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Everything You and Your Teachers Need to Know About the Learning Brain
Children go to school to learn, and learning takes place in the brain. In the age period of formal schooling, a child’s brain is still undergoing major developmental changes. For these reasons, neuroscience (the study of the brain) and education are closely connected. Learning is possible because the brain is plastic: plasticity refers to the capacity of the brain to reorganize its structure and thereby change function and behavior. But what exactly changes in the brain when we learn something new? What are optimal conditions for the brain to learn? Why do we also forget things? What developmental changes occur in the brain during childhood and adolescence, and how are these processes diff...
The Sociocultural Context of Psychosocial Interventions
Across diverse academic fields, scholars and practitioners are engaged in developing interventions to promote outcomes like health and quality of life. Indeed, such is the apparent efficacy of such interventions, that there are many policy-led initiatives to implement these at national and international scales. However, few scholars or practitioners have thought in any systematic and critical way about the importance of contextualizing these interventions, i.e., considering how the impact of such interventions may be affected and mediated by specific sociocultural factors (from gender, to ethnicity and socio-economics). The aim of the Research Topic “The Sociocultural Context of Psychosoci...
Multisensory and sensorimotor interactions in speech perception
Speech is multisensory since it is perceived through several senses. Audition is the most important one as speech is mostly heard. The role of vision has long been acknowledged since many articulatory gestures can be seen on the talker's face. Sometimes speech can even be felt by touching the face. The best-known multisensory illusion is the McGurk effect, where incongruent visual articulation changes the auditory percept. The interest in the McGurk effect arises from a major general question in multisensory research: How is information from different senses combined? Despite decades of research, a conclusive explanation for the illusion remains elusive. This is a good demonstration of the c...
Time Will Tell
Attention is a central concept in psychology. The term 'attention' itself has persisted, even though it implies a static, insulated capacity that we use when it is necessary to focus upon some relevant or stimulating event. Riess Jones presents a different way of thinking about attention; one that describes it as a continuous activity that is based on energy fluctuating in time. A majority of attention research fails to examine influence of event time structure (i.e., a speech utterance) on listeners' moment-to-moment attending. General research ignores listeners endowed with innate, as well as acquired, temporal biases. Here, attending is portrayed as a dynamic interaction of an individual ...
Autism: The Movement Perspective
Autism Spectrum Disorders (ASD) is portrayed as cognitive and social disorders. Undoubtedly, impairments in communication and restricted-repetitive behaviors that now define the disorders have a profound impact on social interactions. But can we go beyond the descriptive, observational nature of this definition and objectively measure that amalgamate of motions and sensations that we call behavior? In this Research Topic we bring movement and its sensation to the forefront of autism research, diagnosis, and treatment. We gather researchers across disciplines with the unifying goal of recognizing movement and sensory disturbances as core symptoms of the disorder. We also hear confirmation fro...
TUDO O QUE TU E O TEU PROFESSOR PRECISAM DE SABER ACERCA DE UM CÉREBRO EM PRENDIZAGEM
As crianças vão para a escola para aprender, e essa aprendizagem acontece a nível do cérebro. Em idade escolar, o cérebro da criança está ainda a sofrer alterações significativas no que toca ao seu desenvolvimento. É por este motivo que a neurociência (ciência que estuda o cérebro) e a educação estão muito interligadas. Aprender é possível porque o cérebro é plástico: esta plasticidade é entendida como a capacidade que o cérebro tem de reorganizar a sua estrutura, levando a alterações de função e comportamento. Mas o que muda exatamente no cérebro quando aprendemos algo novo? Quais são as condições ótimas para o cérebro conseguir aprender? Porque é que nos e...
The Oxford Handbook of Synesthesia
Synesthesia is a fascinating phenomenon which has captured the imagination of scientists and artists alike. This title brings together a broad body of knowledge about this condition into one definitive state-of-the-art handbook.
WIE DEIN GEHIRN LERNT ! UND WAS DU UND DEINE LEHRERINNEN UND LEHRER DARUBER WISSEN SOLLTEN
Kinder gehen in die Schule, um zu lernen, und das Lernen findet im Gehirn statt. Während der Zeit der formalen Schulbildung entwickelt und verändert sich das Gehirn eines Kindes weiterhin stark. Deshalb sind die Neurowissenschaften (die Erforschung des menschlichen Gehirns) und die Bildung eng miteinander verbunden. Lernen ist nur möglich, weil das Gehirn plastisch, also formbar, ist. Mit Plastizität ist die Fähigkeit des Gehirns gemeint, seine Struktur umzugestalten und dadurch verschiedeneFunktionen und auch das Verhalten zu verändern. Aber was genau verändert sich im Gehirn, wenn wir etwas Neues lernen? Was sind die optimalen Bedingungen für das Gehirn, um zu lernen? Warum vergess...
TOUT CE QUE VOUS ET VOS ENSEIGANTS DEVRIEZ SAVOIR SUR LE CERVEAU EN APPRENTISSAGE
Les enfants vont à l’école pour apprendre, et l’apprentissage se fait dans le cerveau. A l’âge de la scolarisation formelle, le cerveau d’un enfant subit encore des changements développementaux majeurs. Pour ces raisons, les neurosciences (étude du cerveau) et l’éducation sont étroitement liés. Apprendre est possible car le cerveau est plastique : la plasticité désigne la capacité du cerveau à réorganiser sa structure et ainsi modifier ses fonctions et son comportement. Mais qu’est ce qui change exactement dans le cerveau lorsque nous apprenons quelque chose de nouveau ? Quelles sont les conditions optimales pour que le cerveau apprenne ? Pourquoi oublions-nous aussi...
ALLES WAT JIJ EN JE LERAREN MOETEN WETEN OVER HET LERENDE BREIN
Kinderen gaan naar school om te leren, en leren gebeurt met de hersenen. In de tijd dat kinderen naar school gaan, ondergaan hun hersenen nog grote veranderingen. Daarom zijn de neurowetenschappen (de studie van de hersenen) en onderwijs nauw met elkaar verbonden. Leren is alleen mogelijk omdat de hersenen plastisch zijn: plasticiteit verwijst naar het vermogen van de hersenen om hun structuur te reorganiseren en daardoor functie en gedrag te veranderen. Maar wat verandert er precies in de hersenen als we iets nieuws leren? Wat zijn de optimale omstandigheden voor de hersenen om te leren? En waarom vergeten we ook dingen? Welke ontwikkelingsveranderingen treden op in de hersenen tijdens de k...
