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on 2008-04-08
- During its extended developmental course, metacognition becomes more explicit, powerful, and effective, as it comes to operate increasingly under the individual's conscious control.
ScienceDirect - Journal of Applied Developmental Psychology : Science Education as Conceptual Change

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on 2008-04-08
- Despite this massive effort, math and science instruction in this country is now in a crisis. Many of the reasons for this have nothing to do with shortcomings of the materials developed under the 1960s initiative, but there was one crucial shortcoming, with vast implications for the art and practice of educating our youngsters. Simply put, in the 1960s, educators and psychologists misanalyzed the very problem math and science education must solve.
- conceptual change is extremely difficult to achieve, for reasons that have been understood at least since the early writings of Kuhn (1962) and Feyerabend (1962).
- 8 more annotations...
- - preschool children have constructed a very different theoretical framework from that held by adults, in which they have embedded their understanding of animals, just as children of elementary school age have constructed a different framework theory in which they embed their understanding of the material world.
  - The elementary school child is a theory-bound thinker, just like the scientist or another adult, and is quite capable of being engaged at a theoretical level. But the initial theory of the elementary school child is vastly more different from the target theory of elementary biology than we may suppose
  - First, the goal of education, teaching for understanding, cannot be achieved without a diagnosis of students' initial understanding of content knowledge.
  - Second, a very important goal for science education research is to study the mechanisms underlying conceptual change
  - Many of the components of standard curricula are based on a logical sequence of the concepts to be built up;
  - the puzzling question can be raised: how can a pile of rice weighing 2 grams be composed of many pieces weighing 0 grams?
  - Students must be made aware of the role of interpretive frameworks in guiding experimentation and of the nature of conceptual change.
  - student misconceptions are inevitable. Not having the target concepts is not an undesirable stage in students but an absolutely necessary one.
Event-Related Activation in the Human Amygdala Associates with Later Memory for Individual Emotional Experience -- Canli et al., -- Journal of Neuroscience

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3 amygdala emotion essay on 2008-03-05
- Brain imaging studies, inparticular, have found a correlation between amygdala activationduring
  encoding and subsequent memory.
Cognitive and emotional differences in young maltreated children: A translational application of dynamic skill theory

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on 2008-02-27
- In
  essence, fragmentation of thoughts and feelings serves the adaptive
  function of allowing the child to limit the experience of severe anxiety
  and helplessness and maintain functioning
- we can hypothesize that maltreated
  children will demonstrate a cluster of fundamental changes in personality
  that include malignant feelings of inner badness and basic fragmentation
  in self
- 12 more annotations...
- - By using this pathways model based on dynamic skill theory, we can
    characterize maltreated children's behavior as adaptive and complex
    rather than delayed.
  - it is unclear what factors associated with maltreatment may
    result in differences in cognitive skill development between maltreated
    and nonmaltreated children.
  - Maltreated children demonstrate a negativity bias
  - effect of early childhood maltreatment on the
    neural correlates of processing facial emotion such that maltreated
    children are especially sensitive to angry facial displays (Cicchetti
    & Curtis, 2005; Pollak, Cicchetti, Klorman,
    & Brumaghim, 1997).
  - As early as 2 years of age, maltreated
    children tend to prefer mean to nice stories
  - unifying use of dynamic skill theory to
    frame questions about differences in maltreated children's cognitive
    skill performance in the context of specific positive and negative
    emotional stimuli.
  - In Study 1, we found that maltreated children did not evidence
    cognitive delay, compared to nonmaltreated children, but rather developed
    along an “alternate developmental pathway” as described in the
    skill theory literature.
  - After approximately 3.5 years of age, maltreated children passed
    lower levels of stories that involved nice interactions than nonmaltreated
    children
  - among maltreated children, affective splitting is
    present in early childhood
  - The fact that an effect of maltreatment on children's performance
    on positive stories was not evident until approximately 40 months of age
    is in line with dynamic skill theory. Most 2- and 3-year-olds have not
    developed beyond skill level 3, at which point there is no true
    coordination of nice and mean. Therefore, very young children are not able
    to engage in complex affective splitting.
  - In addition, children in the second study were assessed based on the
    identity of the perpetrator of abuse. Fathers as perpetrators resulted in
    poorer performance in the child victims. This finding speaks to the need
    to target fathers and men in general for both focused and universal
    preventive parenting education.
  - the two central organizers of
    developing close relationships, the positive–negative dimensions of
    emotions and the natural patterns in differentiation and integration, are
    fundamentally reorganized as a result of emotional trauma (Fischer et al.,
    1997; Fischer & Pipp, 1984).
EBSCOhost

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on 2008-02-24
- This mysticism is largely unfounded, and the freedom of feeling is an illusion. For one thing, the notion of freedom of feeling runs counter to the traditional wisdom that human beings are enslaved by their passions. For another, the laws of emotion may help us to discern that simple, universal, moving forces operate behind the complex, idiosyncratic movements of feeling,
- law of situational meaning: Emotions arise in response to the meaning structures of given situations; different emotions arise in response to different meaning structures.
- 13 more annotations...
- - Input some event with its particular kind of meaning; out comes an emotion of a particular kind.
  - The outputs are highly probable, but are not absolutely certain because the inputs can still be perceived in different fashions.
  - When given the descriptions by 30 subjects of affective states corresponding to 32 emotion labels, the computer achieved a hit rate of 31% for the first choice and of 71% for the first five choices
  - the automatic workings of the law of situational meaning are evident.
  - All emotions—all states, that is, that one would want to call “emotions”—involve some change in action readiness: (a) in readiness to go at it or away from it or to shift attention; (b) in sheer excitement, which can be understood as being ready for action but not knowing what action; or (c) in being stopped in one's tracks or in loss of interest.
  - Meaning structures are lawfully connected to forms of action readiness.
  - the available modes of action readiness, correspond to the behavior systems and general response modes with which humans are endowed.
  - law of concern: Emotions arise in response to events that are important to the individual's goals, motives, or concerns
  - Emotions arise from the interaction of situational meanings and concerns.
  - aw of apparent reality: Emotions are elicited by events appraised as real, and their intensity corresponds to the degree to which this is the case.
  - Knowing means less than seeing.
  - Words mean less than tone of voice.
  - Feeling means more than knowing.
ScienceDirect - Cognition : Seeing is believing: The effect of brain images on judgments of scientific reasoning

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on 2008-02-18
- These data lend support to the notion that part of the fascination, and the credibility, of brain imaging research lies in the persuasive power of the actual brain images themselves.
- In the first experiment participants read fictional articles summarizing cognitive neuroscience research, modeled after news service articles, that either included no image, a brain image, or a bar graph depicting the critical results
- 15 more annotations...
- - One-hundred fifty-six Colorado State University undergraduates between the ages of 18 and 25 participated for course credit.
  - manipulated within-subjects, and the order of these conditions was counterbalanced
  - Experiment 1 established that including brain images, a seemingly direct physical representation of brain activity, with summaries of fictional cognitive neuroscience data, increased ratings of scientific reasoning for those summaries.
  - Experiment 2 participants were presented with articles that were accompanied by brain images, and others that were accompanied by topographical maps of brain activation
  - These data suggest that it was not simply the visual complexity of the brain images that influenced ratings of scientific reasoning
  - t(127) = 1.85
  - Experiment 3 used a real news service article taken from the BBC website
  - Do you agree or disagree with the conclusion that brain imaging can be used as a lie detector?
  - this variable was crossed with whether there was a brain image accompanying the article of not).
  - between-subjects ANOVA
  - the ratings of agreement were higher when the brain image was present,
  - Thus, subjects’ rated the title, Brain Scans Can Detect Criminals, as more appropriate when the article was not criticized
  - our results and those of Weisberg et al. may be the result of different mechanisms being affected in the two studies.
  - pre-experimental exposure to brain images in the popular press, which provides a physical explanation for cognitive phenomena, likely influences the allure of cognitive neuroscience data.
  - ethical implications.
Cognitive Recovery in Socially Deprived Young Children: The Bucharest Early Intervention Project -- Nelson et al. 318 (5858): 1937 -- Science

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on 2008-02-13
- The cognitive outcome of childrenwho remained in the institution was markedly below that of never-institutionalizedchildren and children taken out of the institution and placedinto foster care.
- Evidence suggests that children reared in institutions sufferfrom a variety of neurobiological and behavioral sequelae comparedto never-institutionalized children.
- 17 more annotations...
- - This literature on the effects of early institutional care suffersfrom methodological limitations, particularly selection bias:
  - both developmental brainplasticity and social policy, a vital question is whether theremay be sensitive periods after which recovery becomes significantlymore difficult
  - (mean = 3338g, SD = 467 g), t(187) = 6.8, P < 0.001
  - 68 children from the institutions (33males and 35 females) were randomly assigned to remain in institutionalcare
  - government-sponsored foster care was limited to aboutone family when our study commenced,
  - Bayley Scales of Infant Development (BSID-II)
  - Wechsler Preschool Primary Scale ofIntelligence (WPPSI-R)
  - expect differences in children's performance on theBSID-II versus the WPPSI-R simply because of differences inthe nature of the test instruments
  - a policy of noninterference
  - Clinical equipoise is the notionthat there must be uncertainty in the expert community aboutthe relative merits of experimental and control interventionssuch that no subject should be randomized to an interventionknown to be inferior to the standard of care
  - Romanian governmentpassed a law that prohibits institutionalizing children lessthan 2 years old, unless the child is severely handicapped.
  - a conservativeestimate of the response to intervention
  - WPPSI-R), t(108)= 2.48 and P = 0.015
  - (BSID-II),t(116) = 3.39 and P = 0.001
  - children placed before 2 years ofage had the best response to intervention
  - Three main findings emerge from this study
  - implications for child welfare
ScienceDirect - Cognition : From single to multiple deficit models of developmental disorders

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on 2008-02-11
- a very simple model that rested on the assumption of single causes, both at the cognitive and the etiologic levels of analysis
- we will still face the difficult problem of distinguishing causal risk factors from secondary or associated ones
Blackwell Synergy - Mind Brain Education, Volume 1 Issue 2 Page 66-83, June 2007 (Full Text)

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on 2008-04-23 and saved by 2 people
- One window through which to investigate the developmental principles governing the brain–experience relationship and the organizing role of emotion is through case studies of atypical but highly functioning children.
- This design was chosen for three main reasons: First, prosodic and emotional skills are thought to involve particular roles for each brain hemisphere, so studying these skills enabled rigorous assessments of how the boys had learned what they should not have been able to learn by traditional accounts.
- 19 more annotations...
- - Second, this design revealed the possible organizing role of emotion in the boys’ learning. Third, it allowed me to connect findings about these boys’ functioning to issues of learning and development with broader educational relevance.
  - Nico lost his right hemisphere at age 3; yet, he is now a charming and sociable 14-year-old
  - Brooke lost his left hemisphere at age 11
  - Specifically, although we often assume that everyone perceives the same educational problems in the same ways, for example, a math problem is a math problem for everyone, Nico’s and Brooke’s cases suggest that we can in fact approach even relatively low-level, apparently automatic processing in very different ways
  - Too often in the past, brain-based education has stymied itself with detailed accounts of neurological details that, quite simply, are not relevant to the majority of educational concerns (Bruer, 1997)
  - knowledge about this trend can inform the design of effective learning environments and experiences
  - it provides entry points for both neuropsychologists and educators to debate the study’s implications, not just what the boys are doing but how they are doing it
  - As both Nico and Brooke have fully functional language despite missing a brain hemisphere, the question then arises as to how they have compensated, both prosodically and emotionally.
  - Because there is significant variability in children’s paths to recovery from brain damage, case studies can contribute important insights into these trends and the plasticity that created them.
  - The first scenario suggests that plasticity mainly involves building new strengths to solve problems as they are put to you; the second scenario suggests that, at least in some cases, plasticity is about transforming the cognitive problem itself into a form that suits one’s processing strengths.
  - I am extending an established microdevelopmental approach used for the study of emotion and cognition (Fischer & Bidell, 1998) into the domain of prosody.
  - In each case, the participant is asked to judge whether the final statement in the story had been sarcastic or sincere and to justify his answers via a series of follow-up questions.
  - produced characterizations of the strategy profiles used by Nico and Brooke
  - each boy participated in a standard cognitive and emotional "Self-in-Relationships" interview
  - Nico’s and Brooke’s abilities to discriminate basic emotions on faces was also tested using Ekman’s test of recognition of facial expression of emotion (Ekman & Friesen, 1975)
  - was there evidence that Nico tended to confuse negative emotions, such as fear and disgust, but accurately differentiate positive emotions, such as happiness and surprise? Alternatively, might he or Brooke have shown a tendency to misclassify negative emotions as positive, for example, confuse disgust with surprise?
  - In this way, both boys appear to be compensating by capitalizing on the neuropsychological strengths, including emotional strengths, associated with their remaining hemisphere, rather than by adapting their remaining hemisphere to act as the missing hemisphere would have.
  - Figure 2
  - quite surprisingly, I found that both Nico, missing his right hemisphere, and Brooke, missing his left hemisphere, exhibited more intonational variation than their peers.
Blackwell Synergy - Mind Brain Education, Volume 1 Issue 2 Page 66-83, June 2007 (Article Abstract)

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on 2008-04-21
- a good model for this dialogue is lacking.
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The online readings for the spring semester

Updated on 2008-09-28
Created on 2008-04-09

Category: Schools & Education

cognitive neuroscience genetics science metacognition

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laurel 's List: HT100 Readings

EBSCOhost

ScienceDirect - Journal of Applied Developmental Psychology : Science Education as Conceptual Change

Event-Related Activation in the Human Amygdala Associates with Later Memory for Individual Emotional Experience -- Canli et al., -- Journal of Neuroscience

Cognitive and emotional differences in young maltreated children: A translational application of dynamic skill theory

EBSCOhost

ScienceDirect - Cognition : Seeing is believing: The effect of brain images on judgments of scientific reasoning

Cognitive Recovery in Socially Deprived Young Children: The Bucharest Early Intervention Project -- Nelson et al. 318 (5858): 1937 -- Science

ScienceDirect - Cognition : From single to multiple deficit models of developmental disorders

Blackwell Synergy - Mind Brain Education, Volume 1 Issue 2 Page 66-83, June 2007 (Full Text)

Blackwell Synergy - Mind Brain Education, Volume 1 Issue 2 Page 66-83, June 2007 (Article Abstract)

TED: Ideas worth spreading

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