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21st Century Concepts- Educational Neuroscience
A list of resources and articles on psychology and learning
Curated by Tom Perran
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Brain Potential Institute's Online Brain-Training Treatment for Learning Disabilities Affirms Successful Results

Brain Potential Institute's Online Brain-Training Treatment for Learning Disabilities Affirms Successful Results | 21st Century Concepts- Educational Neuroscience | Scoop.it
Online brain-training program proves highly effective as a treatment for ADD, ADHD, central auditory processing and other learning disabililties.
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Why Emotions Are Attention-getters - Science News

Why Emotions Are Attention-getters - Science News | 21st Century Concepts- Educational Neuroscience | Scoop.it
Strong, direct wiring in brain connects feelings with focus...
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Cognitive And Affective Variables That Should Rule Education

Cognitive And Affective Variables That Should Rule Education | 21st Century Concepts- Educational Neuroscience | Scoop.it
Education must focus on the quality of teaching and learning.

Via Gust MEES
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Lynnette Van Dyke's curator insight, January 1, 2013 12:24 PM

Cognitive Variables

Metacognition as knowledge of ways of thinking, thought structures and the capacity to control and modify cognitive learning processes.Systematized general and specific knowledge.Understanding the languages of science and the humanities.Retention of knowledge.Transfer of knowledge: transdisciplinary and interdisciplinary approaches.Transfer of skills: practical application of knowledge.Capacity for generalization and discrimination of contents.Capacity for symbolic and abstract exchange.Capacity to evaluate results.Capacity to develop concepts and categories.Development of imagination to simulate objects and processes.Capacity to formulate problems and take decisions to solve them.Capacity to search for and process information.Capacity to evaluate information to reduce uncertainty.Knowledge of the value of making mistakes as an aid to rectification.Capacity to grasp the whole and act on the parts.

Affective Variables

Development of thought and ethical behavior.Full and responsible exercise of human rights.Democratic cooperative behavior.Simultaneous exercise of rights and obligations for the practice of freedom.Multicultural, intercultural and international understanding.Development of aesthetic sensitivity.Critical sense and spirit of dialogue with full respect for the ideas of others.Flexibility and tolerance.Development of self-criticism.Ability to listen.Fostering sharing attitudes.Capacity to compete with oneself and not with others.To permanently strive to be free from mental and social prejudices.Motivation to learn and cultivation of learning habits.Development of attitudes conducive to creativity and innovation.Capacity for risk-taking and accepting responsibility for learning.Fostering the inquiring spirit to keep curiosity alive.Moderation of superfluous elements.Learning for enterprise: sense of enterprise and initiative.Learning to care: sense of living in harmony with nature and fellow human beings.Learning to carry on learning: sense of living in harmony with knowledge.

These are variables for the «learning persons» i.e. for students and professors. The selective sample of quality variables drawn from the cognitive and affective areas presup­poses the condition of diversification which any educational institution must exhibit in order to comply with the criteria which identify learning which embraces the different areas of thought and action.

All quality variables must be stimulated from the earliest pre-school age.  Other­wise it is a very difficult, almost impossible, task for the university. However, at any age, the world of knowledge and of feeling is always open to exploration and individual growth. If this has not been achieved at the previous levels of the education system or it has not been attempted, it is never too late to learn, and in no event should this be an ex­cuse for the university institution not to fulfill its obligations. In short, what is required is schools and universities prepared to take risks, which will offer a formative education which transcends the mere acquisition of knowledge. That is to say, educational institutions that turns the subject transmitted into a freely available, spiritually fecund element which stimulates the development of thought and action.

[1] This list of learning variables is based in my research on cultural learning presented in my book, The Psychosocial and Cultural Nature of Education  (2004). Boston: Pearson.

 ©2012 Miguel Angel Escotet. All rights reserved. Permission to reprint with appropriate citing.

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helpUSeducate

The Brain-Based Benefits of Writing for Math and Science Learning (Part 2 of 7) (The Brain-Based Benefits of Writing for Math and Science Learning (Part 2 of 7) http://t.co/d6p99ITr...)...
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Math Anxiety Is (Literally) in Your Head

Math Anxiety Is (Literally) in Your Head | 21st Century Concepts- Educational Neuroscience | Scoop.it

"Math can be a fun, logic puzzle for some people. But for others, doing math is a headache-inducing experience. Scientists at the Stanford University School of Medicine have recently shown that people who experience math anxiety may have brains that are wired a little differently from those who don’t, and this difference in brain activity may be what’s making people sweat over equations."


Via Todd Reimer
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Want Children to “Pay Attention”? Make Their Brains Curious! | Psychology Today

Want Children to “Pay Attention”? Make Their Brains Curious! | Psychology Today | 21st Century Concepts- Educational Neuroscience | Scoop.it
Force feeding won’t work even on a hungry brain. By Dr. Judy Willis, M.D., M.Ed....
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A Year Adds Up To Big Changes In Brain - Science News

A Year Adds Up To Big Changes In Brain - Science News | 21st Century Concepts- Educational Neuroscience | Scoop.it
Third grade a turning point in how kids solve math problems (RT @JasonFlom: There's a difference in how the 2nd & 3rd grade brains tackle math problems.
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Learning best when you rest: Sleeping after processing new info most effective

Learning best when you rest: Sleeping after processing new info most effective | 21st Century Concepts- Educational Neuroscience | Scoop.it

Nodding off in class may not be such a bad idea after all. New research shows that going to sleep shortly after learning new material is most beneficial for recall. While this may simply seem to confirm what has been known from earlier studies, "what's novel about this study" say the authors, "is that we tried to shine light on sleep's influence on both types of declarative memory by studying semantically unrelated and related word pairs."



Via David Hulme, Gina Stepp
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David Hulme's comment, March 27, 2012 8:44 AM
Thanks!
David Hulme's comment, April 1, 2012 6:50 AM
Thnx!
David Hulme's comment, April 1, 2012 6:51 AM
Thanks Tom
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What Neuroscience Tells Us About Deepening Learning

What Neuroscience Tells Us About Deepening Learning | 21st Century Concepts- Educational Neuroscience | Scoop.it
A veteran teacher offers a neuroscientific perspective on helping students forge long-term memories that boost their future learning.
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Kelly Unplugged: My Day Without ADHD Medicine - PsychCentral.com (blog)

Kelly Unplugged: My Day Without ADHD Medicine - PsychCentral.com (blog) | 21st Century Concepts- Educational Neuroscience | Scoop.it
PsychCentral.com (blog)Kelly Unplugged: My Day Without ADHD MedicinePsychCentral.com (blog)By Kelly Babcock Twice in the past seven days I've managed to forget my meds. I take Concerta, which is Methylphenidate.
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Using Brain Rules to Engage Your Students | Teaching and ...

Using Brain Rules to Engage Your Students | Teaching and ... | 21st Century Concepts- Educational Neuroscience | Scoop.it
This week at the Alliance 2012 conference in Nashville, Tennessee, the keynote speaker, John Medina, spoke about the relevance of how the brain reacts to information in the practical world of business.
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Eide Neurolearning Blog: Metacognition, Math, and the Brain

Eide Neurolearning Blog: Metacognition, Math, and the Brain | 21st Century Concepts- Educational Neuroscience | Scoop.it
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Neuroscientists create computer program that can decode your thoughts | ExtremeTech

Neuroscientists create computer program that can decode your thoughts | ExtremeTech | 21st Century Concepts- Educational Neuroscience | Scoop.it
Neuroscientists from the University of California, Berkeley have successfully decoded brain activity into audible sounds. This is effectively mind reading.
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Technology can push our crazy buttons, rewire brains

Technology can push our crazy buttons, rewire brains | 21st Century Concepts- Educational Neuroscience | Scoop.it
Is our tech saturation rewiring our brains? Some experts think it is.
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What Neuroscience Tells Us About Deepening Learning

What Neuroscience Tells Us About Deepening Learning | 21st Century Concepts- Educational Neuroscience | Scoop.it
A veteran teacher offers a neuroscientific perspective on helping students forge long-term memories that boost their future learning.
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What Kids Should Know About Their Own Brains

What Kids Should Know About Their Own Brains | 21st Century Concepts- Educational Neuroscience | Scoop.it

Neuroscience may seem like an advanced subject of study, perhaps best reserved for college or even graduate school. Two researchers from Temple University in Philadelphia propose that it be taught earlier, however—much earlier. As in first grade.


~Via Annie Murphy Paul


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Brain Rules Schools: what school would look like if we listened to research

Brain Rules Schools: what school would look like if we listened to research | 21st Century Concepts- Educational Neuroscience | Scoop.it
Here's a quick glimpse of a brain-based middle school day based on Brain Rules, the best selling book by molecular biologist John Medina.
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Mind, Brain, and Education | Students at the Center

Mind, Brain, and Education | Students at the Center | 21st Century Concepts- Educational Neuroscience | Scoop.it

"Mind, Brain and Education" publication from "Students at the Center" has been released. 

 

"What does brain research tell us about how we learn and how learning, in turn, shapes the architecture of the brain? What is the connection between the stress of poverty and the impact of emotions on learning? To answer such questions, this paper draws on recent brain research and research in cognitive science, highlighting the positive impact of student-centered learning approaches."


Via Kathleen McClaskey
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Twelve Things You Were Not Taught in School About Creative Thinking | Psychology Today

Twelve Things You Were Not Taught in School About Creative Thinking | Psychology Today | 21st Century Concepts- Educational Neuroscience | Scoop.it
Aspects of creative thinking that are not usually taught. By Michael Michalko...
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Whose Children Will Get the Best Jobs in the 21st Century? | Psychology Today

Whose Children Will Get the Best Jobs in the 21st Century? | Psychology Today | 21st Century Concepts- Educational Neuroscience | Scoop.it
The best jobs will go to applicants who can think. By Dr. Judy Willis, M.D., M.Ed.... (RT @MariaMontessori: RT @lawgrrrl: Best jobs of 21st cen.
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Training Working Memory: Why and How | Psychology Today

Training Working Memory: Why and How | Psychology Today | 21st Century Concepts- Educational Neuroscience | Scoop.it
Make your working memory work for you. By William R. Klemm, D.V.M, Ph.D....

Via Gina Stepp
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Niah Janae Patterson's comment, March 18, 2013 6:34 AM
Good to know to train the mind to hold more memories.
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BrainConnection: The Brain and Learning

BrainConnection: The Brain and Learning | 21st Century Concepts- Educational Neuroscience | Scoop.it
An online source of information about the brain and learning for educators, parents, students and teachers.
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Differentiated Instruction and the Brain » Philly Teacher

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10 Brain-Based Learning Laws That Trump Traditional Education

10 Brain-Based Learning Laws That Trump Traditional Education | 21st Century Concepts- Educational Neuroscience | Scoop.it
A learning trump card is one that reigns over more established education practices. When one strategy trumps another, it means that it is a better way of learning.
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Study: MRI reveals brain function differs in math-phobic children

Children who get anxious about doing math have brain function that differs from children who don’t, with math-specific fear interfering with the parts of the brain involved in problem-solving, according to functional MRI (fMRI) scans of 7- to...
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