Theme 2 - Brain Changes Flashcards
(99 cards)
1
Q
How are neural connections built?
A
Repeated use of a neural pathway
2
Q
Learning
A
When the brain changes
3
Q
Neural (brain) plasticity
A
the ability of the brain to be shaped and changed by experience throughout the lifespan.
4
Q
Brain changes are always _______?
A
Experience-dependant (without experience to drive it, learning doesn’t occur)
5
Q
Adaptive change
A
anything in the brain that leads to positive outcomes over time
6
Q
maladaptive change
A
anything in the brain that leads to harmful, dangerous, or disabling outcomes
7
Q
What are the 3 types of brain changes?
A
- Anatomical
- Neurochemical
- Metabolic
8
Q
Anatomical change
A
(physical) something physically changes in the brain. This could be new brain cells, neural connections, neural pruning, dedritic growth, etc.
9
Q
Examples of Anatomical change
A
-concussion causes brain damage
-brain surgery
-brain tumors
-drug use killing brain cells
10
Q
Neurochemical change
A
(chemicals) An existing neuron increases or decreases the amount of chemicals (neurotransmitters) that are transferred between neurons.
-This can either increase or decrease the learning process, our feelings, memory, etc.
11
Q
Examples of Neurochemical changes
A
-teacher walks towards you and it makes you nervous
-dopamine hit when you eat ice cream
12
Q
Metabolic change
A
(food) Increase or decrease the amount of glucose and oxygen available or used in the brain
13
Q
example of reperception
A
As second-grader Johnny begins to reach for Susie’s hair to pull it, he vividly
remembers sitting in the principal’s office on a hard-wooden chair, feeling the
tears crawl down his face, and hearing the principal’s deep firm voice and stern
warning the last time he pulled Susie’s hair.
14
Q
example of Metabolic Change
A
A mechanism influenced by experience resulting in brain glucose or oxygen
fluctuations.
15
Q
example of Learning History
A
Fourth-grader Philip understands equations such as 3+5=8 and 2+4=6. However,
when learning about “equivalent” equations such as 1+6=6+1 and 5+2=3+4, he
doesn’t understand how there can be addition on the right side of an equal sign.
His teacher has him work for awhile on equations such as 10=6+4 and 9=2+7.
Then she has Philip again try “equivalent” equations and he can solve them.
16
Q
Information Processing
Approach
A
Experience and new information is encoded into symbolic representations in
long-term memory.
17
Q
Reperception
A
Memories are constructed of what we perceive/our experiences. (when we remember we are repercieving events from our past)
18
Q
Meshing
A
Our memories help us make sense of what we are perceiving in the present by meshing with it.
19
Q
Suppression
A
the act of suppressing current senses/perceptions so that our memory can reprecieve something from the past.
20
Q
Atkinson-Shriffin or Computer memory model
A
sensory memory
(attention passes things through)
working memory
(encodes; retrieval and rehearsal)
long term memory
21
Q
Multicausality
A
All behavior is created by many interacting factors, not one dominant controlling factor.
22
Q
Learning History
A
sum total of everything you have ever learned through any mechanism.
23
Q
Neural Plasticity
A
the ability of the brain to be shaped and changed by experience throughout the lifespan
24
Q
Embodiment
A
learners are engaged and intertwined in their social and material surroundings (as many senses are contributing as possible)
25
Critical Periods
specific time windows in early development when experiences have a lasting impact on brain function and behavior
26
How does most learning probably affect the brain?
▪ Many theorists and researchers believe that the physiological basis for most learning and much of cognitive
development lies in changes in the interconnections (i.e., synapses) among neurons
▪ Learning often involves (a) strengthening synapses, (b) forming new synapses, and even at times (c) eliminating
synapses
27
What effect do “enriching experiences” in the early years have on brain power over the long run?
▪ There is no evidence that intensive, enriching experiences in the early years enhance brain power over the long
run.
▪ There is no evidence to indicate that critical periods exist for traditional academic subjects such as reading,
writing, or mathematics. All people can learn throughout their lives.
28
What are the current limits of brain research?
▪ Brain research cannot tell us what information and skills are most important for children to acquire in a
particular community and culture
▪ Brain research does not provide many clues about the instructional strategies that are most likely to promote
children’s mental growth
29
What are the two mechanisms by which experience can cause change in the brain?
Anatomical and Neurochemical
30
What is the bad news about the relationship of experience and the human brain?
Wrong experiences (such as stress, social isolation, and maternal deprivation) can have problematic effects on
the brain
▪ Early or late exposure to stress can affect a range of brain systems, and thus a range of behaviors.
▪ Synaptic growth—We have a lot in early life and goes down from then on.
▪ Pruning of unused neural pathways (this is both good and bad)
31
What is the good news about the relationship of experience and the human brain?
▪ Right experiences (i.e., normal complex environments) can have beneficial effects on the brain and behavior
▪ Reorganization (plasticity) of the brain based on selective experience can also occur in adults (e.g. – musicians
playing string instruments, limb amputation, learning to read late in life, relearning after a stroke)
▪ We keep making new connections and we keep the “best” or strongest connections throughout our life.
32
Key differences between Teen and mature brains
The key difference between a teenage brain and a mature brain is that a teen's brain is still developing, particularly in the prefrontal cortex responsible for decision-making and impulse control, leading to more impulsive behavior and a greater reliance on emotions compared to adults who can process information more rationally and consider long-term consequences; this means teens may act on emotions more readily and struggle to weigh risks effectively compared to adults.
Teens tend to process information primarily through the amygdala, the brain's emotional center, leading to stronger reactions to stimuli and potential impulsivity.
33
Arguments against using brain research in classrooms
■ Many people use brain findings incorrectly
■ Critical periods—most if not all are not important in school
34
Arguments for using brain research in classrooms
Pedagogical practices informed by brain research include 5 dimensions:
■ Positive Attitudes
■ Acquiring/Integrating Knowledge
■ Extending/Refining Knowledge
■ Using Knowledge meaningfully
■ Habits of mind
35
dentify and explain the 3 main ideas of ET?
-Reperception
-Meshing
-Suppressing
36
What is the main difference between ET and the Information Processing Model?
There is no “encoding” of experience or new information into a symbolic representation in long-term
memory; rather, the experience is stored in memory which we “reexperience” or reperceive.
37
What are some Teaching Strategies/Guidelines/Principles that would be supported based on the Embodiment
Theory?
gestures, enactment, simulation, or physical activity (students can stomp to create counts or dance to represent wildlife ecosystems, create with play-doh, make slime, or participate in other sensory play activities.)
38
Atkinson-Shiffrin (Computer) Model
Experience and new information is “encoded” into a symbolic representation in long-term memory. Thus, we
retrieve symbolic representations from long-term memory.
39
What are the 3 memory components and their relationship to one another? Describe each component
Sensory Memory, Working (Short-Term Memory), and Long-Term Memory
40
Atkinson-Shiffrin (Computer) Model
Experience and new information is “encoded” into a symbolic representation in long-term memory. Thus, we
retrieve symbolic representations from long-term memory.
41
What are the 3 memory components of the computer model and their relationship to one another?
Sensory Memory, Working (Short-Term Memory), and Long-Term Memory
42
What is the function of Storage?
In sensory memory, it’s temporary and fleeting.
In short-term memory, it’s a temporary holding area for actively processed information.
In long-term memory, it refers to the more durable, long-lasting retention of information.
43
What are some Teaching Strategies/Guidelines/Principles based on the IP Model?
note-taking, repetition, guessing meaning from context, or using mnemonic devices
44
If the IP model states that the way to move information from sensory memory to working memory is by
paying attention, then how does this inform us about student learning and teaching?
Encourage students to pay attention
* Might help students pay attention by:
o Saying “This is important...” “This would be a good quiz/exam question...”
o Writing important points on the board
o Using multimedia (such as videos, computers, overhead projectors, computer projectors,
etc) to catch their attention
o Giving them reading questions that help them focus on the important points
45
Rote learning
memorization, repetition, lack of meaning
46
example of rote learning
18 month old learning the alphabet
47
Shallow learning
understanding isolated facts but not how concepts/facts work together and are related. It is a building block to deeper learning
48
example of shallow learning
knowing the names of the keys on the piano but can't play them together to form a song
49
Deep learning
making connections, understanding the conclusion and how they got to it
50
example of deep learning
have a student relate a topic back to a personal experience
51
Why might students think about course material in a shallow way? Be able to briefly explain each.
oIn early stages of learning about a topic
o Quit prematurely
o More interested in being correct than in understanding the material
o Thinking about something else
o Remember only the conclusions or only the reasons leading up to the conclusions, but not both
52
What are 5 Pedagogical Principles to Encourage Mental Engagement so that students develop Deep Knowledge? Be able to
explain each one and why they are helpful.
o Anticipate what your lesson will lead students to think about
o Use discovery learning carefully
o Design reading assignments that require students to actively process the text
o Design lessons so that students can’t avoid thinking about the lesson’s goal
o Design tests that lead students to think about and integrate the most important material
53
Advantages of learning histories?
o Can facilitate the next learning situation
o Can lead to automaticity, meaning that working memory’s limited capacity is freed up to focus on more difficult
aspects of a task or problem
▪ For instance, because you have learned the alphabet, how different words are spelled, and what different
words mean – all to automaticity - you do not need to slowly sound out words or try remember what
various ordinary words mean (such as the, and, because, next, different, words, spelled, etc.) when you
read. Therefore, you can usually focus your attention on the meaning (something more difficult) of what
you are reading
54
Disadvantages of learning histories?
o Can hinder the next learning situation
o Automaticity can lead to misconceptions and errors because the learner often will not stop and think about what they
retrieve automatically to see if it correctly applies to a new learning situation.
55
How can one overcome a student’s learning history when it is hindering new learning?
Change the tasks and/or environments
56
Cultural Tools
Physical or Psychological tools that facilitate learning
57
examples of cultural tools
language, pen and paper, calculator, textbooks, maps, etc.
58
3 steps for internalization of cultural tools
1 imitate
2 self talk
3 tool becomes part of cognition (the way they think)
59
Zone of proximal development
range of tasks a learner can do successfully but only with the help of a tool
60
scaffolding
variety of instructional techniques used to move students progressively toward stronger understanding
61
3 overarching levels of moral development
pre conventional, conventional, post conventional
62
pre conventional
moral reasoning is controlled by external rewards and punishments (what will the affect be on me?)
63
conventional
external standards are imposed by others or society (people said so and that's why)
64
Statistical learning
occurs when our brains unconsciously pick up on regularities in our environment
65
example of statistical learning
picking up an accent
plates are for food
66
how do we get meaning from statistical learning?
when we interpret the patterns/regularities
67
classical conditioning
occurs when a natural stimulus (one that doesn't cause any particular response) occurs immidietly before an unconditioned stimulus
68
example of classical conditioning
a light is presented immediately before giving meat to a dog
-attention grab in classroom (bell means stop talking)
69
generalization
when students learn a conditioned response to one thing, and respond the same way to similar stimuli. They group things together that are alike.
70
relational shift
a shift in focus from independent elements to connections and relationships between them.
71
what are the three parts of self determination theory?
autonomy, competence, and relatedness
72
what is autonomy in self determination theory?
feeling in control, they can make decisions
73
what is relatedness in self determination theory?
the need to feel socially connected and liked by others
74
what is competence in self determination theory?
basic need to believe that one can deal effectively with ones overall environment
75
what are the four types of attention?
selective, sustained, divided, and executive
76
analogical reasoning
when you draw conclusions about a new situation by comparing it to a similar one already known
77
disequalibrium
when you can't address new situations or concepts with existing schemas
78
assimilation
placing a new concept into an existing schema it fits into.
79
accomodation
modifying an existing schema or creating a new one to fit a new concept that doesn't fit any existing schemas
80
schema
tight group of facts relating to a certain concept or phenomenon
81
what are the three goal orientations
performance approach, performance avoidance, and mastery
82
what is selective attention?
being able to focus on particular aspects of an experience while ignoring others
83
what is divided attention?
concentrating on multiple things at once
84
what is sustained attention?
maintaining attention over a long period of time
85
what is executive attention?
involves planning, goals, error detection, and careful decision making
86
automaticity
learning a skill so well it becomes automatic
87
offloading
getting something else to do the thinking work for you
88
what is congnitive inhibition
being able to control where your attention goes
89
what is change blindness and why would it be helpful/harmful for students?
when a change in a visual stimulus is introduced and the observer does not notice it
90
teaching strategies that help with adhd
-not staying on one topic for too long
-use teaching methods that let students get up and move
-peer support
-give them choices
91
explain settlers overlapping waves
why we keep different strategies
92
metacognition
thinking about thinking
93
theory of mind
putting yourself in someone else's shoes...understanding someone else's thinking
94
4 Stages of Epistemological Reasoning
realist, absolutist, multiples, evaluativist
95
realist in Epistemological Reasoning
you think everyone thinks the same as you
96
absolutist
there is an absolute right and wrong...just keep working till you find it
97
multiplist
everyone can have their own opinion and every opinion is equally valid
98
evaluativist
facts and evidence can be used to make the best choice
99
what is the behavior cycle?
Trigger -> Behavior -> Reward
