Download Understanding the Brain: The Birth of a New Learning Science by Organization for Economic Cooperation and Development OECD PDF

By Organization for Economic Cooperation and Development OECD

This publication presents new insights approximately studying by way of synthesising current and rising findings from cognitive and mind technological know-how and exploring how this new info may possibly impression instructing, parenting, and academic coverage making. It exhibits what the newest mind imaging innovations and different advances within the neurosciences really show approximately how the mind develops and operates at assorted levels in lifestyles from start to previous age and the way the mind is thinking about buying abilities akin to studying and counting. It additionally provides medical insights into what occurs while the mind malfunctions in stipulations akin to dyslexia or Alzheimer's ailment. desk of contents in English govt precis half I. the educational mind bankruptcy 1. An "ABC" of the mind bankruptcy 2. How the mind Learns all through lifestyles bankruptcy three. The influence of surroundings at the studying mind bankruptcy four. Literacy and the mind bankruptcy five. Numeracy and the mind bankruptcy 6. Dispelling "Neuromyths" bankruptcy 7. The Ethics and service provider of academic Neuroscience Conclusions and destiny customers half II. Collaborative Articles Article A. The mind, improvement, and studying in Early adolescence Article B. The mind and studying in youth Article C. mind, Cognition, and studying in maturity Annex A. Fora Annex B. mind Imaging applied sciences word list

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Extra resources for Understanding the Brain: The Birth of a New Learning Science

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These are the stages at which the individual’s experience becomes an overriding factor, responsible for profound changes. These periods are called “sensitive periods” or windows of opportunity, because they are the optimum moments for individuals to learn specific skills. They are part of natural development, but experience is needed so that a change (learning) can be effective. This process can be described as “experience-expectant” learning, such as oral language (see Chapter 4). It is not the same as “experience-dependent” learning such as written language, which can take place at any moment in an individual’s lifetime.

HOW THE BRAIN LEARNS THROUGHOUT LIFE 32 billions. The extent of this range reflects both that cell counting is imprecise and that the number of cells varies considerably from person to person. After birth, neural networks continue to be modified: connections among neurons are sometimes formed and reinforced, sometimes weakened and eliminated. Therefore, the brain’s learning capacities are driven not only by the number of neurons, but by the richness of the connectivity between them. There is plenty of room for change given that any particular neuron is often connected with several thousands other neurons.

Semantic learning, however, continues throughout life and is not constrained in time. Another example of sensitive periods is during the acquisition of speech sounds. Studies show that young infants in the first few months of their lives are capable of discriminating the subtle but relevant differences between similar-sounding consonants and between similar sounding vowels, for both native and foreign languages. , 2002a; also see Chapter 3). 14. There has always been a misunderstanding of the first three years and invalid interpretation of scientific data on synaptogenesis has created several popular misconceptions as addressed in more detail in Chapter 6.

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