What Neuroscience has to

Teach Us-Part 2
 Sleep
 7. Sleep


 The brain
needs sleep
to process
information
•
 Stress
 8. Stress


 Stress
diminishes/
harms brain
function
•
 Multiple Senses
 9. The brain
works best
when multiple
senses are
involved
•
•
 We Use all our Senses
 The study's lead investigator -- Assistant
Professor of Psychology Aaron Seitz –
•
• says the traditional belief among neuroscientists
has been that the five senses operate largely
as independent systems.
•
• However, mounting data suggest interactions
between vision, hearing, smell, touch and taste
are the rule, rather than the exception, when it
comes to how the human brain processes
sensory information and thus perceives things.
 Journal Current Biology, 2006
20 Ounces of Coke

74 grams of sugar or 2.7

oz
A Burger King Wopper

47 grams of fat
 Using all Our Senses to
Learn
• Those in multisensory
environments
always do better
than those in
unisensory
environments
•
• They have more recall
with better
resolution that lasts
longer, evident even
20 years later.
•
 (John Medina, Brain
 Using all Our Senses to
Learn
• Studies from the National
Institutes of Child Health
and Human
Development have
shown


• that for children

with difficulties
learning to read,
a multisensory
teaching method
is the most
effective
 Smell and Learning

• Proust Effect is
the unusual
ability of smell
to enhance
recall


• Best results
when smells
are congruent
with the
 Smell and Learning
Im et her at
th e tu lip
• Emotional details fe stiva l
or
autobiographical
memories have
the best recall
results from
using using smell


 ( pg 212)

•
 Smell and Sleep
• Smell can improve
declarative memory
during sleep

•
• Research using
rose scent during
sleep enhanced
recall of simple
memory card
matches that
were learned
while smelling
the rose scent by
 Multimedia Exposure and
Learning
 Cognitive
Psychologist
Richard Mayer—
• 1. students learn
better from
words and
pictures than
from words alone
Temporal Congruity Principle
•
•
• Students learn
better when
words and
pictures are
presented
simultaneously
rather then
successively
 Spatial Congruity Principle
•
•
• Students learn
better when
words and
pictures are near
to each other on
the page rather
than far from
each other.
 Coherence Principle
•
•
•
• Students learn
better when
extraneous
material is
excluded
 Modality Principle
•
• Students learn
better from
animation and
narration than
from animation
and screen text
 Vision Trumps All
 10.Vision trumps all other senses
•
 Vision Trumps All
• The more visual the input becomes
the more likely it is to be
recognized and recalled
•
• This is called the Pictorial Superiority
Effect
 Vision Trumps All
• Text and oral
presentations are
not just less
efficient than
pictures for
retaining certain
kinds of
information they
are way less
efficient
 p.234
 Vision Trumps All
• Oral information
has a recall of
about 10% after
72 hours --add a
picture and the
recall increases
to 65%
• P.234
 Vision Trumps All
• Humans pay a lot of attention to the size of things
and to things in motion.
 Questions
• How can we teach to our students
senses?
•
• What kinds of assignments would
engage our students senses?
•
•
 Men’s and Women’s Brains are
Different
 11. There are
differences in the
brains of men and
women
•
•
Men and women respond differently to acute
stress

• •
• •
• •
• •
• •
• Men activate the • Women activate
amygdala in the the amygdala in
right hemisphere the left
of the brain and hemisphere and
record the gist of remember the
the event details of the
 The Brain was Designed to
Learn
12. The brain was meant to explore


and learn
•
 Patterns and Learning

• Which of the following
slides is easier to
remember and WHY?
 SLIDE ONE

4915802979
 Slide Two
•


(491) 580-
2979
 Slide One


 NRAFBINBCUS
AMTV
 Slide Two
•
•
•

NRA NBC FBI
USA MTV
 Which is easier?
• Counting backwards from 100
•
•
 OR
•
• Reciting the alphabet
backwards
 Reading a textbook

• 90% of the time the 1st

sentence of a paragraph
is the Main Idea of the
paragraph
•
 Reading Patterns
• Lists
• Sequences
• Definitions
• Cause and Effect
• Similarity and
Difference
• Spatial Order
 Similarity and Difference
 The most common pattern used in
American schools is similarity and
difference.
 Information Learned in a
Complete Pattern
• When information is learned as part
of a whole (a complete pattern) it
becomes easier to recall.


 Stimulating any part of the

pattern can lead to the recall of the
whole pattern.
•

Baseball Players’ Positions
 Patterns and Learning
•


•
 Patterns and Learning
• However, if all a person did was memorize the names
in order 1-9… trouble!!!
 Questions
• What is the pattern(s) of your
content area?
•
• How can you use this pattern(s) to
enhance students’ understanding
of your content?
 References
 Bjork, R. A. (1994) Memory and Metamemory consideration in the training of human beings. In J.
Metcalfe & A. Shimamura (Eds) Metacognition: Knowing about Knowing pp. 185-205. Cambridge,
MA MIT Press.
 Bloom, Benjamin S. (Ed). (1956). Taxonomy of Educational Objectives: The

 classification of Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New

York: McKay.
Caine, Renate; Caine, Geoffrey. Education on The Edge of Possibility. Alexandria, VA: Association for

Supervision and Curriculum Development, 1997.

Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, NY,

Grosset/Putnam
Diamond, Marion. (1988). Enriching Heredity: The Impact of the Environment on the Brain. New York,

NY: Free Press.

Damasio AR: Fundamental Feelings. Nature 413:781, 2001.

.D. O. Hebb,1949 monograph, The Organization of Behavior

Dweck, Carol. Mindset The New Psychology of Success, 2006 random House, NY

Medina, John, Brain Rules, Pear Press, 2008

Sylwester, R. A Celebration of Neurons An Educator’s Guide to the Human Brain, ASCD:1995

Sprenger, M. Learning and Memory The Brain in Action by, ASCD, 1999

.


 References
 How People Learn by National Research Council editor John Bransford, National Research Council, 2000
 Goldberg, E. The Executive Brain Frontal Lobes and the Civilized Mind ,Oxford University Press: 2001
 Ratey, J. MD. Spark: The New Science of Exercise and the Brain, 2008, Little Brown
 Ratey, J. MD :A User’s Guide to the Brain, Pantheon Books: New York, 2001
 Zull, James. The Art of Changing the Brain.2002, Stylus: Virginia
 Weimer, Maryellen. Learner-Centered Teaching. Jossey-Bass, 2002
 Sousa, David. How the Brain Learns(Corwin Press, Inc., 1998),


 Long-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in Multiple

Forebrain Areas
Sidarta Ribeiro, Damien Gervasoni, Ernesto S. Soares, Yi Zhou, Shih-Chieh Lin, Janaina Pantoja,
Michael Lavine, Miguel A. L. Nicolelis
 Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of competing
memory systems by distraction. Proc. Nat. Acad. Sci. 103: 11778-11783.
 Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. Isolation of a Central Bottleneck of
Information Processing with Time-Resolved fMRI. Neuron. 52 (6): 1109-1120
 Mayer, R. E. (2009). Multimedia learning (2nd ed). New York: Cambridge University Press.

 

 The End