virginia tech educational pedagogy keynote presentation 2011

8/7/2019 Virginia Tech Educational Pedagogy Keynote Presentation 2011

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Follow Where the Research Leads Us: What BrainResearch can tell us about Students Learning

Developed by Professor Terry DoyleFerris State [email protected]


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Slides available for download at:

www.learnercenteredteaching.com

Virginia Tech Conference of Educational Pedagogy

Follow Where the Research Leads Us


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Folklore vs. ScienceIn A Celebration of Neurons byUniversity of Oregon EducationProfessor Robert Sylwester in 1995

He said : theinformation upon whichwe make our teaching

decisions is much closerto folklore thanscience .


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What was Then

Guido Sarducci Five Minute University


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Brain Systems Relation to ComplexCognition and Behavior

can only be explainedsatisfactorily by acomprehensive blend of theoriesand facts related to all the levelsof organization of the nervous

system, from molecules, andcells and circuits, to large-scalesystems and physical and socialenvironments.

We must beware of explanations thatrely on data from one single level,whatever the level may be. (AntonioDamasio, head of the Department of Neurology at theUniversity of Iowa Medical Center)


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What We Know about the Brain

What we know aboutthe brain comes frombiologist who study

brain tissue,experimentalpsychologist who studybehavior, cognitiveneuroscientist whostudy how the firstrelates to the second.(Medina, 2008).


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Brain Based Education

How reputable is brain-based education?

Harvard University nowoffers both master's anddoctoral degrees in BrainBased Education.


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Brain Based Education

Harvard s mission is tobuild a movement inwhich cognitive science

and neuroscience areintegrated witheducation so that wetrain people to makethat integration both inresearch and inpractice.


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The Brain was Designed to Learn

The brain was meant to explore and learn


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The Brain s Needs

The brain needs tofunction effectively :

1. Exercise2. Sleep3. Oxygen4. Hydration

5. Food (glucose)


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The Human Brain

The human brain weighs three (3) pounds butuses 20-25% of the bodies energy.


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The Human Brain

The human brain has 100 billion neurons.(It does grow thousands of new cells daily)

www.enchantedlearning.com/.../gifs/Neuron.GIF


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The Human Brain

These 100 billion neurons

are capable of making40,000,000,000,000,000(Forty quadrillion connections )

(James Ratey, Users Guide to the Brain, 2002)


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Learning is when Neurons Wire

Learning is a change

in the neuron-patterns of thebrain.

(Ratey, 2002, Goldberg, 2009)

www.virtualgalen.com/.../ neurons-small.jpg


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Teachers Definition of Learning?

Learning is the ability to use information aftersignificant periods of disuse

andit is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the informationwas originally taught.

(Robert Bjork, M emories and M etamemories, 1994)


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Basic Finding from Brain Research as itImpacts Human Learning

It is the one who does

the work who does thelearning ( Doyle , 2008).


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Part One

Our Students Mindsets


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Growth Mindset

Students with a growthmindset believe theirbrain is malleable and

their intelligence andabilities can beenhanced through hardwork and practice.

They believe only timewill tell how smart theybecome.


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Mindset-FixedIn a fixed mindset studentsbelieve that intelligence is afixed trait -- that some peoplehave it and others don't -- andthat their intelligence is

reflected in their performance(Dweck, 2006).

Fixed mindsets also believethey either shouldn t need towork hard to do well orputting in the effort won tmake any difference in theoutcome.


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MindsetsFixed VS.

Intelligence is unchangeable

Look smart

Avoid Challenge

Make excuses to avoid difficulties

Criticism is taken personally

GrowthIntelligence is malleable and can beimproved

Desire to learn is paramount

Failure is seen as an opportunity tolearn

Effort is necessary for growth and

success

Criticism is directed at their currentlevel know they can improve(Carol Dweck, 2008)


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Mindset and Intelligence

There is no relationbetween students'abilities or intelligence

and the development of a growth mindset.


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Feedback and Mindset

Teachers should focus onstudents' efforts and not ontheir abilities. Praise theirefforts or their strategies,

not their intelligence.

When students fail,teachers should also givefeedback about effort orstrategies -- what thestudent did wrong and whathe or she could do now.


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Part Two

Cognitive Enhancements


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There are lots of quickand dirty studies of cognitive enhancementthat make the news, butthe number of rigorous,well-designed studies thatwill stand the test of timeis much smaller (Peter Snyder of Brown University Medical School)

We re sort of in the WildWest.


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Cognitive EnhancementsGreater cognitive capacitymeans--1.More neurons or synapses

2.Higher levels of neurogenesis especially in thememory forminghippocampus

3. Increased production of

BDNF which stimulates theproduction of neurons andsynapses, (Neuroscientist Yaakov Stern of Columbia University )


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Cognitive EnhancementsVitamins B6, B12, and E;beta carotene; folic acid;and the trendyantioxidants calledflavenoids are all busts.

The evidence for alcohol,omega-3s (the fatty acids

in fish), or having a largesocial network is weak.(Neuroscientist Peter Snyder of BrownUniversity Medical School)


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Statins don t help, andneither do estrogen orNSAIDs(aspirin,ibuprofen).

Be skeptical of practicesthat promise to make yousmarter by increasingblood flow to the brain

there is no evidencethat s the limiting factorin normal people.


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We have accumulatedenough knowledgeabout the mechanisms

and molecularunderpinnings of cognition at thesynaptic and circuitlevels to say somethingabout which processescontribute (James Bibb of theUniversity of Texas Southwestern MedicalCenter)


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Attention and Cognitive Enhancement

One of the strongestfindings inneuroplasticity, is that

attention is almostmagical in its ability tophysically alter thebrain and enlargefunctional circuits.

What we pay attentionto is key!


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Skills we re already good atdon t make us muchsmarter: we don t pay muchattention to them.

New, cognitively demandingactivity ballroom dancing,a foreign language is morelikely to boost processingspeed, strengthen synapses,and expand or createfunctional networks (YaakovStern of Columbia University.)

We need to learn newthings!


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Nicotine is a Cognitive Enhancement

Nicotine enhancesattention that key driverof neuroplasticity andcognitive performance inboth smokers andnonsmokers.

Nicotine has significant positiveeffects on fine motor skills, theaccuracy of short-term memory,some forms of attention, and

working memory, among otherbasic cognitive skills.

(Martha Farah, University of Pennsylvania)

Scientists at the National Institute onDrug Abuse reported in a 2010analysis of 41 double-blind, placebo-controlled studies.


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Adderall and Ritalin are CognitiveEnhancements

There are cognitive benefitsof stimulants like Adderalland Ritalin, at least in somepeople for some tasks.

Studies show that bothdrugs enhance the recall of memorized words as well asworking memory, whichplays a key role in fluidintelligence.(Martha Farah of the University of Pennsylvania)

The dopamine boost these drugsprovide can also be obtained by justthinking/believing you can do better.


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Cognitive Training

Cognitive trainingshould boost mentalprowess. Studies arefinding just that.

BUT, training yourmemory, reasoning, or

speed of processingimproves only that skilland does not generalizeto other tasks .( Stern, 2010)

Doing crosswords makes youbetter at doing crosswords!


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What Enhances CognitivePerformance?

Three things for sure

1. Aerobic exercise

2. Meditation

3. Some Gaming


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Aerobic Exercise

A year of aerobicexercise can give a 70-year-old the

connectivity of a 30-year-old, improvingmemory, planning,dealing with ambiguity,

and multitasking . (Art Kramerof the University of Illinois at Urbana-Champaign)


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Exercise and Cognitive Enhancement

Exercise increasesproduction of

neurotransmitters that help :1.Focus and attention

2.Motivation3. Patience

4. Mood (more optimistic)

(Ratey, 2008)


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Exercise and BDNF(Brain-derived neurotrophic factor )

BDNF

Miracle Grow forthe Brain

(Ratey, 2008)


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Exercise Produces BDNF

Improves brain health

Enhances the wiring of neurons

Is a stress inoculator

Makes the brain cellsmore resilient


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BDNF

Exercise creates BDNFproteins that act topromote neurogenisis.

BDNF acts not only togenerate new neurons ,but also to protectexisting neurons and topromote synaptic

plasticity generallyconsidered the basis forlearning and memory(Modie, 2003, Mattson, Wenzhen, Rugianand Zhihong, 2004)


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Gaming and Cognitive Enhancement

Some videogames mightimprove general mentalagility (Yaakov Stern of ColumbiaUniversity).

Games that require motorcontrol, visual search, workingmemory, long-term memory, anddecision making, plus require that

elixir of neuroplasticity: attention,specifically the ability to controland switch attention amongdifferent tasks.

Space Fortress Video Game


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Part Three

What Aids Our

Students Learningand Recall


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Caffeine + Sugar and Learning

The combination of caffeineand sugar (glucose)enhanced attention,learning and memory.

Improves cognitive performancein terms of sustained attentionand working memory byincreasing the efficiency of theareas of the brain responsiblefor these two functions.

(Grabulosa, Adan, Falcn, and Bargall, 2010 reported in the journal Hu man Psychopharmacology: Clinical and Experimental


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Neuroplasticity

The ability of the brainto rewire and remapitself by means of

neuroplasticity isprofound.


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Neuroplasticity

When the correct skill-building protocol isused, educators can

make positive andsignificant changes instudents brains in ashort time. (NeuroscientistsMichael Merzenich and Paula Tallal)


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Remediation of Reading

The quality of whitematter the braintissue that carriessignals between areasof grey matter, whereinformation isprocessed improvedsubstantially after the

children received 100hours of remedialtraining . (Keller and Just, 2009)


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Dendrite Growth

Within 20 minutes of being exposed to newlearning the dendrites

in the brain begin togrow new cellularmaterial.

(Cognitive Neuroscientist Janet Zadina, 2010)


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Use it or Lose it

When new material isnot practiced the newdendrite tissue is

reabsorbed to conserveresources.

(Dr. Janet Zardina, 2010)


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Learning Activates the Brain sReward Pathways

By giving us a jolt of pleasure (dopamine)the reward pathwayworks to ensure that wewill repeat thebehaviors necessary tosurvive.

http://learn.genetics.utah.edu/content/ad

diction/reward /


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Sleep and Memory"P eriods of slow-wavesleep are very long andproduce a recall andprobably amplification of memory traces. Ensuingepisodes of REM sleep,which are very short,trigger the expression of genes to store what wasprocessed during slow-wave sleep. "

Sidarta Ribeiro, Duke University, 2004


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Sleep and Memory

"When you're asleep, it seems asthough you are shifting memoryto more efficient storage regionswithin the brain.

Consequently, when you awaken,memory tasks can be performedboth more quickly and accuratelyand with less stress and anxiety."

Matthew Walker, PhD, director of BIDMC's Sleepand Neuroimaging Laboratory and AssistantProfessor of Psychiatry at Harvard Medical School,


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Stress

Long term stressdiminishes/ harmsbrain function.


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Short Term Stress

Acute stress activatesselective moleculescalled corticotropin

(CRH) releasinghormones, whichdisrupted the processby which the brain

collects and storesmemories. (Baram,2010)


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The Brain is Social

Survival is accomplishedby working with otherbrains

Groups of brainsalmost alwaysoutperform a singlebrain


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Part Four

MemoryFormation and

Recall


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We Use all our Senses

The traditional belief amongneuroscientists has beenthat the five senses operatelargely as independentsystems.

However, mounting datasuggest interactionsbetween vision, hearing,smell, touch and taste are

the rule , rather than theexception.Aaron Seitz Journal Current Biology, 2006


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Senses Create Multiple Pathways

The more sensesused in learning andin practicing whathas been learnedthe more pathwaysare available for

recall.


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Smells and Learning

Proust Effect is theunusual ability of smellto enhance recall.

Best results when

smells are congruentwith the situation .Medina, 2008, Brain Rules, p.212


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Vision Trumps All

Vision trumps all other senses


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Vision Trumps All

Text and oralpresentations are not

just less efficient than

pictures for retaininginformation they areway less efficient(Brain Rules p.234)


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W ki M d L T


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Working Memory and Long TermRecall

The researchersconcluded that short-term memory decays as

a function of time if rehearsal is notpermitted.

(Barrouilet, Bernardin, and Camos.,2004)


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Using Cumulative ExamsIf the intervening test includescorrect answer feedback, it isnot surprising that testingoften improves long-termretention (Cull, 2000; McDaniel & Fisher, 1991;Pashler, Cepeda, Wixted, & Rohrer, 2005);

A test with feedback providesnot only an opportunity forretrieval practice but also anopportunity for additionalstudy because the answer iseither retrieved or provided.


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Memory Rules

1. Repetition overtime

2.Elaboration of

material


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Why Students Forget

Review helps to limit the 3 Sins of Memory thatcommonly occur among students.

1. Blocking information stored but can t be

accessed (Schacter, 2001)

2. Misattribution attributing a memory to thewrong situation or source (Zola, 2002)

3. Transience memory lost over time 65% of alecture is lost in the first hour (Schacter, 2001)


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Listen to the Music

Do you know the lyrics tosongs that you did not try tolearn and do not want toknow the lyrics to?

YES


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Practice over Time

Practice, Use ,Repetition, Review,Reflection or other

meaningful ways weengage with newlearning over time is amajor key to its recall.


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Review

Reviews may do morethan simply increasethe amount learned;

they may shift thelearner s attention awayfrom the verbatimdetails of the material

being studies to itsdeeper conceptualstructures (Dempster, 1986)


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Elaborations are the Key

For better or worse, ourrecollections are largelyat the mercy of ourelaborations (Daniel Schacterauthor of the Seven Sins of Memory)


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Emotion and Memory

Emotional arousalorganizes andcoordinates brain activity(Bloom, Beal & Kupfer 2003)

When the amygdaladetects emotions, itessentially boosts activityin the areas of the brainthat form memories (S.Hamann & Emony, UN.)


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Which of the following slideswould be easier to recall after

two weeks?


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Slide One

upload.wikimedia.org/wikipedia/commons/thumb/...


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Slide Two

www.operationsudan.org/images/darfur_child_st...


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20 Ounces of Coke

74 grams of sugar or 2.7 oz


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A Burger King Whopper

47 grams of fat


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Part Five

Patterns and Learning


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Which of the following

slides is easier toremember and WHY?


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SLIDE ONE

4915802979


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Slide Two

(491) 580-2979


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Slide One

NRAFBINBCUSAMTV


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F ili P


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Familiar Patterns

C lustering is used to organize relatedinformation into groups. Information that iscategorized becomes easier to remember andrecall.

In Teaching Reading

TopicMain Ideas-concepts, issuesSignificant Details

Important ExamplesListsNames, Dates, PlacesTerms, Definitions

C P f L i


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Common Patterns for Learning

Similarity and Difference

Cause and Effect

Comparison and Contrast

In students own words

Teach your Students the Patterns in


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ythe Course

Hierarchal-- Chemistry

Linear History, Math

Rank Order Business

PivotConcepts-- Social Sciences

Location Geography

Theme--Humanities

P tt i L LATCH


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Patterns in Law-LATCH

Your pattern will bedetermined by the storyyou want to tell. Eachway will permit adifferent understandingof the information.

Data can only inform uswhen it becomesstructured.

Location, alphabet,time, category, orhierarchy.

R f


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ReferencesBjork, R. A. (1994) Memory and Metamemory consideration in the training of human beings. In J. Metcalfe &A. Shimamura

(Eds) Metacognition: Knowing about Knowing pp. 185-205. Cambridge, MA MIT Press.Bloom, Benjamin S. (Ed). (1956). Taxonomy of Educational Objectives: The

classification of Educational Goals. Handbook I. Cognitive Domain (pp. 201-207). New York: McKay.

Caine, Renate; Caine, Geoffrey. Ed u cation on The Edge of Possibility . Alexandria, VA: Association forSupervision and Curriculum Development, 1997.

Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the h u man brain . New York, NY, Grosset/PutnamDiamond, Marion. (1988). Enriching H eredity: The Impact of the Environment on the Brain. New York, NY: Free

Press.

Damasio AR: Fundamental Feelings. Nature 413:781, 2001.

.D. O. Hebb,1949 monograph, The Organization of Behavior

Dweck, Carol. Mindset The New Psychology of Success, 2006 random House, NY


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R f


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ReferencesLong-Lasting Novelty-Induced Neuronal Reverberation during Slow-Wave Sleep in MultipleForebrain AreasSidarta Ribeiro,Damien Gervasoni, Ernesto S. Soares, Yi Zhou, Shih-ChiehLin, Janaina Pantoja, Michael Lavine, Miguel A. L. Nicolelis , 2004(Foerde, K., Knowlton, Barbara J., and Poldrack, Russell A. 2006. Modulation of competing memorysystems by distraction. Proc. Nat. Acad. Sci. 103: 11778-11783.)Dux, P. E., Ivanoff, J., Asplund, C. LO., and Marois, R. 2007. Isolation of a Central Bottleneck of Information Processing with Time-Resolved fMRI. Neuron. 52 (6): 1109-1120

G eary, D. C . C hapter 8: Sex differences in brain and cognition. In " Male, Female: the Evolution of Human Sex Differences " . American P sychological Association Books. ISBN: 1-55798-527-8

Sabbatini, R.M.E .: The PET Scan: A New Window Into the Brainhttp://www.cerebromente.org.br/n11/mente/eisntein/cerebro-homens.html

References


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ReferencesJohn T. Bruer, "Education and the Brain: A Bridge Too Far," Ed u cational Researcher , November 1997, pp. 1-13; idem, "In Search of . . .Brain-Based Education," Phi Delta Kappan , May 1999, pp. 648-57; and idem, "Points of View: On the Implications of NeuroscienceResearch for Science Teaching and Learning: Are There Any?," CBE Life Science Ed u cation , vol. 5, 2006, pp. 445-61.Bruer, "In Search of," p. 655.Leslie A. Hart, Hu man Brain, Hu man Learning (New York: Longman, 1983).

Howard Gardner, Frames of M ind: The Theory of Mu ltiple Intelligences (New York: Basic Books, 1983); Renata N. Caine and GeoffreyCaine, M aking Connections: Teaching and the Hu man Brain (Alexandria, Va.: Association for Supervision and Curriculum Development,1991); David A. Sousa, H ow the Brain Learns , 3rd ed. (Thousand Oaks, Calif.: Corwin, 2005); and Eric Jensen, T eaching with the Brain inM ind , 2nd ed. (Alexandria, Va.: Association for Supervision and Curriculum Development, 2005).

Conor Liston, "An Interview with Antonio R. Damasio," The H arvard Brain , Spring 2001, p. 2, emphasis added.Gerd Kempermann, Laurenz Wiskott, and Fred Gage, "Functional Significance of Adult Neurogenesis," C u rrent Opinion in Ne u robiology ,April 2004, pp. 186-91.

Marco Iacoboni et al., "Grasping the Intentions of Others with One's Own Mirror Neuron System," PLoS Biology , 22 February 2005,available at http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0030079 .LaBar, K. S., & Phelps, E. A. (1998). Arousal-mediated memory consolidation: Role of the medial temporal lobe in humans. PsychologicalScience, 9, 490-493.

Baddeley, A. D. (1982). Implications of neuropsychological evidence for theories of normal memory. Philosophical Transactions of theRoyal Society of London: Series B, 298, 59-72.

Kleinsmith, L. J., & Kaplan, S. (1963). Paired-associate learning as a function of arousal and interpolated interval. Journal of Experimental Psychology, 65, 190-193.

References


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ReferencesMichael Kilgard and Michael Merzenich, "Cortical Map Reorganization Enabled by Nucleus BasalisActivity," Science , vol. 279, 1998, pp. 1714-18;Henry W. Mahncke et al., "Memory Enhancement in Healthy Older Adults Using a Brain Plasticity-Based Training Program: A Randomized, Controlled Study," Proceedings of the National Academy of Sciences , 15 August 2006, pp. 12523-28; and Elise Temple et al., "Neural Deficits in Children withDyslexia Ameliorated by Behavioral Remediation: Evidence from Functional MRI," Proceedings of the National Academy of Sciences , 4 March 2003, pp. 2860-65.Bruce McEwen and John Wingfield, "The Concept of Allostasis in Biology and Biomedicine,"

Hormone Behavior , January 2003, pp. 2-15.Bruce Lipton, The Biology of Belief (Santa Rosa, Calif.: Mountain of Love Publishing, 2005); and

Ernest Rossi, The Psychobiology of Gene Expression (New York: Norton, 2002).Temple et al. (learning to read); HweeLing Lee et al., "Anatomical Traces of Vocabulary Acquisitionin the Adolescent Brain," Jou rnal of Ne u roscience , 31 January 2007, pp. 1184-89 (learningvocabulary);Bogdon Draganski et al., "Temporal and Spatial Dynamics of Brain Structure Changes DuringExtensive Learning," Jou rnal of Ne u roscience , vol. 26, 2006, pp. 6314-17 (studying for tests); andChristien Gaser and Gottfried Schlaug, "Brain Structures Differ Between Musicians and Non-Musicians," Jou rnal of Ne u roscience , vol. 23, 2003, pp. 9240-45 (learning to play a musicalinstrument).Josep M Serra Grabulosa, Ana Adan, Carles Falcn, Nria Bargall. Glucose and caffeine effects onsustained attention: an exploratory fMRI study .Hu man Psychopharmacology: Clinical and Experimental . DOI: 10.1002/hup.1150 (2010)..

References


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ReferencesPanaqiotis G. Simos et al., "Dyslexia-Specific Brain Activation Profile Becomes Normal Following SuccessfulRemedial Training," Ne u rology , April 2002, pp. 1203-13.Nancy Brener, John O. G. Billy, and William R. Grady, "Assessment of Factors Affecting the Validity of Self-Reported Health-Risk Behavior Among Adolescents: Evidence from the Scientific Literature," Jou rnal of

Adolescent H ealth , vol. 33, 2003, pp. 436-57.Henriette van Praag et al., "Running Enhances Neurogenesis, Learning and Long-Term Potentiation inMice," Proceedings of the National Academy of Sciences , vol. 96, 1999, pp. 13427-31; and Ana C. Pereira et

al., "An In Vivo Correlate of Exercise-Induced Neurogenesis in the Adult Dentate Gyrus," Proceedings of theNational Academy of Sciences , vol. 104, 2007, pp. 5638-43.Grace S. Griesbach et al., "Voluntary Exercise Following Traumatic Brain Injury: Brain-DerivedNeurotrophic Factor Upregulation and Recovery of Function," Ne u roscience , vol. 125, 2006, pp. 129-39.

Tracey J. Shors et al., "Neurogenesis in the Adult Is Involved in the Formation of Trace Memories," Nat u re ,vol. 410, 2001, pp. 372-76; and Yasuji Kitabatake et al.,"Adult Neurogenesis and Hippocampal Memory Function: New Cells, More Plasticity, New Memories?,"

Neu

rosu

rgery Clinics North America , January 2007, pp. 105-13.L. Sanji Nandam et al., "5-ht(7), Neurogenesis and Antidepressants: A Promising Therapeutic Axis forTreating Depression," Clinical Experiments in Pharmacology and Physiology , May-June 2007, pp. 546-51.Gitanjali Saluja et al., "Prevalence of and Risk Factors for Depressive Symptoms Among YoungAdolescents," Archives of Pediatric and Adolescent M edicine , August 2004, pp. 760-65.Astrid Bjornebekk et al., "The Antidepressant Effect of Running Is Associated with Increased HippocampalCell Proliferation," International Jo u rnal of Ne u ropsychopharmacology , September 2005, pp. 357-68.


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References


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References

Barrouilet, P., Bernardin, S., & Camos, V. ( 2004). Time constraints and resource sharing in adults working memory spans. Jou rnal of

Experimental Psychology: General. 133, 83 100.

The testing effect, cramming, and retrievability Yoonhee Jang 1, John T. Wixted 1, Diane Pecher 2, Ren Zeelenberg 2, andDavid E. Huber 1

1 University of California, San Diego 2 Erasmus University Rotterdam, The Netherlands

Thomas Edmonds, 1984http://www.jstor.org/stable/247326 retrieved January, 9, 2011January 03, 2011 Analyzing successful ways to build better brains and improve cognitive performance , Newsweekhttp://www.newsweek.com/2011/01/03/can-you-build-a-better-brain.html

When we enhance cognition with Adderall, do we sacrifice creativity? A preliminary study.

Farah MJ, Haimm C, Sankoorikal G, Smith ME, Chatterjee A.

Psychopharmacology (Berl). 2009 Jan;202(1-3):541-7. Epub 2008 Nov 15. Erratum in: Psychopharmacology (Berl). 2009Apr;203(3):651. Smith, M Elizabeth [added]. PMID: 19011838 [PubMed - indexed for MEDLINE]

References


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ReferencesMattson, Mark P., Wenzhen Duan, Ruqian Wan, and Zhihong Guo. (2004). "Prophylactic Activation of Neuroprotective Stress Response Pathways by Dietary and Behavioral Manipulations." NeuroRx, 111-116, online.

Synthesis of Research on Reviews and tests http://faculty.brenau.edu/rchristian/Courses/Articles/ReviewTest.pdf

MemoryAn Overview of Memory By Kendra Cherry , About.comGuidehttp://psychology.about.com/od/cognitivepsychology/a/memory.htmModie, Jonathan. (2003). "'Good' Chemical, Neurons in Brain Elevated Among Exercise Addicts." OHSU, online.

http://www.edenfantasys.com/sexis/sex-and-society/dopamine-music-sex-0110119/ Music Turns Us on Science

says so.Carnegie Mellon scientists discover first evidence of brain rewiring in children

Published: Wednesday, December 9, 2009 - 13:12 in Psychology & Sociology

Yaakov Stern is the Division Leader of the Cognitive Neuroscience Division of the Sergievsky Center, and Professorof Clinical Neuropsychology, at the College of Physicians and Surgeons of Columbia University, New York. See thiswebsite for his publications http://www.cumc.columbia.edu/dept/sergievsky/cnd/publications.html

http://www.newsweek.com/2011/01/03/can-you-build-a-better-brain.html reference for Peter Snyder

Papp, K. V., Walsh, S. J. & Snyder, P. J. Alzheimers Dement. 5, 50-60 (2009).

Sahin B, G aldi S, Hendrick J, G reene RW, Snyder GL , Bibb JA. Evaluation of neuronal phosphoproteins aseffectors of caffeine and mediators of striatal adenosine A2A receptor signaling. Brain Res. 2007 Jan19;1129(1):1-14.


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virginia tech educational pedagogy keynote presentation 2011

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