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Re: [xmca] Neuroscience connections to learning and relearning

Emily, I much appreciated your links to the Science Daily articles and the Usha Goswami article. I learned a lot. Thanks much, and please keep links like this coming! These are areas I know I would like to learn much more about. A) On astrocytes etc.: If you had to put together a crash course for CHAT-oriented researchers on neuroscience, what authors, books, articles etc. come to mind that you would draw from? B) As for the overview Goswami offers in her 2006 article regarding 1) what neuroscience actually is discovering about learning processes and how they might apply to the classroom and 2) what neuromyths are emerging along with perhaps other hazards of the commercialization of neuroeducation knowledge ... where is more of this kind of discussion taking place these days?

- Steve

On Sep 15, 2009, at 12:34 PM, Mike Cole wrote:

Thanks Em-- And I googled Goswami neuromyths. Also very enlightening.
Goswami did early work with Ann Brown, former collaborator with us at LCHC.

Now if we go back a step and look at the people who created the label of learning sciences, and their backgrounds, the shift from "developmental
psychology" to developmental sciences, the appearance recently of the
handbook of cultural developmental science, ......... what a tempest! Must be a teapot in there somewhere. Simultaneous, fractilated paradigm shifts?

Does anyone have the luxury of being able to organize a science studies
interrogation of these movements? Seems really worthwhile.

On Tue, Sep 15, 2009 at 12:16 PM, Duvall, Emily <emily@uidaho.edu> wrote:

Thanks Mike... :-)
      In general I like Goswami's work; I find her discussion of
neuromyths compelling and have had my grad students do additional
research on some of them. I am also particularly interested in ways to
try to negotiate across different fields. I've attached my favorite
Goswami and a nice intro to neuroeducation.
      As a side note: Monica (Hansen, who frequently shows up on the
list serve and is one of my doc students) and I took a neuroscience
journal club/ seminar last spring and found ourselves trying to make
sense of the work that is done with regard to education. We are taking another seminar right now and some of the folks who were in last year's class are presenting journal articles in their field, but are trying to
make the links to human experience, particularly education. It's been
interesting to discover how open minded the students and faculty are... one of the computational neuroscience faculty has taken up some Vygotsky
reading as well as neuroeducation... of course Luria's work is a door
opener and a point of mutual interest.

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca- bounces@weber.ucsd.edu]
On Behalf Of Mike Cole
Sent: Tuesday, September 15, 2009 9:41 AM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] Neuroscience connections to learning and relearning

No one picked up on your interest in neuroeducation, Emily. A lot of
what I
read in this area strikes me as almost entirely without any appreciation
education, or human experience, as a culturally mediated, co- constructed process. Do you have a favorite general ref you could point us to that
resonate to??

On Sun, Sep 13, 2009 at 8:50 AM, Duvall, Emily <emily@uidaho.edu> wrote:

I thought some of you might one or both of these article summaries
interesting. The first really speaks to the new field of
with regard to cellular learning... the nice thing about the summary
it gives you an overview of learning at the cellular basis... very
and easy to understand. Plus an introduction to astrocytes... :-)

The second piece actually discusses re-learning, which has been a

What I personally find so interesting is the role of experience in
learning and relearning... I found myself thinking back to Shirley
Heath's work... it would be fun to go back to her work and look at her
study through a neuroeducation lens.

1. Star-shaped Cells In Brain Help With Learning

Every movement and every thought requires the passing of specific
information between networks of nerve cells. To improve a skill or to learn something new entails more efficient or a greater number of cell
contacts. Scientists can now show that certain cells in the brain --
astrocytes -- actively influence this information exchange.

2. Forgotten But Not Gone: How The Brain Re-learns

Thanks to our ability to learn and to remember, we can perform tasks
that other living things can not even dream of. However, we are only
just beginning to get the gist of what really goes on in the brain
it learns or forgets something. What we do know is that changes in the
contacts between nerve cells play an important role. But can these
structural changes account for that well-known phenomenon that it is
much easier to re-learn something that was forgotten than to learn
something completely new?


Emily Duvall, PhD
Assistant Professor Curriculum & Instruction
University of Idaho, Coeur d'Alene
1000 W. Hubbard Suite 242 | Coeur d'Alene, ID 83814
T 208 292 2512 | F 208 667 5275 emily@uidaho.edu | www.cda.uidaho.edu

He only earns his freedom and his life, who takes them every day by
-- Johann Wolfgang Goethe

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