p53 construct and use of the p53 inhibitor, pifithrin-µ, established that these alterations were largely dependent on p53. Together these data identify a cascade of events involving mitochondrial p53 as well as p53-dependent caspase-mediated mechanisms leading to apoptosis during zinc deficiency.

Published
2015
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17. Motivation in Second Language Acquisition: A State of the Art Article

Author

Zareian, Gholamreza and Jodaei, Hojat

Abstract

Success in second language learning is often related to the concept of 'motivation'. Motivation is the most used concept for explaining the failure or success of a language learner. This paper collected and reviewed the literature of motivation in second language acquisition (SLA) form prominent journals in the field. The role of motivation as one of the most important constructs of individual differences (IDs) in foreign language learning and their relationships with second/foreign language learning are investigated. The wider concluding argument of this paper is that motivation and its constructs are context dependent and, therefore, any language learning situation has its own unique motivational model.

Published
2015

18. The Biological Embedding of Child Abuse and Neglect Implications for Policy and Practice. Social Policy Report. Volume 28, Number 1

Author

Society for Research in Child Development, Jaffee, Sara R., and Christian, Cindy W.

Abstract

Each year within the US alone over 770,000 children are victimized by abuse and neglect (US Department of Health and Human Services, 2010), and this figure is likely to underestimate the extent of the problem. Researchers have long recognized that maltreatment has adverse effects on children's mental health and academic achievement. Studies of adults show that adverse childhood experiences like maltreatment increase risk for chronic diseases of aging, including Type II diabetes and cardiovascular disease. What the field does not fully understand is why maltreatment has such pervasive effects. Studies on the neuroscience of maltreatment have begun to offer some clues. Victims of maltreatment differ from non-victims with respect to brain structure and function, hypothalamic-pituitary-adrenal-(HPA) axis and autonomic nervous system function, immune function, and epigenetic markers. These studies identify potential mechanisms by which maltreatment increases risk for poor mental and physical health and poor school performance by affecting systems that subserve memory, attention, the response to stress, and inflammation. The findings highlight the importance of broadening the scope of child welfare beyond child protection to include child wellbeing. A focus on child well-being would require integrated services, wherein comprehensive mental and physical health care are routinely offered to victims of maltreatment and case workers, pediatricians, and psychologists would work as teams to determine how best to deliver care to children and families in the child welfare system. In working with the family, such efforts could potentially reduce the risk of re-victimization which commonly jeopardizes long-term gains in child well-being. [This document contains four commentaries: (1) "Neuroscience and Child Maltreatment Research Discovery through Translation" (Cheryl Anne Boyce, Valerie Maholmes, and Cathy Saptz Widom); (2) "Neuroscience and Child Maltreatment The Role of Epigenetics in Risk and Resilience in Maltreated Children" (Catherine Ann Orr and Joan Kaufman); (3) "Neuroscience Enhanced Child Maltreatment Interventions to Improve Outcomes" (Mary Dozier and Philip A. Fisher); and (4) "A Call to Action: Promoting Effective Interventions for Children in Child Welfare Using Neuroscience" (Bryan Samuels and Caryn Blitz).]

Published
2014

19. Affective Social Neurobiology and Student Formation in Christian Higher Education Institutions: A Transdisciplinary Multimethod Study

Author

Porter, Jacob Earl

Abstract

This multimethod study utilizes methods of grounded qualitative meta-analysis and transdisciplinary textual analysis to examine the extent to which the phenomenon of student spiritual formation at Christian higher education institutions reflects the growing body of literature on human development from the field of affective social neurobiology. The meta-analysis was based on four previously conducted qualitative studies of student spiritual formation at Christian higher education institutions. Each study was individually analyzed utilizing standard grounded theory processes of open, axial, and selective coding. The results of each were then combined for a grounded qualitative meta-analysis across the primary studies to produce hypotheses about the phenomenon of student spiritual formation derived from the data. These hypotheses were then read in light of affective social neurobiological research utilizing a transdisciplinary methodology. The thesis concludes with implications of the findings, application for those facilitating spiritual formation processes, and directions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2019

20. Engage the Brain: How to Design for Learning That Taps into the Power of Emotion

Author

ASCD, Posey, Allison, Posey, Allison, and ASCD

Abstract

Research on the brain has shown that emotion plays a key role in learning, but how can educators apply that research in their day-to-day interactions with students? What are some teaching strategies that take advantage of what we know about the brain? "Engage the Brain" answers these questions with easy-to-understand explanations of the brain's emotion networks and how they affect learning, paired with specific suggestions for classroom strategies that can make a real difference in how and what students learn. Readers will discover how to design an environment for learning that: (1) makes material relevant, relatable, and engaging; (2) accommodates tremendous variability in students' brains by giving them multiple options for how to approach their learning; (3) incorporates Universal Design for Learning (UDL) principles and guidelines; and (4) uses process-oriented feedback and other techniques to spark students' intrinsic motivation. Author Allison Posey explains how schools can use the same "emotional brain" concepts to create work environments that reduce professional stress and the all-too-common condition of teacher burnout. Real-world classroom examples, along with reflection and discussion questions, add to the usefulness of Engage the Brain as a practical, informative guide for understanding how to capture the brain's incredible power and achieve better results at all grade levels, in all content areas.

Published
2018

21. Does an Ability to Pattern Indicate That Our Thinking Is Mathematical?

Author

Mathematics Education Research Group of Australasia, McCluskey, Catherine, Mitchelmore, Michael, and Mulligan, Joanne

Abstract

Research affirms that pattern and structure underlie the development of a broad range of mathematical concepts. However, the concept of pattern also occurs in other fields. This theoretical paper explores pattern recognition, a neurological construct based on the world of Goldberg (2005), and pattern as defined in the field of mathematics to highlight what is intrinsically similar about the concept in these domains. An emerging model of patterning is proposed to describe this relationship.

Published
2013

22. Fractions: The New Frontier for Theories of Numerical Development

Author

Siegler, Robert S., Fazio, Lisa K., Bailey, Drew H., and Zhou, Xinlin

Abstract

Recent research on fractions has broadened and deepened theories of numerical development. Learning about fractions requires children to recognize that many properties of whole numbers are not true of numbers in general and also to recognize that the one property that unites all real numbers is that they possess magnitudes that can be ordered on number lines. The difficulty of attaining this understanding makes the acquisition of knowledge about fractions an important issue educationally, as well as theoretically. This article examines the neural underpinnings of fraction understanding, developmental and individual differences in that understanding, and interventions that improve the understanding. Accurate representation of fraction magnitudes emerges as crucial both to conceptual understanding of fractions and to fraction arithmetic.

Published
2013
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23. The Effect of Motivational Factors on English Achivement in an Intensive English Course: Evidence from a Military University

Author

Jodaei, Hojjat

Abstract

This study investigated the effect of motivational factors on English achievement in an intensive English course. The participants consisted of 41 Iranian male military staff, with the age range from 21 to 28. The participants filled a translated and adapted version of the mini-Attiude Motivation Test Battery (a=0.70). Factor analysis of the questionnaire yielded four principal variables namely, motivation, integrativeness, organizational influence, and anxiety. Descriptive statistics indicated that the military staff were highly motivated in learning English and had low English learning Anxiety. It also suggested that the military organization was not so much supportive in learners' studying English. Furthermore, path analysis indicated that integrativeness predicted the motivation to learn English positively, and that motivation was a positive predictor of English achievement, whereas organizational influence was a negative predictor of English achievement. This study confirmed that motivation is the single most influential factor of language learning achievement, all other things being equal. Finally, based on the current study a path analytic model of L2 motivation was proposed.

Published
2012

24. Managing Chronic Pain in Adults with or in Recovery from Substance Use Disorders. Treatment Improvement Protocol (TIP) Series 54

Author

Substance Abuse and Mental Health Services Administration (DHHS/PHS)

Abstract

Chronic noncancer pain (CNCP) is common in the general population as well as in people who have a substance use disorder (SUD) (Exhibit 1-1). Chronic pain is not harmless; it has physiological, social, and psychological dimensions that can seriously harm health, functioning, and well-being. As a multidimensional condition with both objective and subjective aspects, CNCP is difficult to assess and treat. Although CNCP can be managed, it usually cannot be completely eliminated. When patients with CNCP have comorbid SUD or are recovering from SUD, a complex condition becomes even more difficult to manage. This Treatment Improvement Protocol (TIP) is for primary care providers who treat or are likely to treat adult patients with or in recovery from SUDs who present with CNCP. Given the prevalence of CNCP in the population, this audience includes virtually all primary care providers. Addiction specialists, psychiatrists, nurses, and other clinicians may find information here that will help them ensure that their patients with CNCP receive adequate pain treatment. By providing a shared basic understanding of and a common language for these two chronic conditions, this TIP facilitates cooperation and communication between healthcare professionals treating pain and those treating addiction. This TIP equips clinicians with practical guidance and tools for treating CNCP in adults with histories of SUDs. It provides readers with information about SUD assessments and referrals for further evaluation. For patients with histories of SUDs, the most controversial and possibly hazardous pain treatment in widespread use is opioid treatment. For this reason, this topic receives significant attention in Chapters 3 and 4. Appended are: (1) Bibliography; (2) Assessment Tools and Resources; (3) CFR Sample Consent Form and List of Personal Identifiers; (4) Resources for Finding Complementary and Alternative Therapy Practitioners; (5) Field Reviewers; and (6) Acknowledgments. A section on patient education is also included as well as an index. (Contains 50 exhibits.)

Published
2012

25. Six Tips for Brain-Based Learning: Plus, a Bonus Class Project, Resources, and a Reading List

Author

George Lucas Educational Foundation

Abstract

By understanding how the brain works, educators are better equipped to help students with everything from focusing attention to increasing retention. That's the promise of brain-based learning, which draws insights from neurology, psychology, technology, and other fields. Bringing this information to the classroom can help teachers engage diverse learners, offer effective feedback that leads to deeper understanding, and create a rich learning environment that attends to students' social and emotional needs along with their developing brains. In this guide, teachers get practical tips across the K-12 spectrum, a reading list, and a variety of resources to help them learn more about this fascinating field. A bonus project that will get students thinking critically about thinking is also included. The top six tips for brain-based learning are: (1) Create a safe climate for learning; (2) Encourage a growth mind-set; (3) Emphasize feedback; (4) Get bodies and brains in gear; (5) Start early; and (6) Embrace the power of novelty. A list of resources is included.

Published
2011

26. Progressive Education Standards: A Neuroscience Framework

Author

O'Grady, Patty

Abstract

This paper proposes a coherent and unique set of 12 standards, adopting a neuroscience framework for biologically based on school reform. This model of educational principles and practices aligns with the long-standing principles and practices of the Progressive Education Movement in the United States and the emerging principles of neuroscience. Progressive educators may now adopt the progressive neuroscience education framework to design and deliver effective programs in systematic ways. Research of the brain confirms how individuals attend, process, organize, remember, apply and use information. That research enables educators to identify the pedagogies that enhance rather then inhibit learning.

Published
2011

27. Child Development and Behavior Branch (CDBB), NIHCD, Report to the NACHHD Council

Author

National Institute of Child Health and Human Development (NIH)

Abstract

The Child Development & Behavior (CDB) Branch of the National Institute of Child Health and Human Development (NICHD) seeks to improve the health and well-being of individuals from infancy through early adulthood by supporting research into healthy growth and development, including all aspects of child development. The study of typical child development--of behavior, how to predict or change behavior, and how to recognize and intervene in learning and behavior difficulties--across the diverse population of American children today is among the defining features of research supported by the Branch. The central mission of the CDB Branch is to examine in-depth the behavioral, neurobiological, and genetic aspects of typical development and factors that place such development at risk, and to determine the optimal prevention and intervention approaches and under what conditions and in what contexts interventions can be most effective for specific subsets of individuals. This report to the National Advisory Child Health and Human Development (NACHHD) Council describes research and research training supported by the NICHD CDBB as of 2009 relevant to psychological, psychobiological, and educational development of children from conception through adolescence. The report describes the Branch's research programs, their initiatives, selected findings from their supported research, and their efforts at collaboration and dissemination. Appended are: (1) CDB Branch Personnel; (2) Branch-Supported Research Consortia and Networks; (3) Branch Publications 2004-2008; (4) Expert Panel Members; (5) CDB Branch Funding Initiatives, Fiscal Year 2004 through Fiscal Year 2007; and (6) Branch-Sponsored/Co-Sponsored Workshops and Conferences. (Contains 6 figures.)

Published
2009

28. Navigating the Complex Landscape of Literacy Instruction: A Case Study of an Exemplar Reading Teacher

Author

Sullivan, Abigail Bargende

Abstract

This study explored how an elementary reading teacher navigates the complex role of literacy instruction in public schools. Data was gathered through observation, semi-structured interviews, and document collection and analysis. Observation notes, transcripts, lesson plans, and schedules were analyzed using In Vivo, Values, and Descriptive coding. Case study design was used to identify a complex combination of factors related to how a reading teacher navigates her role. Five themes emerged including: 1) an exceptional and comprehensive educational background, 2) personal traits of warmth and drive, 3) student-focused approach, 4) scientifically-based philosophy, knowledge, and skills related to teaching reading, and 5) a supportive district and school context. The findings from this study lead to recommendations for the practice of college and university instructors who prepare future reading teachers and for future research. This study particularly demonstrates the importance of properly preparing teachers for the complex task of teaching reading beyond supplying content knowledge. Recommendations for those who prepare or oversee teachers include: 1) infuse teacher education programs with scientific research and critical thinking activities, 2) include coursework on dyslexia and neurology, 3) cultivate a student-focused approach in preparation programs and in schools, 4) empower teachers to be leaders in their schools and districts, and 5) explore how unions can help or hurt teachers who are driven to improve their schools. Keywords: reading teacher, reading specialist, dyslexia, teacher preparation, teacher development, scientifically based reading research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2018

29. Attack of the Teenage Brain! Understanding and Supporting the Weird and Wonderful Adolescent Learner

Author

ASCD, Medina, John, Medina, John, and ASCD

Abstract

"Marvel" at the neuroscientific reasons why smart teens make dumb decisions! "Behold" the mind-controlling power of executive function! "Thrill" to a vision of a better school for the teenage brain! Whether you're a parent interacting with one adolescent or a teacher interacting with many, you know teens can be hard to parent and even harder to teach. The eye-rolling, the moodiness, the wandering attention, the "drama." It's not you, it's them. More specifically, it's their brains. In accessible language and with periodic references to "Star Trek," motorcycle daredevils, and near-classic movies of the '80s, developmental molecular biologist John Medina, author of the New "York Times" best-seller "Brain Rules," explores the neurological and evolutionary factors that drive teenage behavior and can affect both achievement and engagement. Then he proposes a research-supported counterattack: a bold redesign of educational practices and learning environments to deliberately develop teens' cognitive capacity to manage their emotions, plan, prioritize, and focus. "Attack of the Teenage Brain!" is an enlightening and entertaining read that will change the way you think about teen behavior and prompt you to consider how else parents, educators, and policymakers might collaborate to help our challenging, sometimes infuriating, often weird, and genuinely wonderful kids become more successful learners, in school and beyond.

Published
2018

30. Using Refutation Texts to Change Attitudes and Knowledge Concerning Auditory Verbal Hallucinations

Author

Nasim, Abu Muhammad

Abstract

The general public harbors misconceptions about mental illnesses; particularly, auditory verbal hallucinations (AVHs). Misconceptions about the causes, dangerousness, and treatment of mental illnesses constitute barriers for treatment. The purpose of this study was to examine whether a neurobiological refutation text was more effective than a neurobiological expository text in changing knowledge and attitudes concerning AVHs. A MANOVA determined that the refutation text was not statistically different than the expository text in changing knowledge of AVHs [F(2, 95) = 0.982, p = 0.428]. Another MANOVA determined that the refutation text was not statistically different than the expository text in changing attitudes towards a person in a vignette with severe AVHs [F(2, 95) = 2.553, p = 0.083]. A bimodal distribution was observed in participants' level of contact with persons with severe mental illness. Supplemental analyses indicated that participants who read the expository text and reported high levels of contact endorsed significantly lower levels of social distancing behaviors towards the person in a vignette [t(47) = 1.983, p = 0.053, d =0.57]. Participants who read the refutation text and reported low levels of contact attributed significantly less attitudes of fear and anger [t(41) = 2.664, p = 0.011, d =0.82], and endorsed significantly lower levels of social distancing behaviors [t(41) = 2.829, p = 0.007, d =0.87]. A refutation text may be more effective than an expository text in changing attitudes concerning AVHs, when a participant's misconceptions of persons with severe mental illness are formed through observations and various forms of media. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2018

31. Proceedings of the 2007 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2007 du Groupe Canadien d'Etude en Didactique des Mathematiques (31st, Fredricton, New Brunswick, Canada, Jun 8-12, 2007)

Author

Canadian Mathematics Education Study Group (CMESG) and Liljedahl, Peter

Abstract

This submission contains the Proceedings of the 2007 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of New Brunswick in Fredricton, New Brunswick. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions and a panel discussion. Papers include: (1) Understanding Abstraction in Mathematics Education: Meaning, Language, Gesture, and the Human Brain (Rafael Nunez); (2) Mathematics Departments, New Faculty, and the Future of Collegiate Mathematics (T. Christine Stevens); (3) Outreach in Mathematics--Activities, Engagement, & Reflection (Veronique Hussin and Eric Muller); (4) Geometry, Space, and Technology: Challenges for Teachers and Students (Shelley Hunter, Donna Kotsopoulos, and Walter Whiteley); (5) The Design and Implementation of Learning Situations (Anna McQuillan, Fernando Hitt, and Luis Radford); (6) The Multifaceted Role of Feedback in the Teaching and Learning of Mathematics (Jerome Proulx and Florence Glanfield); (7) Mathematics Educational Neuroscience: Origins, Activities, and New Opportunities (Stephen R. Campbell); (8) Communicating the Excitement and Beauty of Mathematics (Malgorzata Dubiel); (9) Conception et experimentation de situations didactiques au prescolaire/primaire / Design and Experimentation of Didactical Situations in Kindergarten and Elementary School (Jacinthe Giroux) [Written in French]; (10) Cabri 3D: An Environment for Purposeful Mathematical Activity? (Kate Mackrell); (11) Equity and Opportunities to Learn in Cooperative Mathematical Work (Indigo Esmond); (12) (Elargir les) Connaissances mathematiques des enseignants de mathematiques du secondaire: une etude sur la formation continue / (Enlarging) Secondary-Level Mathematics Teachers' Mathematical Knowledge: An Investigation of Professional Development (Jerome Proulx) [Presented in both French and English]; (13) Un paradigme d'experimentation au laboratoire de sciences pour l'identification et l'optimisation statistique d'un modele algebrique par interaction visuo-graphique (Georges Touma) [Written in French]; (14) What Factors Influence Understanding of Written Arithmetic Problems? (Dominic Voyer); (15) Probabilities / Probabilites (Egan Chernoff and Annie Savard); (16) First Steps toward an Archeology of Gesture in Graphing (Susan Gerofsky); (17) Function Modelling Using Secondary Data from Statistics Canada's E-STAT Database (Jennifer Hall); (18) Explanation and Proof in Mathematics and Mathematics Education (Gilla Hanna, Ella Kaye, and Riaz Saloojee); (19) Exploring Our Embodied Knowing of the Gauss-Bonnet Theorem: Barn-Raising and Endo-Pentakis-Icosi-Dodecahedron (Eva Knoll); (20) Mathematical Biography (John Grant McLoughlin); (21) This Is Mathematics; This Isn't Mathematics; But That... I'm Not So Certain About: The Possible "Emancipation" of Secondary School Mathematics from the Bonds of "Real" Mathematics (Craig Newell); and (22) What Courses Could or Should Mathematics Departments Offer to Graduate Programs in Mathematics Education? (France Caron, Morris Orzech, and Elaine Simmt). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lecture at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, figures, and tables. [Abstract modified to meet ERIC guidelines. For the 2006 proceedings, see ED529562.]

Published
2008

32. 'Celebration of the Neurons': The Application of Brain Based Learning in Classroom Environment

Author

Duman, Bilal

Abstract

The purpose of this study is to investigate approaches and techniques related to how brain based learning used in classroom atmosphere. This general purpose were answered following the questions: (1) What is the aim of brain based learning? (2) What are general approaches and techniques that brain based learning used? and (3) How should be used brain based learning on learning-teaching process in classroom atmosphere?

Published
2007

33. Neuroscience and Positive Psychology: Implications for School Counselors

Author

Stickel, Sue A. and Callaway, Yvonne L.

Abstract

Increasing research findings are pointing out that using positive psychology and wellness strategies in counseling and therapy are helpful in fostering healthy human development (Snyder & Lopez, 2001). Positive psychology is addressing the importance of positive emotions, character traits, and features of enabling institutions such as the 'good school' (Peterson, 2006), and appears to offer strategies for institutional change capable of impacting both systems and individuals. Research in neuroscience documents the neural pathways that cognitive processes use as the brain constructs meaning from emotional signals. School counselors occupy a unique position in schools with potential to use these new paradigms to change the myths and practices that may under gird prevailing stereotypes and discriminatory educational outcome. 21st century schools must retain students through the 12th grade, and effectively prepare them for post-secondary training. Ridley (2005) reminds us that multiculturally competent counseling requires the creation of non-pathological paradigms to facilitate the design of more culturally appropriate interventions. Research documents the plasticity of the human brain and the importance of the environment on learning initiatives. Every time we learn something new, something in our brains changes. Our brains become fine-tuned through experience. Emotion, based on key environmental elements, is a critical factor in learning and acts as a pathway to transform data into meaningful information. Positive psychology provides an etiology for discussing this process in the context of human strength, as opposed to deficiency. The professional school counselor, armed with such understandings can more effectively meet current mandates for occupational relevancy and advocacy for all students. Counselors can assist teachers in better understanding the emotional connections that spur intrinsic motivation and challenge that are embedded in complex, real-world sciences and can provide leadership in helping to establish a school culture that values and promotes professional collegiality and collaboration so that educational personnel model and support optimal use of the brain's ability to process, integrate, and store information. (Contains 1 table.)

Published
2007

34. Specific Learning Disabilities and Responsiveness to Intervention. Resource List. Winter 2007

Author

National Research Center on Learning Disabilities, Starrett, Barbara E., de Boer, Sonja R., and Tollefson, Julie M.

Abstract

The Individuals with Disabilities Education Act of 1997 (IDEA 1997) and Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) define specific learning disabilities in a similar manner. "The term "specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in [the] imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, or mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage" (IDEA 1997, IDEA 2004). This bibliography is not intended to be exhaustive; rather, the references are a starting point for individuals interested in searching for additional information about learning disabilities (LD), specific learning disabilities (SLD), and responsiveness to intervention (RTI).

Published
2007

35. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1

Author

International Group for the Psychology of Mathematics Education., Novotna, Jarmila, Moraova, Hana, Kratka, Magdalena, and Stehlikova, Nad'a

Abstract

This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30--Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano). The first research forum (RF01) includes: (1) Seeing More and Differently (L. Brown and A. Coles); (2) Joint Reflection as a Way to Cooperation between Researchers and Teachers (A. Hospesova, J. Machackova, and M. Ticha); (3) Opening the Space of Possibilities (A. Lebethe, N. Eddy, and K. Bennie); (4) Diverse Roles, Shared Responsibility (J. Novotna and A. Pelantova); (5) Research with Teachers (L. Poirier); (6) Developing a Voice (G. Rosen); and (7) Learning about Mathematics and about Mathematics Learning through and in Collaboration (V. Zack and D. Reid). The second research forum (RF02) includes: Exemplification in Mathematics Education (L. Bills, T. Dreyfus, J. Mason, P. Tsamir, A. Watson, and O. Zaslavsky). The third research forum (RF03) includes: (1) Conceptual Change in Mathematics Learning (D. Tirosh and P. Tsamir); (2) Aspects of Students' Understanding of Rational Numbers (X. Vamvakoussi and S. Vosniadou); (3) Conceptual Change in the Number Concept (K. Merenluoto and E. Lehtinen); (4) The Linear Imperative (W. Van Dooren, D. De Bock, and L. Verschaffel); (5) Conceptual Change in Advanced Mathematical Thinking (I. Biza and T. Zachariades); (6) Students' Interpretation of the Use of Literal Symbols in Algebra (K. P. Christou and S. Vosniadou); (7) The Dilemma of Mathematical Intuition in Learning (L. B. Resnick); and (8) Designing for Conceptual Change (B. Greer). Short oral communications papers include: (1) The Mathematics Teachers' Conceptions about the Possible Uses of Learning Objects from RIVED-Brazil Project (C. A. A. P. Abar and L. S. de Assis); (2) On the Way to Understanding Integration (S. Abdul-Rahman); (3) The Impact of Graphic-Calculator Use on Bedouin Students' Learning Functions (M. Abu-Naja and M. Amit); (4) How to Put It All Together? (M. Alagic); (5) Reading Mathematics Textbook as a Storybook (S. E. Anku); (6) Naming and Referring to Quantities When Solving Word Problems in a Spreadsheet Environment (D. Arnau and L. Puig); (7) If It Divides by 4, It Must Divide by 8 (J. Back); (8) Universal and Existential Mathematical Statements (R. Barkai, T. Dreyfus, D. Tirosh, and P. Tsamir); (9) Situtations, Linear Functions and the "Real World" (G. Benke); (10) The Relationship between High School Mathematics and Career Choices among High Achieving Young Women (S. B. Berenson, J. J. Michael, and M. Vouk); (11) Students' Understanding of Ambiguity in Symbols (K. P. Blair); (12) Reform-Oriented Teaching Practices and the Influence of School Context (J. Bobis and J. Anderson); (13) Approaching Linear (In)Dependence with Example-Generation (M. Bogomolny); (14) Metaphors in Teacher's Discourse (J. Bolite Frant, V. Font, and J. Acevedo); (15) Designing Instructional Programs that Facilitate Increased Reflection (J. Bowers and S. Nickerson); (16) Conformism in Teaching Mathematics (A. Braverman, P. Samovol, and M. Applebaum); (17) Constructing Multiplication (J. Brocardo, L. Serrazina, and I. Rocha); (18) The Trigonometric Connection (S. A. Brown); (19) Student Beliefs and Attitudes from Poetry Writing in Statistics (M. Bulmer, B. Lea, and K. Rolka); (20) The Teaching of Proof in Textbooks (R. Cabassut); (21) Classroom: A Learning Context for Teachers (A. P. Canavarro); (22) An Investigation of Differences in Performance in Mathematics between Parallel Students and Normal Entry Students at the Polytechnic--University of Malawi (P. C. Chamdimba); (23) A Study on Eliciting the Formula for the Area of Triangle from Students' Structuring of Tile Arrays and Figure Reconstructions (J.-H. Chen and S.-K. S. Leung); (24) Decision Making at Uncertainty (E. Chernoff and R. Zazkis); (25) A Study on Implementating Inquiry-Based Teaching to Facilitate Secondary School Students' Learning in the Retaking Mathematics Course (E.-T. Chin, C.-Y. Chen, C.-Y. Liu, and C.-P. Lin); (26) Girls Excelled Boys in Learning Geometric Transformation Using Tessellations (S. Choi-Koh and H. Ko); (27) A National Survey of Young Children's Understanding of Basic Time Concepts (J. Chung and C.-C. Yang); (28) An Exploration of the Mathematical Literacy of Irish Student Primary School Teachers (D. Corcoran); (29) Mathematics Teachers' Knowledge and Practice (J. P. da Ponte and O. Chapman); (30) Psychological Aspects of Students Thinking at the Stage of Graphical Representation in the Process of Investigation of Functions (M. Dagan); (31) Formative Feedback and Mindful Teaching of Undergraduate Mathematics (G. E. Davis and M. A. McGowen); (32) Mathematics Education in the South and Western Pacific (A. J. Dawson); (33) Teacher Meditation of Technology-Supported Graphing Activity (R. Deaney, S. Hennessy, and K. Ruthven); (34) A Categorization of Difficulties Encountered by 13-to-15-Year-Olds while Selecting Inverse Algebraic Operation (A. Demby); (35) "It's Infinity" (T. Dooley); (36) What Is to Be Known? (J.-P. Drouhard); (37) "The Most Normal Path" (M. Droujkova, S. Berenson, G. Mojica, K. Slaten, and H. Wilson); (38) Exploratory Mathematics Talk in Friendship Groups (J.-A. Edwards); (39) Conceptual Basis of Proof (L. D. Edwards); (40) In-Service Education under Market Conditions (L. R. Ejersbo); (41) Statements of Problems and Students' Choices between Linear or Non-Linear Models (C. Esteley, M. Villarreal, and H. Alagia); (42) Equity and Quality Mathematics Education (G. Frempong); (43) Is Sensitivity for the Complexity of Mathematics Teaching Measurable? (T. Fritzlar); (44) By Using the Outcome-Based Approach to Strengthen Students' Learning Capabilities (A. T.-F. Fung and K.-M. Leung); (45) Patterns of Students' Interactions while Doing Geometric Proofs in Groups (F. L. Gallos); (46) Dialogue: A Tool for Creating Mathematical Proof (S. Gholamazad); (47) Beginning Teachers in Mathematical Inquiry (B. Graves and C. Suurtamm); (48) Learning Trajectory of Fraction in Elementary Education Mathematics (S. Hadi); (49) Elementary Education Students' Affect towards and Advancement in Mathematics (M. S. Hannula, R. Kaasila, E. Pehkonen, and A. Laine); (50) Pre-Service Mathematics Teachers (B. Hartter and J. Olson); (51) Effectiveness of Video-Case Based Elementary Mathematics Teacher Training (R. Huang and J. Bao); (52) Improving Students' Level of Geometrical Thinking through Teacher's Regulating Roles (M. Imprasitha); (53) What's the Connection between Ears and Dice (I. Jan and M. Amit); (54) Tactile Perception in 3D Geometry (D. Jirotkova and G. Littler); (55) High Achieving Students' Conceptions of Limits (K. Juter); (56) Reading Visual Representations of Data with Kindergarten Children (S. Kafoussi); (57) Students' Use of Gestures to Support Mathematical Understandings in Geometry (L. H. Kahn); (58) Mathematical Abilities for Developing Understanding of Formal Proof (E. Kapetanas and T. Zachariades); (59) An Analysis of Connections between Errors and Prior Knowledge in Decimal Calculation (J. Kim, J. Pang, and K. Song); (60) Insights into Primary Teachers' Interpretations of Students' Written Answers in Mathematics (A. Klothou and H. Sakonidis); (61) The Role of Proof (S. Kmetic); (62) A Comparison of Mathematically Gifted and Non-Gifted Students in Intuitively Based, Probabilistic Misconception (E. S. Ko, B. H. Choi, and E. H. Lee); (63) Exploring Teaching and Learning of Letters in Algebra (A. Kullberg and U. Runesson); (64) Teaching Mathematics to Indigenous Students and Pupils from Multicultural Backgrounds (E. K. Lam); (65) Limitations of a Partitive Fraction Scheme in Developing Multiplicative Reasoning about Fractions (H. S. Lee); (66) Teachers' Reflection and Self-Assessment through the Use of a Videotape of Their Own Mathematics Instruction (S. Lee and J. Pang); (67) A Case Study on the Introducing Methods of the Irrational Numbers Based on the Freudenthal's Mathematising Instruction (Y. R. Lee); (68) A Case Study of an Elementary School Teacher's Professional Development on Mathematics Teaching in Context (Y.-C. Leu, C.-H. Hsu, and W.-L. Huang); (69) "But after All, We'll Need This for School" (N. Leufer and S. Prediger); (70) Developing Primary Students' Cognitive Skills through Interactive Mathematics Lessons (K.-M. Leung); (71) A Study on the Effects of Multiple Representation Curriculum on Fraction Number Learning Schemes for Fourth Grade Children (S.-K. S. Leung and I.-J. Wang); (72) Teachers' Knowledge about Definitions (E. Levenson and T. Dreyfus); (73) Supporting Teachers on Maintaining High-Level Instructional Tasks in Classroom by Using Research-Based Cases (P.-J. Lin); (74) Towards an Anti-Essentialist View of Technology in Mathematics Education (B. Lins and C. H. de Jesus Costa); (75) Comparing Teaching of Common Mathematical Tasks in Different Countries (G. Littler and M. Tzekaki); (76) New Approach of Neurocognition in Mathematical Education Research and further Implications (C. Liu, F.-L. Lin, and C.-N. Dai); (77) Reasoning and Generalizing about Functional Relationship in a Grade 2 Classroom (S. London McNab); (78) The MathematicalPerformances in Solving the Norming Problem (H.-L. Ma); (79) The Education of Reasoning (E. Macmillan); (80) The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics (A. Mahajne and M. Amit); (81) An Approach to Eary Algebra Using Technology as an Enhancement (C. A. Maher and G. Gjone); (82) Teachers' Beliefs and Competencies of Creative Mathematical Activities (B. Maj); (83) Manipulative Representation (N. Mark-Zigdon and D. Tirosh); (84) Language, Power and Mathematics Learning (M. Mathye and M. Setati); (85) Children Learning as Participation in Web-Based Communities of Practice (J. F. Matos and M. Santos); (86) Recognizing Mathematical Competences (J. F. Matos, M. Santos, and M. Mesquita); (87) Mathematics Teachers' Preparation Program (A. S. Md. Yunus, R. Hamzah, H. Ismail, S. K. S. Hussain, and M. R. Ismail); (88) Mathematics Register Acquisition (T. Meaney); (89) Development of Spatial Abilities (H. Meissner); (90) An Encounter between Queer Theory and Mathematics Education (H. Mendick); (91) Establishing a Mathematics Learning Community in the Study of Mathematics for Teaching (J. Mgombelo and C. Buteau); (92) Talking Mathematics in a Second Language (H. Miranda); (93) Objects in Motion (I. Miranda, L. Radford, and J. G. Hernandez); (94) Researching the Appearance of Mathematical Argumentation (C. Misailidou); (95) Teachers' Pedagogical Content Knowledge in the Teaching of Quadrilaterals (I. A. C. Mok and M. Y. H. Park); (96) Out-of-School Experts in Mathematics Classes (J. Monaghan); (97) A Sequel to Trends in International Mathematics and Science Study (TIMSS), 2003, in Botswana (S. M. Montsho); (98) The Pattern and Structure Mathematics Awareness Project (PASMAP) (J. Mulligan and M. Mitchelmore); (99) Primary Pupils' Mathematics Achievement (C. Opolot-Okurut); (100) Images of Functions Defined in Pieces (R. Ovodenko and P. Tsamir); (101) A Comparative Analysis of Elementary Mathematics Textbooks of Korea and Singapore (J. Pang and H. Hwang); (102) Substitutions on Algebraic Statements, Based on Associations in Natural Reasoning (M. Panizza); (103) Virtual Learning Environments and Primary Teachers' Professional Development (M. C. Penalva-Martinez and C. Rey-Mas); (104) Cypriot Preservice Primary School Teachers' Subject-Matter Knowledge of Mathematics (M. Petrou); (105) Phenomenological Mathematics Teaching (P. Portaankorva-Koivisto); (106) Using the Debate to Educate Future Teachers of Mathematics (J. Proulx); (107) Surprise on the Way from Change of Length to Change of Area (N. Prusak, N. Hada, and R. Hershkowitz); (108) Discovering of Regularity (by 11-Years-Old Children) (M. Pytlak); (109) Using Manipulatives to Teach Students in College Developmental Math Classes about Fractions (S. L. Reynolds and E. B. Uptegrove); (110) Sixth Graders' Ability to Generalize Patterns in Algebra (F. Rivera and J. Rossi Becker); (111) Variety of Representational Environments in Early Geometry (F. Roubicek); (112) From Research on Using Problems Related to Functional Equations as Multifunctional Tools for Revealing Subject Mater Knowledge of Functions in Future Mathematics Teachers (M. Sajka); (113) Expert and Novice Primary Teachers' Intervening in Students' Mathematical Activity (H. Sakonidis, M. Kaldrimidou, and M. Tzekaki); (114) Examining Teachers' Reflections about Mathematics Teaching, Learning, and Assessment (V. M. Santos-Wagner); (115) Analyzing Students' Thought Process in Revealing Correspondence between Formulas and Geometrical Objects (P. Satianov and M. Dagan); (116) "No Need to Explain, We Had the Same" (K. Schreiber); (117) Characteristics of Malaysian Students' Understanding about Functions (S. A. Sh. Abdullah); (118) Mathematical Induction via Conceptual Representation (A. Sharif-Rasslan); (119) Exploring the Meanings of Events in Mathematics Classroom from Learners' Perspective (Y. Shimizu); (120) A Study on the Law of Large Numbers Instruction through Computer Simulation (B.-M. Shin and K.-H. Lee); (121) Mathematics Learning Quality for Gifted Junior High School Students in Taiwan (H.-Y. Shy, C.-H. Liang, and W.-M. Liang); (122) A Preservice Teacher's Growth in Subject Matter Knowledge while Planning a Trigonometry Lesson (K. M. Slaten); (123) Comparing Numbers: Counting-Based and Unit-Based Approaches (H. Slovin); (124) Mathematically Gifted 6th Grade Korean Students' Proof Level for a Geometric Problem (S Song, Y. Chong, J. Yim, and H. Chang); (125) Probability Reasoning Level of Gifted Students in Mathematics (S. Song, K. Lee, G. Na, and D. Han); (126) Analysis of Mathematically Gifted 5th and 6th Grade Students' Process of Solving "Straight Line Peg Puzzle" (S. Song, J. Yim, Y. Chong, and J. Kim); (127) Standard Mathematics Discourses of Developmental Algebra Undergraduates (S. K. Staats); (128) Novice Students, Experienced Mathematicians, and Advanced Mathematical Thinking Processes (E. Stadler); (129) The "Soil" of Extended Problems: The Cultural Background of the Chinese Mathematics Teaching Practice (X. Sun and N.-Y. Wong); (130) Immersion in Mathematical Inquiry: The Experiences of Beginning Teachers (C. Suurtamm and B. Graves); (131) The Whole Idea (S. Tobias); (132) The Teaching Modes (R. A. Tomas Ferreira); (133) Didactic Decisions (J. Trgalova and I. Lima); (134) Evaluating a Large-Scale National Program for Incorporating Computational Technologies to Mathematics Classrooms (M. Trigueros and A. I. Sacristan); (135) Symmetry: Equality or a Dynamic Transformation? (K. Tselepidis and C. Markopoulos); (136) Teaching Children to Count (F. Turner); (137) Student Conceptions and Textbook Messages (B. Ubuz); (138) Students' Errors in Transforming Terms and Equations (A. Ulovec and A. Tollay); (139) Mathematics with Technology (S. Ursini, G. Sanchez, and D. Santos); (140) Francisca Uses Decimal Numbers (M. E. Valedmoros Alvarez and E. F. Ledesma Ruiz); (141) Development of Numerical Estimation in Grade 1 to 3 (M. van Galen and P. Reitsma); (142) Mathematics Education and Neurosciences (MENS) (F. van Nex and T. Gebuis); (143) Symbolizing and Modeling to Promote a Flexible Use of the Minus Sign in Algebraic Operations (J. Vlassis); (144) An Analysis of Preservice Teachers' Estimation Strategies within the Context of Whole Numbers, Fractions, Decimals, and Percents (T. N. Volkova); (145) What Does It Mean to Interpret Students' Talk and Actions? (T. Wallach and R. Even); (146) The Research of Co-Teaching Math between Experienced and Preservice Teachers in Elementary School (J.-H. Wang); (147) The Influence of Teaching on Transforming Math Thinking (T.-Y. Wang and F.-J. Hsieh); (148) Searching for Common Ground (J. Watson, L. Webb, L. King, and P. Webb); (149) Are Beliefs and Practices Congruent or Disjoint? (L. Webb and P. Webb); (150) Working Memory and Children's Mathematics (M. Witt and S. Pickering); (151) Mathematics Education Reform in the United States (T. Wood); (152) A Modeling Perspective on Problem Solving in Students' Mathematics Project (F.-M. Yen and C.-K. Chang); and (153) Development of a Questionnaire to Measure Teachers' Mathematics-Related Beliefs (S.-Y. Yu and C.-K. Chang). Poster presentations include: (1) A Comparative Analysis of Mathematics Achievement and Attitudes of Male and Female Students in Botswana Secondary Schools (A. A. Adeyinka); (2) Logical-Mathematical Learning for Student with Down's Syndrome (R. M. Aguilar, A. Bruno, C. S. Gonzalez, V. Munoz, A. Noda, and L. Moreno); (3) The Math Fair as a Bridge between Mathematics and Mathematics Education, the University and Elementary or Junior High School (M. Beisiegel); (4) One Teaching Episode from a Learner's, an Observer's and a Teacher's Point of View (H. Binterova and J. Novotna); (5) A Framework for Studying Curricular Effects on Students' Learning (J. Cai and J. C. Moyer); (6) Preservice Elementary Teachers' Conceptual Understanding of Word Problems (O. Chapman); (7) Mathematics Education and School Failure (P.Chaviaris and S. Kafoussi); (8) Enhancing the Seventh Graders' Learning on Equality Axiom and Linear Equation through Inquiry-Oriented Teaching and Integrated Mathematics and Science Curriculum (K.-J. Chen, S.-Y. Yu, E.-T. Chin, and H.-L. Tuan); (9) To Conjecture the Staff Development Model of Mathematical Teacher According to Spark's Theory (Y.-T. Chen and S. Leou); (10) Discovery of Implementing Teaching by Discussion in Mathematics Classrooms (J. Chung); (11) Modeling Teachers' Questions in High School Mathematics Classes (S. Dalton, G. Davis, and S. Hegedus); (12) My Assistant, a Didactic Tool of Mathematics for Primary School Teachers (N. de Bengoechea-Olguin); (13) A Model to Interpret Teacher's Practices in Technology-Based Environment (N. C. Dedeoglu); (14) The Gnomon (P. Delikanlis); (15) The Teacher's Proactive Role in the Context of Word Problem Solving by Young Beginners in Algebra (I. Demonty); (16) Students' Geometrical Thinking Development at Grade 8 in Shanghai (L. Ding and K. Jones); (17) An Interdisciplinary Perspective on Learning to Teach Mathematical Writing (H. M. Doerr, K. Chandler-Olcott, and J. O. Masingila); (18) Multiplication Models (D. Droujkov and M. Droujkova); (19) Quantitative Grids and Cyclic Patterns (D. Droujkov and M. Droujkova); (20) Learners' Influence in Computer Environments (M. Droujkova nd D. Droujkov); (21) Alleviating Obstructions to Learning (D. Easdown); (22) Knowledge and Interpretation of Teachers to the School Content of Proportionality (H. Enriquez Ramirez and E. Jimenez de la Rosa Barrios); (23) Mathematical Flexibility in the Domain of School Trigonometry (C. Fi); (24) "Moving Fluidly among Worlds" (S. Gerofsky); (25) Making Practice Studyable (H. Ghousseini and L. Sleep); (26) Cognitive Roots for the Concept of Asymptote (V. Giraldo, M. Chaves, and E. Belfort); (27) Flemish and Spanish High School Students' Mathematics-Related Beliefs Systems (I. M. Gomez-Chacon, P. Op't Eynde, and E. De Corte); (28) Cube Nets (M.Hejny and D. Jirotkova); (29) From Word Notation of Relations between Constants and Unknown to Algebraic Notation (Pretest) (J. Herman); (30) Mathematics and Community Capacity Building (P. Howard and B. Perry); (31) A Study on the Mathematical Thinking in Learning Process (C.J.-Hsieh and F.-J. Hsieh); (32) A Case Study on Pre-Service Teachers Making Mathematical Model of Voronoi-Diagram (C.-T. Hu and T.-Y. Tso); (33) A Fast-Track Approach to Algebra for Adults (R. Hubbard); (34) The Validity of On-Screen Assessment of Mathematics (S. Hughes); (35) After Using Computer Algebra System, Change of Students' Rationales and Writing (I. K. Kim); (36) Using a Socrates' Method in a Course of Mathematics Education for Future Mathematics Teachers (N. H. Kim); (37) Beyond Visual Level (G. Kospentaris and T. Spirou); (38) Videopapers and Professional Development (T. Lima Costa and H. Nascentes Coelho); (39) Concurrent Calibration Design for Mathematics Learning Progress Investigation (C.-J. Lin, P.-H. Hung, and S. Lin); (40) Further Insights into the Proportion Reasoning and the Ratio Concept (C. Liu, F.-L. Lin, W. Kuo, and I.-L. Hou); (41) Coursework Patterns between Mathematics and Science among Secondary Students (X. Ma); (42) Beginning the Lesson (C. Mesiti and D. Clarke); (43) Development of Web Environment for Lower Secondary School Mathematics Teachers with 3D Dynamic Geometry Software (M. Miyazaki, H. Arai, K. Chino, F. Ogihara, Y. Oguchi, and T. Morozumi); (44) The Effect of the Teacher's Mode of Instruction inside Math Classrooms with a Computer (S. Mochon and M. E. F. Olvera); (45) Mathematics Education in Rural Schools (J. Mousley and G. Marks); (46) Mathematically Gifted Students' Conception of Infinity (G. Na and E. Lee); (47) A Good Moment in Time to Stop "Shying Away from the Nature of Our Subject"? (E. Nardi); (48) Toward Real Change through Virtual Communities (K. T. Nolan); (49) Powerful Ideas, Learning Stories and Early Childhood Mathematics (B. Perry, E.Harley, and S. Dockett); (50) Tracing the Development of Knowledge about Mathematics Teaching (C. Rey-Mas and C. Penalva-Martinez); (51) Preschool Children's Number Sense (L. de C. Ribeiro and A. G. Spinillo); (52) A First Approach to Students' Learning of Mathematical Contents (G. Sanchez-Matamoros and I. Escudero); (53) Young Children's Mathematics Education within a Philosophical Community of Inquiry (A. Sawyer); (54) Learning Mathematics in Austria (H. Schwetz and G. Benke); (55) The Influence of a Mathematician on His Students' Perceptions (A. Sharif-Rasslan); (56) Analysis on the Algebraic Generalization of Some Korean Mathematically Promising Elementary Students (S. Song, J. Yim, Y. Chong, and E. Park); (57) Students' Linguistic Strategies for Shared Authority in Undergraduate Algebra Discussions (S. Staats); (58) Contrasting Decimal Conceptions of Adult and School Students (K. Stacey and V. Steinle); (59) Mathematical Writing and the Development of Understanding (N. Stehlikova); (60) Enhancing Teachers' Professional Development through Developing Teaching Norms Based on Developing Classroom Learning Norms (W.-H. Tsai); (61) The Features in the Process of Mathematical Modeling with Dynamic Geometric Software (T.-Y. Tso); (62) Finding Instructive Characteristics of Picture Books that Support the Learning of Mathematics (S. van den Boogaard and M. van den Heuvel-Panhuizen); (63) High School Course Pathways of High Achieving Girls (P. H. Wilson, G. F. Mojica, K. M. Slaten, and S. B. Berenson); (64) The Developmental Stages of Representations of Simple Regular Space Figures of Elementary School Students (D.-B. Wu, J.-L. Ma, and D.-C. Chen); (65) How to Assess Mathematical Thinking? (S. Yesildere and E. B. Turnuklu); and (66) Lasting Effects of a Professional Development Initiative (S. Zehetmeier). (Individual papers contain references.)

Published
2006

36. Background Music and the Learning Environment: Borrowing from other Disciplines

Author

Griffin, Michael

Abstract

Human beings have always enjoyed a special relationship with the organisation of audible sound we call music. Through the passage of time, the roles and functions of music have represented manifold expressions to people, and in the present day music is ubiquitous and readily available to all who seek it. Recent advances in digital music technology and portable/personal music-playing devices have resulted in background music being listened to by more people than ever before. The nature of human inquisitiveness extends to our need to understand our emotional responses to music: Why does it move us so? How does it inspire, motivate, console and relax us? Is music an unnecessary albeit enjoyable adjunct to human existence or are there intangible but real effects imparted on the human condition? And pertinent to this study, what is the relationship between the presence or absence of music and human task performance? The body of academic research into the physiological, psychological and cognitive effects of background music (BM) on human beings is growing rapidly. Advances in neuroscientific brain imaging techniques and the emergence of relatively new fields such as music therapy, music medicine and music psychology--as well as the highly sophisticated commercial retail marketing sector have been at the forefront of research into the effects of BM on human behaviour and response. In comparison, the education sector has undertaken fewer investigations into the use and effects of BM in educational settings and those that do exist tend to focus on whether BM can lift performance or change the behaviour of school students in the classroom. The purpose of this essay is to review the growing body of research into the effects of BM listening on human mood and behaviour in a multi-disciplinary context. Can the use of BM enhance a learning environment? Yes. But this will be dependent on its judicious use and facilitation, and that means educators will need to be equipped with fundamental knowledge of music psychology. (Contains 7 figures.) [Submitted for the degree of Masters of Educational Studies, University of Adelaide.]

Published
2006

37. From Neurons to Brainpower: Cognitive Neuroscience and Brain-Based Learning

Author

Phillips, Janet M.

Abstract

We have learned more about the brain in the past five years than the previous 100. Neuroimaging, lesion studies, and animal studies have revealed the intricate inner workings of the brain and learning. Synaptogenesis, pruning, sensitive periods, and plasticity have all become accepted concepts of cognitive neuroscience that are now being applied to education practice. The "Decade of the Brain" spawned a multitude of brain research and educational theories known as "brain-based learning." There is now a movement toward evidence-based teaching as a result of the new information about cognitive neuroscience and education. Large-scale national and international initiatives continue to take place to research, disseminate, and apply brain science to education. Today, multi-disciplinary approaches to current educational practices are viewed as the best method to bridge cognitive neuroscience theory to educational practice.

Published
2005

38. Mind over Matter: The Brain's Response to Drugs. Teacher's Guide. Revision. Publication No. 05-3592

Author

Department of Health and Human Services, Washington, DC.

Abstract

This is the teacher's guide for the "Mind Over Matter" series. This neuroscience education series, developed by the National Institute on Drug Abuse (NIDA), a component of the National Institutes of Health, is designed to encourage youngsters in grades 5-9 to learn about the biological effects of drug abuse on the body and the brain. The "Mind Over Matter" series includes eight colorful, glossy magazines, each of which is devoted to a specific drug or drug group; including stimulants, hallucinogens, inhalants, marijuana, opiates, nicotine, methamphetamine, and steroids. Each of the magazines describes the effects of specific drugs or drug types on the anatomy and physiology of the brain and the body. These educational materials further elaborate on the way in which these drug-induced changes affect both behaviors and emotions. The background information and lesson plans contained in this guide, when used in combination with the magazines in the series, will promote an understanding of the physical reality of drug use, as well as curiosity about neuroscience. The guide suggests a brain anatomy educational activity that can be used throughout the curriculum, as well as additional activities for each of the six drug topics. Teachers are encouraged to develop their own relevant lesson plans. The following are appended: (1) Resources; (2) Reading List; and (3) Reproducible Figures. (Includes 7 Figures.)

Published
2005

39. Brain-Based Learning. Research Brief

Author

Education Partnerships, Inc. (EPI) and Walker, Karen

Abstract

What does brain-based research say about how adolescents learn? The 1990s was declared as the Decade of the Brain by President Bush and Congress. With the advancement of MRIs (Magnetic Resonance Imagining) and PET (positron emission tomography) scans, it has become much easier to study live healthy brains. As a result, the concept of "brain-based learning" and how to utilize it to meet the needs of students, has become an integral part of the current research and literature. The researchers caution when incorporating new information into the classroom, to use good sense about implementing what is known about good instructional practices. Basic information about the adolescent brain are presented. (Contains 16 online resources.)

Published
2005

40. The Brain: Our Sense of Self. The NIH Curriculum Supplement Series

Author

National Institutes of Health (DHHS), Bethesda, MD., National Inst. of Neurological and Communicative Disorders and Stroke (NIH), Bethesda, MD., Biological Sciences Curriculum Study, Boulder, CO., and Bascobert, Ric

Abstract

"The Brain: Our Sense of Self" has several objectives. One is to introduce students to the key concept that the sense of self, our sense of identity, is contained within the brain. Through inquiry-based activities, students investigate brain function and the various roles of the brain within the nervous system. A second objective is to allow students to develop the understanding that brain function is not predetermined; the brain can change with learning throughout life. The lessons in this module help students sharpen their skills in observation, critical thinking, experimental design, and data analysis. They also make connections to other disciplines such as English, history, mathematics, and social science. A third objective is to convey to students the purpose of scientific research. Ongoing research affects how the world is understood and gives the foundation for improving choices about personal and community health. In this module, students experience how science provides evidence that can be used to understand and treat human disease. Because the mission of the National Institute of Neurological Diseases and Stroke includes helping the public understand the importance of brain and nervous system function to health, education is an important activity for the Institute.

Published
2005

41. Emotional Intelligence and Successful Leadership.

Author

Maulding, Wanda S.

Abstract

Cognitive intelligence is often equated with eventual success in many areas. However, there are many instances where people of high IQ flounder whereas those of modest IQ do surprisingly well. Author and renowned psychologist Daniel Goleman believes that the explanation for this fact lies in abilities called "emotional intelligence," which include self- control, zeal and persistence, and the ability to motivate oneself. Studies conducted over past 20 years have established that, although our schools and cultures emphasize and reward academic intellect, academic intelligence does not guarantee prosperity. Studies of the brain's neurophysiology have established that the human brain has evolved from a primitive structure regulating basic life functions into a mass of complex tissues that permit people to think rationally and respond emotionally. The key to improving leadership lies in using both aspects of the brain effectively by learning how to utilize our emotions effectively or, in other words, by developing our emotional intelligence. Goleman has suggested the following domains for emotional intelligence: (1) knowing one's emotions; (2) managing one's emotions; (3) motivating oneself; (4) recognizing emotions in others; and (5) handling relationships. Although a certain level of cognitive intelligence "gets a person in the door," emotional intelligence is critical to becoming a successful leader. (Contains 22 references.) (MN)

Published
2002

42. The Neurological Significance of Children's Drawing: The Scribble Hypothesis.

Author

Sheridan, Susan Rich

Abstract

This paper is concerned with the unfolding of human marks, beginning with scribbling, and their contribution to developing literacy. The paper argues that children's scribbles reveal a neural substrate destined for marks and influence that substrate significantly, cuing what is distinctly human in linguistic behavior and consciousness, or symbolic thought. The paper proposes and presents evidence that very young children's scribbling serves four critical purposes: (1) to train the brain to pay attention and to sustain attention; (2) to stimulate individual cells and clusters of cells in the visual cortex for line and shape; (3) to practice and to organize the shapes and patterns of thought; and (4) through an increasing affinity for marks, to prepare the human mind for a consciousness organized by literacy. The scribble hypothesis predicts that young children who are encouraged to scribble and draw, to talk and to write, and to compute and to compose about their scribbles and drawings will write more easily and will continue to write for pleasure as well as to disseminate information. Also, they will show an "innate" affinity for geometry, and in general, will think more connectedly and unpredictably, or creatively. By making use of the neuroconstructivist theory and cross-modal teaching and learning strategies such as drawing/writing, the paper asserts that the brain of the child practices thinking as it has evolved to think, using nested and unified systems of marks. The paper concludes with a discussion of the implications for parents and teachers. (Contains 87 references.) (Author/KB)

Published
2002

43. Neurocommunicology: A Model and Implications for Communication Fear Interventions.

Author

Keaten, James A.

Abstract

Current models of communication fear and avoidance are analyzed (i.e., genetic, social and interactional). A new model is proposed, linking language, imagery, emotion, and behavior to complex neurological systems in the brain. Evidence for the model is taken from several related fields of study, especially neurolinguistics, neuropsychology, neurophysiology, and neuropharmacology. Implications for the understanding, measurement, and efficacy of treatment interventions designed to reduce communication fear are advanced. (Contains 77 references and a figure.) (Author/RS)

Published
2001

44. The Student with a Brain Injury: Achieving Goals for Higher Education.

Author

American Council on Education, Washington, DC. HEATH Resource Center. and Gardner, Daniel

Abstract

This paper examines issues in the postsecondary education of students with brain injuries. It defines the categories of brain injury and describes the impact on an individual's ability to learn and to live independently. Appropriate learning tools and strategies to help these students succeed in postsecondary education are discussed. The paper also offers specific suggestions to students, parents, instructors, academic advisors, therapists, and Disability Support Services administrators. Case studies of two specific students with brain injuries illustrate common pitfalls and obstacles encountered when adjusting to and developing beyond the effects of such injury. Individual sections address: types and causes of brain injury, effects of a brain injury, cognitive impairments, physical and sensory impairments, psychosocial impairments, impact on the learning process, financial impact, comparisons with other disability categories, and education and related services for students with brain injuries. A resource list of organizations, Web sites, and organizations completes the paper. (DB)

Published
2001

45. Parent-Infant Communication and the Neurobiology of Emotional Development.

Author

Schore, Allan N.

Abstract

The interactive creation of an attachment bond of affective communication between the psychobiologically attuned primary caregiver and the infant is central to human emotional development. These emotional transactions directly influence the experience-dependent maturation of the infant's early developing right hemisphere, which is in a growth spurt in the first year-and-a-half of life and is dominant for the first 3 years of life. This paper examines attachment processes and emotional communications, the neurobiology and psychobiology of attachment, and the organization of an attachment regulatory system in the right brain. The paper notes that, as opposed to a secure attachment, early misattuned interactional environments generate an insecure attachment and a right brain regulatory system that is limited in its capacity to cope with stress. This neurodevelopment outcome represents a high risk for later-forming emotional disorders. It is suggested that Early Head Start interventions that focus on social-emotional development would thus have enduring effects on the adaptive coping capacities of the individual throughout the lifespan. (Contains 96 references.) (Author/KB)

Published
2000

46. From Neurons to Neighborhoods: The Science of Early Childhood Development.

Author

National Academy of Sciences - National Research Council, Washington, DC. Board on Children and Families., Institute of Medicine (NAS), Washington, DC., Shonkoff, Jack P., Phillips, Deborah A., Shonkoff, Jack P., Phillips, Deborah A., National Academy of Sciences - National Research Council, Washington, DC. Board on Children and Families., and Institute of Medicine (NAS), Washington, DC.

Abstract

The Committee on Integrating the Science of Early Childhood Development reviewed an extensive, multi-disciplinary, and complex body of research covering the period from before birth to entry into Kindergarten to generate an integrated science of early childhood development and the role of early experiences. The result of the committee's review, this book synthesizes the literature, elaborates on a number of core concepts of development, and offers recommendations for policy and practice. The committee's conclusions and recommendations are grounded in four overarching themes: (1) all children are born wired for feelings and ready to learn; (2) early environments matter, and nurturing relationships are essential; (3) society is changing, and the needs of young children are not being addressed; and (4) interactions among early childhood science, policy, and practice are problematic and demand dramatic rethinking. Following an executive summary, the book's chapters are as follows: (1) "Introduction"; (2) "Rethinking Nature and Nurture"; (3) "The Challenge of Studying Culture"; (4) "Making Causal Connections"; (5) "Acquiring Self-Regulation"; (6) "Communicating and Learning"; (7) "Making Friends and Getting Along with Peers"; (8) "The Developing Brain"; (9) "Nurturing Relationships"; (10) "Family Resources"; (11) "Growing Up in Child Care"; (12) "Neighborhood and Community"; (13) "Promoting Healthy Development through Intervention"; and (14) "Conclusions and Recommendations." The book's four appendices include related reports from the National Academies, and discussion of technologies for studying the developing human brain. Contains 1,821 references. (HTH)

Published
2000

47. Trabajos Cerebrales: de Nacimiento a Pre-Kinder (BrainWorks: Birth to Kindergarten).

Author

ICA, Inc., Stockton, CA., Fisicaro, Maria E., and Goss, Joyce L.

Abstract

This is a Spanish adaptation of the English version of the book, "Brainworks: From Birth to Kindergarten. The book is to be used with a multimedia presentation that is available on computer diskette. The book and multimedia presentation are designed to help parents and childcare providers understand the concept of early exposure and exploration that is followed by increased development of synaptic connections and ultimately prepares children to handle preschool and kindergarten school work. Topics discussed in the book are: the developing brain; the enriched environment, programs specializing in early intervention; and kindergarten readiness. A checklist for parents concerning quality care and preschool, a glossary of relevant terms, and a list of recommendations for implementing ideas presented within the book are included. (MKA)

Published
2000

48. Schema Learning, and Its Possible Links to Brain Development.

Author

Meade, Anne

Abstract

Using similar research in Britain as a basis, a study in New Zealand explored schema learning in young children. The primary purpose of the study was to determine the effects of a curriculum intervention designed to increase the richness and amount of stimulation teachers and parents give 4-year-olds in response to observations of children's fascination with particular schemas. One of the key findings of the British study was that there are patterns of repeated actions in the play of children this age as they explore a particular notion, such as parallel lines. In both the British and New Zealand research, children whose teachers and parents reinforced their schema-related activities scored higher than their peers in various areas of competency. Implications for early childhood practitioners and neuroscientists include the following: (1) patterns in children's actions and behavior may indicate there is programmed development of neural pathways during certain periods in young children's growth; (2) when relevant enriching experiences are available, they facilitate increased repetition of behavior that seems to be associated with the strengthening of synapses for spatial-visual and other aspects of development; (3) representation of "thoughts of forms," such as grids, is a schema-related activity involving several senses, and therefore different parts of the brain; and (4) the strengthening of neural pathways is afforded by eclectic, playful experiences that have a focus to them, a self-organized focus on the schemas, although adults may not see such play as purposeful. (Contains 20 references.) (EV)

Published
1999

49. Shaping Youngest Minds. Study Guide [and Videotape].

Author

Learning Seed, Lake Zurich, IL. and Schrank, Louise Welsh

Abstract

Noting research indicating that the flow of interaction with infants influences their brain development, this viewer's guide and videotape examine characteristics of early brain development and how parents can positively affect the infant's development in a number of areas. The first part of the viewer's guide provides an overview of the videotape, viewing objectives, and questions for discussion and research in the context of parenting education classes. The remainder of viewer's guide highlights information from the videotape, including new insights on the brain, how brain cells form connections, and behavioral effects of prenatal drug and alcohol exposure. Also highlighted are ways to soothe a fussy baby, guidelines for talking to an infant at different ages, and characteristics of quality day care settings. The accompanying videotape notes that both heredity and experience affect a child's development, and explores the anatomy of brain development and how various factors stimulate or hinder that development, including abuse and neglect. The videotape then explores six ways parents can positively affect their child's brain development: (1) maintaining good health and nutrition during pregnancy and for the newborn; (2) talk, read, and sing to infants in a loving voice; (3) use a loving touch; (4) comfort infants when they are distressed; (5) take care of mom and dad, including the importance of fathers and of obtaining adequate resources before having a baby; and (6) become involved in the child's day care or preschool. (HTH)

Published
1999

50. Etiology of Attention Disorders: A Neurological/Genetic Perspective.

Author

Grantham, Madeline Kay

Abstract

This paper explores the historical origins of attention deficit disorder/attention deficit hyperactivity disorder (ADD/ADHD) as a neurological disorder, current neurological and genetic research concerning the etiology of ADD/ADHD, and implications for diagnosis and treatment. First, ADD/ADHD is defined and then the origins of ADD/ADHD as a neurological disorder are traced in a review of the periods of 1800 to 1950, 1950 to 1970, 1970 to 1990, and 1990 to 1999. The review then goes on to consider implications of neuro-imaging technology, a look at frontal lobe and parietal lobe involvement, and implications of the neuro-transmitter dysfunction theory. Examination of ADD/ADHD and genetics reviews family studies, twin studies as a basis for ADHD genetic etiology, and adoption studies. Discussion of other genetic discoveries notes new research concerning the thyroid hormone receptor and a dopamine transporter gene. The final section considers assessment and treatment of ADD/ADHD including current assessment procedures, traditional treatment, and other treatment approaches. One of the five conclusions is that neurological studies involving brain scans indicate brain peculiarities in approximately 70 percent of the children diagnosed with ADD/ADHD. (Contains 39 references.) (DB)

Published
1999

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