Stanley Community College Workshop Presentation 2012

8/2/2019 Stanley Community College Workshop Presentation 2012

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Enhancing Our Teaching by Understanding How Our

Students Learn

Developed by Professor Terry Doyle

Ferris State University

www.learnercenteredteaching.com

[email protected]
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/


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Slides available for download at:

www.learnercenteredteaching.wordpress.com

Stanley Community College

Enhancing Our Teaching by Understanding

How Our Students Learn
http://www.learnercenteredteaching.com/http://www.learnercenteredteaching.com/


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Stunning new visuals of the brain

reveal a deceptively simple pattern

of organization in the wiring of this

complex organ.


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What was Then

Guido Sarducci Five Minute University


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Learner Centered Teaching


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This can be



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Definition of Learner Centered

Teaching

A Question---

Given the context of the learning situation( # of students, time of day, place, difficulty of material)

will this teaching action optimize my students

opportunity to learn?


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What Does it Mean to Have Learned?


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Learning is when Neurons Wire

Learning is a change

in the neuron-

patterns of the

brain.(Ratey, 2002)

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


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Dendrite Growth

The picture show the

dendritic growth that

has taken place 20

minutes into newlearning .

See the new cellular

material!

(Cognitive Neuroscientist Janet Zadina, 2010)


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Use it or Lose it

When new material is

not practiced the new

dendrite tissue is

reabsorbed by thebrain to conserve

resources.

(Dr. Janet Zardina, 2010)


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Teachers Definition of Learning?

Learning is the ability to use information aftersignificant periods of disuse

andit is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the information

was originally taught.

(Robert Bjork, Memories and Metamemories, 1994)


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Learning Activates the Reward

Pathway

Real life, meaningful, andauthentic learningactivates the reward

pathway in the brain.

Learning is part of thesurvival process.

(Dr. Janet Zadina, 2010)


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Basic Principle of Learner Centered

Instruction

It is the one who does

the work who does thelearning


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Question--What do we want our students to

learn?

What would make us

happy (from all that we

taughtthe skills,

content and behaviors)that our students

remembered and could

use one year after they

finished our class?


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Explaining Why Learner

Centered Teaching is inour Students Best

Interest


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Students Need to Know WHY

We Want them to do the Work

A vital aspect of being a

learner centered

teacher is to remember

teaching is, in mostways, no different than

any other human to

human interaction


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Students Need to Know WHY

We Want them to do the Work

If I dont know WHY

you want me to work

on a project or learn a

concept or if I cant seehow taking on a certain

task has some benefit

to me I am hesitant to

do it.


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Key Rationales for Explaining the Change to LCT

1. The best answer to WHY we have changedto a learner-centered practice is this is where

the research has led us.


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Key Rationales for Explaining the Change to LCT

2. Readiness for Careers

The rationale for teachingthe learning skills,

behaviors, attitudes andcritical thinking strategiesthat are now part oflearner centered collegecourses is that our studentswill need these skills to besuccessful in their careers.


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Rationales for Explaining the Change to LCT

3. Preparation for LifeLong Learning(LLL)

One of the significantchanges our studentsneed to accept is thatcollege is no longertheir terminaleducational experience.


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Life Long Learning

U.S. Dept. of Labor

2008 reported that theaverage person age 18

will have 10-14 different

jobs/positions by age 38


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Life Long Learning

The International

Federation of Library

Associations and

Institutions (IFLA)estimates their will be

nearly 1 million books

published worldwide in

2012.


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Preparation for Life Long

Learning(LLL)

Our responsibility as

college educators is to

prepare our students to

be life long learners.

Many of the LCT actions

we take are done to

develop LLL skills.


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Rationales for Explaining the Change to LCT

One of the reasons

students are asked to

take on moreresponsibility for their

own learning is because

they will be responsible

for it the rest of theirlives.


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Life Long Learning

A undergraduate

college education gives

students their

learners permit.


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Why do Students Resist LCT?

1.Old habits die hard

Students learning

expectations are based on

strongly formed habitslearned through twelve or

more years of teacher-

centered instruction.


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High schools remain teacher-centered

institutions Despite the efforts of

many, the organization andstructure of mostcomprehensive highschools look very similar to

those of high schools ofgenerations ago.

High schools have stoodstill amidst a maelstrom ofeducational and economicchange swirling aroundthem. (The National Commission on the High School Senior

Year, p.20).


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Learning is not a top reason students give forattending college

Most students of themillennial generation

have been told since

birth they MUST goto college if they areto get a jobtheyshow up butlearning may not bethe reason.


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Students dont like taking learning risks

as we grow older we

develop a great tendency

to hide from failure.(Tagg, 2003 p. 54).

Students with a fixed

mindset often dont take

learning risks to protect

their self image.

(Carol Dweck, Mindset, 2008)


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LCT doesnt resemble what students

think of as school

Each school year looks a great

deal like the year before

By age 18, our

students havespent 70% of their

waking lives in

school(Leamnson, p.35),


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Students dont want to give more

effort and LCT requires it.

in the competition ofthe classroom, studentsprefer to be seen byothers as succeeding

through ability ratherthan through effort.

OR

If I have to work at it I

must not be very smart

K. Patricia Cross, 2001, Dweck, 2006


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Students mindsets about learning make adapting to

LCT more difficult

Thousands of students eachsemester pay tuition to takecourses in subject areasthey believe they will notbe successful.

This strange scenario occursbecause of the fixedmindset these studentshave developed about

learning a particularsubject.

(Carol Dweck, 2006)


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Many students follow the path of least resistance in

their learning.

Taking the path of leastresistance often resultsin minimalist learning.

Students adhere to thephilosophy:

What is the least I haveto do to get the gradethat I need.


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Where has the Research Led Us?


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2012 Neuroscience and Learning

We have accumulatedenough knowledgeabout the mechanismsand molecular

underpinnings ofcognition at thesynaptic and circuitlevels to say something

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


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What We Know about the

Brain and Learning

What we know aboutthe brain comes frombiologist who studybrain tissue,

experimentalpsychologist who studybehavior, cognitiveneuroscientist who

study how the firstrelates to the second.(Medina, 2008).


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Left Brain-Right Brain Myth

According to the myth,

we would all be more

successful and fulfilled

people if we learned totap the full potential of

both hemispheres.


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Individuals do differ in

the way they think

through problems and

reflect on the world,but this has nothing to

do with different

balances of power

between theirhemispheres.


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"But boiling it down into a leftbrain 'logical' and right brain'creative' approach does notfollow from what we see in

how the brain operates.

It also suggests you could beusing one hemisphere morethan the other and that's notreally how it works.

WRONG


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The two sidescommunicate with eachother and work togethervia a complex wodge of

neural cabling known asthe corpus callosum.

The two sides of the

brains arecomplementary and workin concert. ( Scott,2011)


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We are Born to Learn

The brain was meant to explore and learn


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The Brains Needs

The brain needs to

function effectively:

1. Exercise

2. Sleep3. Oxygen

4. Hydration

5. Food (glucose)


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Movement and Learning

Natural selection

developed a human

brain to solve problems

of survival in outdoor,unstable environments

while in almost

constant motion.

( Dr. John Medina, Developmental Molecular

Biologist, University of Washington and Author

of Brain Rules)


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The Brain and Learning

If educators had set

out to design a learning

environment that was

in complete oppositionto what the human

brain is good at they

would have designed

the schools of yesterdayand today.

(John Medina, Brain Rules, 2008)


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Question One

Is it possible to find way to get more

movement in to of classes?


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Exercise and Learning

Exercise is the single

most important thing a

person can do to

improve their learning.

(John Ratey, 2008, Spark, The

Revolutionary New Science of

Exercise and the Brain)


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Exercise Stimulates Synaptic Growth

Exercise stimulates the

production of new

synapses, whose capacity

and efficiency underlie

superior intelligence.

Fitness training changes the

molecular and cellular

building blocks that underliemany cognitive skills.

(Art Kramer of the University of Illinois at Urbana-

Champaign) It thus provides more

generalizable benefits


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Exercise and Cognitive Enhancement

Exercise influences

learning directly, at the

cellular level, improvingthe brains potential to

log in and process new

information.

Ratey, 2008 p35


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Exercise and Cognitive Enhancement

Exercise increases

production of

neurotransmitters that help:

1.Focus and attention

2.Motivation

3. Patience

4. Mood (more optimistic)

(Ratey, 2008)


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Exercise Produces BDNF

Improves brain health

Enhances the wiring of

neurons

Is a stress inoculator

Makes the brain cells

more resilient

E i d BDNF


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Exercise and BDNF

(Brain-derived neurotrophic factor )

BDNF

Miracle Grow forthe Brain

(Ratey, 2008)


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BDNF

Exercise creates BDNF aprotein that acts topromote neurogenisis.

BDNF acts not only togenerate new neurons,but also to protectexisting neurons and topromote synaptic

plasticitygenerallyconsidered the basis forlearning and memory(Modie, 2003, Mattson, Wenzhen, Rugianand Zhihong, 2004)


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BDNF and Exercise

In particular BDNF

seems to be important

for long termmemories (Ratey, 2008)


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Multisensory Teaching and Learning

The traditional belief amongneuroscientists has beenthat the five senses operatelargely as independentsystems.

However, mounting datasuggest interactionsbetween vision, hearing,smell, touch and taste are

the rule, rather than theexception.

Aaron Seitz Journal Current Biology, 2006


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Senses Create Multiple Pathways

The more senses

used in learning and

in practicing what

has been learnedthe more pathways

are available for

recall.


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A Multisensory Learning Experience

20 ounces of Coke


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A Burger King Whopper and Fries

40 +17 = 57grams of fat


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Smells and Learning

Proust Effect is the

unusual ability of smell

to enhance recall.

Best results when

smells are congruentwith the situation.Medina, 2008, Brain Rules, p.212


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Smell during sleep

Smells that you

associate with a

particular new learning

experience when

released during sleep

make the memories for

that learning stronger.


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Vision Trumps All

Vision trumps all other senses


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Vision Trumps All

Text and oral

presentations are not

just less efficient than

pictures for retaining

information they are

way less efficient

(Brain Rules p.234)


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Vision Trumps All

Oral information has arecall of about 10%after 72 hours

Add a picture and therecall increases to 65%

(Brain Rules, P.234)


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Question

How can we use more

multisensory teaching

activities in our

classrooms and online?

What kinds of

assignments can we

give our students that

would cause them to

use a more

multisensory approach

to their learning outside

of class?


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Teaching for Long Term Recall


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192.107.108.56/.../m/murray_k/final/img004.jpg

192.107.108.56/.../m/murray_k/final/img004.jpg

Cramming


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Cramming

The short-termadvantage of studypractice shows thatcramming can improveexam scores.

Carrier & Pashler, 1992; Roediger &Karpicke, 2006b; Thompson, Wenger,&Bartling, 1978; Wenger, Thompson, &Bartling, 1980; Wheeler, Ewers, &Buonanno, 2003

However, if the goal ofpractice is long-termretention of coursematerial, cramming

appears to be anirrational behavior.


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Cramming for a Test

Educators discouragecramming, warningstudents that they willforget what they cram.

Indeed, experiments onthe testing effectareconsistent with theseclaims.

(Glover, 1989; for a review, see Bjork, 1988;

Dempster, 1996; and Roediger & Karpicke,2006a)


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Cumulative Tests Work

These studies show that

reviews in general and

cumulative tests in

particular lead to

improved student

performance (ThomasEdmonds, 1984)


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Using Cumulative Exams

If the intervening testincludes correct answerfeedback, it is notsurprising that testing

often improves long-term retention (Cull, 2000;McDaniel & Fisher, 1991; Pashler, Cepeda,Wixted, & Rohrer, 2005);

.


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Memory Rules

1. Repetition over

time (distributive

practice)

2.Elaboration ofmaterial


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Listen to the Music

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

learn and do not want to

know the lyrics to?

YES


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Practice over Time

Practice, Use ,Repetition, Review,

Reflection or other

meaningful ways we

engage with new

learning over time is a

major key to its recall.


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Review

Reviews may do morethan simply increase

the amount learned;

they may shift the

learners attention away

from the verbatim

details of the material

being studies to itsdeeper conceptual

structures(Dempster, 1986)

l b h


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Elaborations are the Key

For better or worse, our

recollections are largely

at the mercy of our

elaborations

(Daniel Schacter author of the Seven

Sins of Memory)

Elaboration is a


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Elaboration is a

Major Key to Recall

Step One. Accuracy

Step Two: Reflection

Step Three: Multisensory review

Step Four: Mapping, Images, Charts

Step Five: Recoding

i i


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Keeping Memories

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

Visualizing

Singing

Writing

Semantic Mapping

Drawing Pictures

Symbolizing

Mnemonics.

Wh S d F


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Why Students Forget

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

1. Blockinginformation stored but cant be

accessed (Schacter, 2001)

2. Misattribution attributing a memory to the

wrong situation or source (Zola, 2002)

3. Transience memory lost over time65% of a

lecture is lost in the first hour (Schacter, 2001)

E i d M


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Emotion and Memory

Emotional arousalorganizes andcoordinates brain activity(Bloom, Beal & Kupfer 2003)

When the amygdaladetects emotions, itessentially boosts activity

in the areas of the brainthat form memories (S.Hamann & Emony, UN.)


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Which of the following slides

would be easier to recall after

two weeks?

Slid O


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Slide One

upload.wikimedia.org/wikipedia/commons/thumb/...

Slid T


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Slide Two

www.operationsudan.org/images/darfur_child_st...

M lti l S ith E ti


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Multiple Senses with Emotion

Powerful

memories can be

created when

using multiple

senses and

emotion

Q ti


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Question

How can we teach forlong term memory?

What strategies can weuse to get our students

to do more recalling of

information rather than

just reading or studying

information?

T Ki d f Mi d t


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Two Kinds of Mindsets

Growth Fixed

G th Mi d t


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Growth Mindset

Students believe--

that your basic qualities arethings you can cultivate throughyour efforts

They believe that a persons truepotential is unknown (andunknowable);

That its impossible to foreseewhat can be accomplished with

years of passion, toil andtraining.

(Dweck, 2006, p.7)

G th Mi d t


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Growth Mindset

Students with a growthmindset take learning

risks and view failure

only as a message that

they need to figure out

what they did wrong

and work harder to

improve.

Mindset Fixed


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Mindset-Fixed

In a fixed mindsetstudents believe thatintelligence is a fixed trait-- that some people have

it and others don't -- andthat their intelligence isreflected in theirperformance (Dweck, 2006).

Fixed Mindset


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Fixed Mindset

Fixed mindsets believethey either shouldnt

need to work hardto do

well

orputting in the effort

wont make anydifference in the

outcome.

Mindset


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Mindset

Fixed VS. Growth

Intelligence is Intelligence

unchangeable. is

malleable

and can be

improved.

Mindset


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Mindset

Fixed vs. Growth

Look smart. Desire to learn

is paramount.

Mindset


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Mindset

Fixed VS. GrowthAvoid challenges. Failure is seen

as an opportunity

to learn.

Risks are necessary

for growth.

Mindset


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Mindset

Fixed VS. Growth

Make excuses Effort is

and try to avoid necessary

for

difficulties. growth and

success.

Mindset


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Mindset

Fixed VS. Growth

Criticism is taken Criticism is directed

personally. at their current

skills level.

Students know

they can improve.

Mindset and Intelligence


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Mindset and Intelligence

There is no relationbetween students'abilities or intelligenceand the development of agrowth mindset.

A mindset is contextualnot held in all areas of

learning.

Feedback and Mindset


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Feedback and Mindset

Teachers should focuson students' efforts and

strategies.

Praise their efforts or

their strategies, not

their intelligence.

Question


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Question

How can we betterdetect the kind of

mindset our students

have in our classes?

How can we getstudents to change

their mindset from fixed

to growth?

Patterns and Learning


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The brain is a pattern

seeking device that relates

whole concepts to one

another and looks forsimilarities, differences, or

relationships between

them. (Ratey, 2002, pg.5)

Sociology

PsychologyAnthropology


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Which of the following

slides is easier to

remember and WHY?


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SLIDE ONE

4915802979

Slide Two


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Slide Two

(491) 580-2979

Slide One


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Slide One

NRAFBINBCUSAMTV

Slide Two


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Slide Two

NRA NBC FBI USA MTV

Familiar Patterns


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Familiar Patterns

Clustering is used to organize relatedinformation into groups. Information that is

categorized becomes easier to remember and

recall.

In Teaching Reading

Topic

Main Ideas-concepts, issues

Significant Details

Important ExamplesLists

Names, Dates, Places

Terms, Definitions

Common Patterns for Learning
http://psychology.about.com/od/cindex/g/clustering.htmhttp://psychology.about.com/od/cindex/g/clustering.htm


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Common Patterns for Learning

Similarity and Difference

Cause and Effect

Comparison and Contrast

In students own words

Teach your Students the Patterns in


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the Course

Hierarchal-- Chemistry

LinearHistory, Math

Rank OrderBusiness

Pivot

Concepts-- Social Sciences

LocationGeography

Theme--Humanities

Question


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Question

What are the patternsyou are using in your

teaching that are

helping students to

learn?

What patterns aremost difficult for your

students to recognize?


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What New Research

Could Aid OurStudents Learning

and Recall

Rest after Learning Improves Recall


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Rest after Learning Improves Recall

The researchers found thatduring rest, the areas of thebrain were just as active asthey were when they werelearning the task

The greater the correlationbetween rest and learningthe greater the chance of

remembering the task inlater tests.Dr Lila Davachi, NYU's Department ofPsychology and Center for Neural Science.

Significance of this Finding


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Significance of this Finding

Should Students nottake classes back to

back?

"Taking a coffee break

after class can actually

help you retain the

information you justlearned." Dr Lila Davachi

Naps Help Learning


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Naps Help Learning

You need to sleep beforelearning, to prepare yourbrain, like a dry sponge, toabsorb new information (M.Walker, UC Berkley).

A NASA study found pilotswho napped for 27 minutesin the afternoon improvedtheir flying performance by34% over non nappingpilots(Medina 2008).

Caffeine + Sugar and Learning


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Caffeine + Sugar and Learning

The combination of caffeineand sugar enhancedattention, learning andmemory.

Improves cognitive performancein terms ofsustained attentionand working memory byincreasing the efficiency of theareas of the brain responsiblefor these two functions.

(Grabulosa, Adan, Falcn, and Bargall, 2010 reported in thejournal Human Psychopharmacology: Clinical and Experimental

Caffeine and Sugar (glucose) and

L i


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Learning

Sustained attention and workingmemory (Smit et al., 2006),

Situations of extended cognitivedemand (Kennedy and Scholey, 2004).

Better performance was observedin a selective attention taskcoupled with direct effects onvisual cortical processing anddecision-making assessed byevent-related brain potentials (Raoet al., 2005).

Improvements in attention anddeclarative memory tasks withoutsignificant changes in mood (Scholeyand Kennedy, 2004; Smit and Rogers, 2002).

However, further studies are

required, controlling for different

levels of cognitive effort and also

considering measurements of neural

activity.

This study aims were to analyze the

effect of consuming caffeine (75 mg)

and glucose (75 mg), alone and in

combination.

Neuroplasticity
http://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/fullhttp://onlinelibrary.wiley.com/doi/10.1002/hup.1115/full


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Neuroplasticity

The ability of the brainto rewire and remap

itself by means of

neuroplasticity is

profound.

Neuroplasticity


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Neuroplasticity

When the correct skill-building protocol is

used, educators can

make positive and

significant changes in

students brains in a

short time. (NeuroscientistsMichael Merzenich and Paula Tallal)

Treating Developmental Disorders


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Treating Developmental Disorders

"Showing that it'spossible to rewire a

brain's white matter has

important implications

for treating reading

disabilities and other

developmental

disorders, including

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

Remediation of Reading


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Intensive instruction toimprove reading skills in

young children( 8-10)

causes the brain to

physically rewire itself,

creating new white

matter that improves

communication within

the brain(Keller and Just, 2009



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g

After the training,imaging indicated that

the capability of the

white matter to

transmit signals

efficiently had

increased, and testing

showed the children

could read better. (Kellerand Just, 2009)

Learning Activates the Brains

R d P h


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Reward Pathway

Real life, meaningful,and authentic learning

activates the reward

pathway in the brain.

It is this pathway that

keeps us alive.

(Dr. Janet Zardina, 2010)

Learning Activates the Brains

R d P th


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Reward Pathways

By giving us a jolt ofpleasure (dopamine)the reward pathwayworks to ensure that we

will repeat thebehaviors necessary tosurvive.

http://learn.genetics.utah.edu/content/ad

diction/reward/

Multitasking Slows Learning


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g g

It is not possible tomultitask when it

comes to activities

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

Multi-tasking


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g

Multi-tasking violateseverything we know abouthow memory works .

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

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

Multitasking


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g

Our brain works hard to foolus into thinking it can domore than one thing at atime. It cant.

When trying to do twothings at once, the braintemporarily shuts down onetask while trying to do theother.

(3 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. )

Sleep and Memory


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p y

"Periods of slow-wavesleep are very long andproduce a recall andprobably amplification ofmemory traces. Ensuing

episodes of REM sleep,which are very short,trigger the expression ofgenes to store what wasprocessed during slow-

wave sleep."Sidarta Ribeiro, Duke University, 2004

Sleep and Memory


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p y

It takes six hours of sleepto just stabilize newmemories. Then the brainmust consolidate the newmemories which it alsodoes during sleep.

Consolidation requiresyou get seven to eight

hours of sleep each night.Gyrgy Buzsaki, professor at the Center forMolecular and Behavioral Neuroscience at RutgersUniversity

Sleep and Learning


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p g

Not only are memoriesfor everything you

learned that day made

during sleep but sleep

allows the brain to clearspace for new learning

to occur the next day.

(Bryce Mander, a post-doctoral fellow in psychology at

UC Berkeley)

Awake but Off Line


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New findings suggest thatwhen the brain is sleepdeprived even though theperson is fully awake theneurons used for important

mental task switch off.

This is likely to haveconsequences on mentalperformance and we likelyfunction less well the longerweve been awake.

Chiara Corelli,2011( Nature)

Long Term Stress


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g

Long term stress

diminishes/ harmsbrain function.

Short Term Stress


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Acute stress activatesselective CRH

molecules (corticotropin)

releasing hormones,

which disrupted theprocess by which the

brain collects and stores

memories. (Baram,2010)

Progress is Vital


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A feeling of makingprogress is what allows

humans to deal with

tasks, especially tasks

we dont necessarilylike to do.

(Dr. James Zull, 2002)

The Brain is Social


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Survival is accomplishedby working with other

brains

Groups of brains

almost always

outperform a single

brain


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Cognitive Enhancements



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Greater cognitive capacitymeans--

1.More synapses

2.Higher levels of

neurogenesis especially inthe memory forminghippocampus

3. Increased production of

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



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Both neurogenesis andsynapse formation

boost learning,

memory, reasoning, and

creativity.

(Yaakov Stern of Columbia

University)

We can get smarter!

Attention and Cognitive Enhancement


140/169

One of the strongestfindings in brain research,

is that attention is almost

magical in its ability to

physically alter the brainand enlarge functional

circuits (neuroplasticity).

What we pay attention tois key!



141/169

Skills were alreadygood at dont make us

much smarter: we dont

pay much attention to

them.

(Yaakov Stern of Columbia

University.)

We need to learn new

things!

Attention


142/169

New, cognitivelydemanding activitiesare the key

Ballroom dancing, or aforeign language willboost processing speed,strengthen synapses,

and expand or createfunctional networks

Nicotine Promotes Cognitive

Enhancement


143/169

Enhancement

Nicotine enhancesattentionthatkey driver ofneuroplasticity

and cognitiveperformance inboth smokers and

nonsmokers.

(Martha Farah, University of Pennsylvania)

Scientists at the National Institute on

Drug Abuse reported in a 2010

analysis of 41 double-blind, placebo-

controlled studies.

Nicotine Promotes Cognitive

Enhancement


144/169

Enhancement

Nicotine has significantpositive effects on fine

motor skills, the

accuracy of short-term

memory, some forms ofattention, and working

memory, among other

basic cognitive skills.

Nicotine is a Cognitive Enhancements


145/169

The improvements likelyrepresent true performanceenhancement andbeneficial cognitive effects.

The reason is that nicotinebinds to the brain receptorsfor the neurotransmitteracetylcholine that arecentral players in corticalcircuits.(Martha Farah, Universityof Pennsylvania)

Adderall and Ritalin are Cognitive

Enhancements


146/169

Enhancements

There are cognitive benefitsof stimulants like Adderalland Ritalin, at least in somepeople for some tasks.

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

Pennsylvania)

Adderall and Ritalin are Cognitive

Enhancements


147/169

Enhancements

Ritalin or Adderall hasstronger effects on the

prefrontal cortex and

can therefore improve

concentration andminimize fatigue much

more so than caffeine.

Adderall and Ritalin have Side Effects


148/169

Ritalin and Adderall arenot without their ownhealth risks.

Side effects includedifficulty sleeping,seizures, high bloodpressure, loss of

appetite, depression,and many others.

Meditation and Cognitive

Enhancement


149/169

Enhancement

Meditation can increase thethickness of brain regionsthat control attention and

process sensory signalsfrom the outside world

(Neuroscientist Amishi Jha of theUniversity of Miami)

.

Meditation and Cognitive

Enhancement


150/169

Enhancement

The training has shownsuccess in enhancing

mental agility and

attention making the

brain more efficient aquality associated with

higher intelligence

(Neuroscientist Amishi Jha of theUniversity of Miami)

Gaming and Cognitive Enhancement


151/169

Some videogames mightimprove general mental

agility (Yaakov Stern of ColumbiaUniversity).

Games that require motorcontrol, visual search, working

memory, long-term memory, and

decision making, plus require that

elixir of neuroplasticity: attention,

specifically the ability to controland switch attention among

different tasks.

Space Fortress Video Game

Gaming and Cognitive Enhancement


152/169

People get better ontests of memory, motor

speed, visual-spatial

skills, and tasks

requiring cognitiveflexibility (Yaakov Stern ofColumbia University).

Serious Games


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

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

Neuroscience and Technology
http://en.wikipedia.org/wiki/Gamehttp://en.wikipedia.org/wiki/Game


154/169

Neuroeducational.net

A website that is

devoted to how

neuroscience is driving

the use of technology

especially serious

games

Virtual Textbooks

The Future is Here--Almost


155/169

The Future is Here Almost

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

artist.

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

what can be a fairlynarrow subject intosomething painless.

Art Textbook

References


156/169

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