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RE: [xmca] Neuroscience connections to learning and relearning

Glad you found it interesting, Steve!

To start, I guess it depends on how much you want to know, but generally
I find it important to work with diagrams and video, some kind of visual
support (I've started to include brain drawings as an assignment in my
class) as well as articles.  The Berninger & Richards text works well in
conjunction with the Brain Coloring Book to get you going. You don't
have to memorize everything, but it's helpful to understand the macro
and microstructures from a systems perspective in order to begin to
bridge the discourse.

Others may have different favorites, but I suggest The Jossey-Bass
Reader on the Brain and Learning... and (brand new, I haven't read my
copy): The Educated Brain: Essays in Neuroeducation. Meanwhile, I've
attached a couple of general articles by Howard-Jones and one of the
more interesting pieces on VAK by Sharp et al. 

As to where this discussion is taking place? I am still relatively new
and don't have any peeps other than those I am cultivating in my classes
and several open minded folks on the neuroscience faculty with UIdaho. 


-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu]
On Behalf Of Steve Gabosch
Sent: Tuesday, September 15, 2009 7:16 PM
To: eXtended Mind, Culture, Activity
Subject: 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.
> mike
> 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.
>>       ~em
>> -----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
>> of
>> education, or human experience, as a culturally mediated, co- 
>> constructed
>> process. Do you have a favorite general ref you could point us to  
>> that
>> you
>> resonate to??
>> mike
>> 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
>> neuroeducation
>>> with regard to cellular learning... the nice thing about the summary
>> is
>>> it gives you an overview of learning at the cellular basis... very
>> clear
>>> and easy to understand. Plus an introduction to astrocytes... :-)
>>> The second piece actually discusses re-learning, which has been a
>> topic
>>> lately.
>>> What I personally find so interesting is the role of experience in
>>> learning and relearning... I found myself thinking back to Shirley
>> Brice
>>> 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
>>> http://www.sciencedaily.com/releases/2009/09/090911132907.htm
>>> 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 --
>> the
>>> astrocytes -- actively influence this information exchange.
>>> 2. Forgotten But Not Gone: How The Brain Re-learns
>>> http://www.sciencedaily.com/releases/2008/11/081117110834.htm
>>> 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
>> when
>>> 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?
>>> ~em
>>> 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
>>> storm.
>>> -- Johann Wolfgang Goethe
>>> _______________________________________________
>>> xmca mailing list
>>> xmca@weber.ucsd.edu
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