[Xmca-l] Re: New Book on Brain-Friendly Assessments is Here!

Thu Mar 26 09:37:31 PDT 2015

Thanks for that abstract, Greg. Very helpful and immediately relevant to
work Martin and I are engaged in. Here is the link to a bunch of her papers
for those of you following these issues.

http://www-bcf.usc.edu/~immordin/

Notice the causal sequence in the following topic sentence of the abstract:
 "Social emotions shape how we act, who we become, and how we experience
our own lives."

I managed to perezhit the assumptions in that sentence, but wonder how
others perezhil-ed
it.

Mike

(For the totally baffled, there is a lot of discussion going on around the
Russian concept of
perezhivanie, cognition/affect relationships, and such. My question is a
serious one. In what senses and under what conditions (two ways of saying
the same thing?) can we say that social emotions are causes?)
 (Perezhivanie is a super candidate for what is referred to as a social
emotion).

On Thu, Mar 26, 2015 at 8:20 AM, Greg Thompson <greg.a.thompson@gmail.com>
wrote:

> And here is one that looks to be more directly relevant to educational
> neuroscience, Mary Helen Immordino-Yang. She is one of the keynote (early
> career award) speakers at AERA this year. I'll paste the full details
> below.
> Culture shapes brain shapes culture...?
> -greg
>
> AERA Early Career Award (2014) Lecture: Mary Helen Immordino-Yang,
> University of Southern California
>
>
> *Embodied Brains, Social Minds, Cultural Meaning: Applying Social Affective
> Neuroscience to Development and Education*
> Sunday April 19,  8:15 to 9:45 a.m.
> Hyatt, West Tower - Gold Level - Regency C
>
> Social emotions shape how we act, who we become, and how we experience our
> own lives. But how? Mary Helen Immordino-Yang will present her research on
> the neurobiology and psychology of admiration, compassion and inspiration,
> including these emotions’ deep visceral roots in the feeling and regulation
> of the body and consciousness, and their propensity to heighten one’s own
> subjective sense of self-awareness and purpose. She will share findings
> from her ongoing longitudinal study of these emotions among low-SES
> adolescents from immigrant families in Los Angeles, and what the findings
> reveal about how culture, family relationships, media use, exposure to
> community violence and other factors shape the brain bases of emotional
> experience, with implications for academic performance and life outcomes.
>
> On Sat, Mar 21, 2015 at 8:04 PM, Helen Harper <helen.harper@bigpond.com>
> wrote:
>
> > Thanks very much Greg. This looks like a very interesting book
> >
> > regards,
> > Helen
> >
> > > On 18 Mar 2015, at 3:58 am, Greg Thompson <greg.a.thompson@gmail.com>
> > wrote:
> > >
> > > Helen,
> > > This doesn't quite speak to your question of educational neuroscience,
> > but
> > > I find this to be an interesting take on brains and contexts:
> > >
> > >
> >
> http://www.amazon.com/The-Encultured-Brain-Introduction-Neuroanthropology/dp/0262017784
> > >
> > > The authors of The Encultured Brain, Greg Downey and Daniel Lende, were
> > > both trained as anthropologists and thus, compared to your average
> > > neuroscientist, they have a little better grasp of the importance of
> > > context. At the same time, as compared with your average
> anthropologist,
> > > they appreciate the importance of understanding the biological brain.
> > >
> > > -greg
> > >
> > > On Tue, Mar 17, 2015 at 5:31 AM, Helen Harper <
> helen.harper@bigpond.com>
> > > wrote:
> > >
> > >> Thank you very much for this article Mike. You bring such clarity to
> > this
> > >> historical perspective. I laughed when I clicked on the youtube link!
> > >> (thinking it was going to be some neuroscience thing).
> > >>
> > >> Your discussion of Bereiter and Engelmann is especially useful and
> > timely
> > >> for me to ponder, given that the Australian government is in the
> > process of
> > >> spending millions getting remote schools to do Direct Instruction (or
> > some
> > >> form of it anyway).
> > >>
> > >> i was also wondering, still on the 'brain-friendly' topic, if anyone
> has
> > >> any writing specifically about 'brain-based learning' - and whether
> any
> > of
> > >> those 'brain-based' people ever have anything to say about learning
> in a
> > >> social context? I want to know, does 'brain-based learning' represent
> an
> > >> ideology in which learning is constructed as something that takes
> place
> > >> entirely inside the brain of the individual, or have I missed
> something?
> > >>
> > >> Helen
> > >>
> > >>
> > >>> On 17 Mar 2015, at 6:15 am, mike cole <mcole@ucsd.edu> wrote:
> > >>>
> > >>> Some relevant material here, Helen. Peter probably has a bunch more.
> > >>>
> > >>> I am afraid that back to the future is the way things are going. Very
> > >> nice
> > >>> when you like that past as your future, not so nice when you
> > don't......
> > >>> makes it seems like you want to ask, a la Pete Seeger and "where have
> > all
> > >>> the flowers gone," "when will they ever learn."
> > >>>
> > >>> https://www.youtube.com/watch?v=1y2SIIeqy34
> > >>>
> > >>> mike
> > >>>
> > >>> On Mon, Mar 16, 2015 at 5:26 AM, Helen Harper <
> > helen.harper@bigpond.com>
> > >>> wrote:
> > >>>
> > >>>> Speaking of which, can anyone point me to any recent sociocultural
> or
> > >>>> cultural-historical-informed critiques of the current culture-free
> > >> trends
> > >>>> in educational neuroscience? I would be much obliged.
> > >>>>
> > >>>> Helen
> > >>>>
> > >>>>
> > >>>>> On 16 Mar 2015, at 9:39 pm, Andy Blunden <ablunden@mira.net>
> wrote:
> > >>>>>
> > >>>>> I think I'll send my brain along to one of these sessions!
> > >>>>> Andy
> > >>>>>
> > >>
> ------------------------------------------------------------------------
> > >>>>> *Andy Blunden*
> > >>>>> http://home.pacific.net.au/~andy/
> > >>>>>
> > >>>>>
> > >>>>> Peter Smagorinsky wrote:
> > >>>>>> The latest in culture-free educational solutions…..p
> > >>>>>>
> > >>>>>> From: Learning Sciences International [mailto:
> > >>>> lsiinfo@learningsciences.com]
> > >>>>>> Sent: Monday, March 16, 2015 6:54 AM
> > >>>>>> To: Peter Smagorinsky
> > >>>>>> Subject: New Book on Brain-Friendly Assessments is Here!
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>> FORWARD THIS EMAIL<
> > >>>> http://email.learningsciences.com/v/CAi00q0ab0ZT0VBV3T07J08>
> > >>>>>>
> > >>>>>>
> > >>>>>> [Learning Sciences International]
> > >>>>>>
> > >>>>>>
> > >>>>>> NOW AVAILABLE!
> > >>>>>>
> > >>>>>> Effective assessments based on neuroscience.
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>> Looking to design brain-friendly assessments that deepen students’
> > >>>> understanding? Want to fairly assess all students, including
> > >>>> English-language learners and those who are homeschooled?
> > >>>>>>
> > >>>>>> In Brain-Friendly Assessments<
> > >>>> http://email.learningsciences.com/kT0rb0V00Zi03ABTV70b80J>, by
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> > >> findings
> > >>>> from educational neuroscience to help determine what, who, where,
> and
> > >> how
> > >>>> to assess—and it’s now available!
> > >>>>>>
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> > >
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> > >>>>>>
> > >>>>>> “A powerful book, Brain-Friendly Assessments has informed my
> > >>>> instruction as well as assessment. I cannot overstate how
> appreciative
> > >> I am
> > >>>> of the way the author distilled the essence of assessment into
> > >>>> student-centered, sensible best practices.”
> > >>>>>>
> > >>>>>> —Alana Margeson, 2012 Maine Teacher of the Year
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>> Brain-Friendly
> > >>>>>> Assessments
> > >>>>>>
> > >>>>>>
> > >>>>>> What They Are and How to Use Them
> > >>>>>> [Brain-Friendly Assessments]<
> > >>>>
> > >>
> >
> http://education-store.learningsciences.com/product_p/bpp150401.htm?utm_source=bfaannouncementemail&utm_medium=sidebarimagelink&utm_campaign=bssousa
> > >>>>>
> > >>>>>>
> > >>>>>> [ORDER NOW]<
> > >>>>
> > >>
> >
> http://education-store.learningsciences.com/product_p/bpp150401.htm?utm_source=bfaannouncementemail&utm_medium=ordernowbutton&utm_campaign=bssousa
> > >>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>>
> > >>>>>> LEARNING SCIENCES INTERNATIONAL
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> > >>>>>
> > >>>>
> > >>>>
> > >>>>
> > >>>
> > >>>
> > >>> --
> > >>> It is the dilemma of psychology to deal as a natural science with an
> > >> object
> > >>> that creates history. Ernst Boesch.
> > >>> <deficit.pdf>
> > >>
> > >>
> > >>
> > >
> > >
> > > --
> > > Gregory A. Thompson, Ph.D.
> > > Assistant Professor
> > > Department of Anthropology
> > > 880 Spencer W. Kimball Tower
> > > Brigham Young University
> > > Provo, UT 84602
> > > http://byu.academia.edu/GregoryThompson
> >
> >
> >
>
>
> --
> Gregory A. Thompson, Ph.D.
> Assistant Professor
> Department of Anthropology
> 880 Spencer W. Kimball Tower
> Brigham Young University
> Provo, UT 84602
> http://byu.academia.edu/GregoryThompson
>

-- 
"Each new level of development is a new relevant context." C.H. Waddington