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Six years have gone by since the passing of No Child Left Behind (2002) and due to the ‘high-stake’ riders attached to this legislation, educators at all levels have found themselves in
a state of both emotional and cognitive dissonance. Recent research in the field of neuroscience combined with principles
gained from constructivism support the importance of developing and implementing both a child-centered curriculum and a positive
learning environment that is appropriate for young children. This paper addresses some of the difficulties that arise from
the No Child Left Behind act and teaching from a constructivist model. Additionally, positive suggestions are provided for the early childhood educator
in order to support current teaching philosophies despite the pressures of high-stakes testing. 相似文献
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Julie A. Brefczynski-Lewis 《Communication Research Reports》2013,30(2):196-204
The field of Communication Studies and the field of Social Neuroscience have a common goal of studying and understanding human social behavior. This article invites those in the Communication field to learn about the neuroimaging practices that are common in the Social Neuroscience field. The article relays the basics of neuroimaging, especially functional Magnetic Resonance Imaging (fMRI). Using a recent article on violent media perception as an example, we will go over the details of how neuroimaging studies are designed, analyzed and interpreted, with attention paid to common pitfalls and current trends in the field. In addition, for one interested in the potential for neuroimaging, suggestions on how to initiate such research pursuits are detailed. 相似文献
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Social emotions like admiration for another person’s virtue are often associated with a desire to be virtuous one’s self, and to engage in meaningful and socially relevant activities against any odds (Haidt & Seder, 2007). These emotions can profoundly inspire us, sometimes motivating our most significant life-course decisions. Yet despite the cognitive maturity and complexity of knowledge required to induce an emotion like admiration for virtue, our recent study of the brain and psychophysiological correlates of experiencing this emotion revealed significant involvement of low-level brain systems responsible for the feeling of the gut and the maintenance of basic life regulation (Immordino-Yang, McColl, Damasio, & Damasio, 2009). These findings contribute an interesting jumping-off point for reexamining the educational study of motivation states because they suggest that, contrary to current conceptions in educational research, nonconscious, low-level physiological processes related to survival and bodily sensation may be critical contributors to intrinsic motivation. 相似文献
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殷筱 《华中师范大学学报(人文社会科学版)》2001,40(6):14-18
认知神经科学是目前国内外倍受关注的科学发支，它立足于功能定位理论与神经元理论，试图揭开人类认知活动的脑机制之谜。认知神经科学在一系列认知领域的研究已取得了显进展，但仍存在着诸多悬而未决的难题。本在概述这一学科的形成发展过程、主要成就的基础上，从心灵哲学的视角探讨了它的理论价值及其对心身问题的解决所具有的重要意义。 相似文献
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Mayer多媒体学习的认知理论模型涉及感觉记忆、工作记忆、长时记忆三大基本部件和五大认知加工过程,但其科学基础仍有待深入考察。认知神经科学对感觉记忆、工作记忆和长时记忆的探索成果为多媒体学习认知理论奠定了更为深层的科学基础。认知神经科学认为,感觉记忆中的视觉记忆和声觉记忆在信息存储量、表征与编码、保持时间等方面存在互补,为多媒体学习认知理论中＂双重通道假设＂提供了更深层次的科学基础。工作记忆是多媒体学习认知加工过程的主要处理单元,认知神经科学基于脑成像技术提出的工作记忆加工成分结构及其功能定位模型和语音短时记忆功能模型,揭示了工作记忆中的信息处理机制,进一步推进了对工作记忆的基础研究。认知神经科学将长时记忆分为陈述性记忆和程序性记忆,长时记忆中信息存储的层次网络模型、激活扩散模型、集理论模型等更深入地推进了多媒体学习认知加工过程的科学基础。德国心理学家Schnotz从描述性表征和描绘性表征两个方面提出了多媒体学习＂图文理解整合模型＂（ITPC）,这一模型揭示了图文理解的过程机制,是当前多媒体学习认知理论模型的最新发展成果。 相似文献
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Christopher Beedie Fabrizio Benedetti Diletta Barbiani Eleanora Camerone Emma Cohen Damian Coleman 《European Journal of Sport Science》2018,18(10):1383-1389
In June 2017 a group of experts in anthropology, biology, kinesiology, neuroscience, physiology, and psychology convened in Canterbury, UK, to address questions relating to the placebo effect in sport and exercise. The event was supported exclusively by Quality Related (QR) funding from the Higher Education Funding Council for England (HEFCE). The funder did not influence the content or conclusions of the group. No competing interests were declared by any delegate. During the meeting and in follow-up correspondence, all delegates agreed the need to communicate the outcomes of the meeting via a brief consensus statement. The two specific aims of this statement are to encourage researchers in sport and exercise science to
1. Where possible, adopt research methods that more effectively elucidate the role of the brain in mediating the effects of treatments and interventions.
2. Where possible, adopt methods that factor for and/or quantify placebo effects that could explain a percentage of inter-individual variability in response to treatments and intervention. 相似文献
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经脑科学透视的儿童早期教育之误识与误行 总被引：1，自引：0，他引：1
对神童的误解是低估了儿童大脑发展的潜能;拔苗助长是错误地使用了儿童大脑发育的关键期;重智力轻情绪是无视"杏仁核"的巨大作用;"遗传决定大脑"是对早期经验决定神经细胞网络连接格局,进而影响大脑潜能及其功效的无知;"随便教育"是无视脑科学成果的启迪,是造成人脑资源流失与荒废的"罪魁"。 相似文献