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Learning & Neurosciences - OECD - 22-10-2004
How brain science can teach us how or how not to learn better?
Is it true that learning is learnable? :confused:
Learning & Neurosciences - lisasimpson - 01-11-2004
Gerald Eldeman has made enormous leaps into the study of the brain and learning.
Eldeman's 'value systems' can help us understand the 'true' nature of motivation and learning.
Learning & Neurosciences - Duncan Adams - 01-11-2004
I beilieve it is, but first you have to understand how parts of the brain work!! If we can teach in the same way as the most important way the brain learns, we can only be on a road to success.
Duncan Adams
http://www.ipeimage.com
See me in the hypothesis factory
Learning & Neurosciences - Cass_Davis - 02-11-2004
Can you provide the references to Edelman you recommend? The OECD project is working on the subject of emotions and learning. The second symposium on Emotions, Learning and Education will be held in Copenhagen on November 8 & 9th. See URL=http://edit.lld.dk/consortia/neuroscience/news/Emotionseducationsandlearning/en] for more information and report of the first symposium.
Learning & Neurosciences - foreign brain - 23-11-2004
Could you help me to find any article or a refrence concerning the relation between music and learning?.
Thanks
Learning & Neurosciences - OECD - 23-11-2004
Dear Foreign Brain,
Our scientist network has suggest us the following reading. Please let us know if you were able to find it. If so, tell us what do you think about it!!!
See: "Music and the Brain What is the secret of music's strange power? Scientists are piecing together what happens in the brains of listeners and musicians" by Weinberger, NM, Scientific American, Vol 291, No 5, pp. 88-95.
Good reading!
Moderator
Learning & Neurosciences - OECD - 02-12-2004
See the answer to this interesting question which has just been posted up in our Questions and Answers section, click link below:
http://www.oecd.org/document/5/0,2340,en_2649_14935397_21785797_1_1_1_1,00.html
Learning & Neurosciences - Cathy Trinh - 31-12-2004
I hope that brain research will lead to the individualizing of education. Perhaps one day it won't matter whether a child is gifted, average, or special; each student will be able to learn more because of what brain science has discovered.
Learning & Neurosciences - Karldw - 07-01-2005
I have no question about the power of cognitive concepts in teaching situations. I have used them and they work. I feel that we have to take a position similar to a neuropsychologist, knowledge of the brain guides us but our behavior is not much different from before. It is like the zen saying
Before Enlightenment, chop wood, carry water
After Enlightenment, chop wood, carry water
The most important thing to achieve here is a realistic understanding of the state of the art and realistic goals for implementation. Failure is frustrating and it delays the inevitable
Learning & Neurosciences - Knecht - 22-01-2005
foreign brain Wrote:Could you help me to find any article or a refrence concerning the relation between music and learning?.There are many studies about the positive relation between music and learnig, a very interesting subject that probably deserves more attention and should be widely known. The most famous studies are probably those made by Tomatis in France and Hans G. Bastian in Germany.
Thanks
The most recent article that I found is the following:
Music Lessons Enhance IQ
Author: E. Glenn Schellenberg1
Source: Psychological Science, August 2004, vol. 15, no. 8, pp. 511-514(4)
Publisher: Blackwell Publishing
Abstract:
The idea that music makes you smarter has received considerable attention from scholars and the media. The present report is the first to test this hypothesis directly with random assignment of a large sample of children (N=144) to two different types of music lessons (keyboard or voice) or to control groups that received drama lessons or no lessons. IQ was measured before and after the lessons. Compared with children in the control groups, children in the music groups exhibited greater increases in full-scale IQ. The effect was relatively small, but it generalized across IQ subtests, index scores, and a standardized measure of academic achievement. Unexpectedly, children in the drama group exhibited substantial pre- to posttest improvements in adaptive social behavior that were not evident in the music groups.
Language: Unknown
Document Type: Research article
DOI: 10.1111/j.0956-7976.2004.00711.x
Affiliations: 1: University of Toronto at Mississauga, Mississauga, Ontario, Canada
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