David Rose's Public Library

11 Jun 09

Quotation Search - Quote Search - The Quotations Page

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Thomas Paine (1737 - 1809)
By three methods we may learn wisdom: First, by
reflection, which is noblest; Second, by imitation, which is easiest; and third
by experience, which is the bitterest.
Hugh Blair
There is an art of which every man should be a master
the art of reflection. If you are not a thinking man, to what purpose are you a
man at all?

10 Jun 09

Principle III. Provide Multiple Means of Engagement | National Center On Universal Design for Learning

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The optimal instructional environment offers options that, in the aggregate, reduce threats and negative distractions for everyone

23 Feb 09

THE BRAIN FROM TOP TO BOTTOM

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Despite the great influence that innervation from the retina has on the structure
of the LGN, about 80% of the excitatory inputs to the LGN come not from the retina
but from the primary visual cortex!
which tends to confirm that the LGN is actually
the first location on the visual pathway where particular mental
states can influence our visual perception.
1 more annotations...
- rare syndrome called prosopagnosia, in
  which patients have difficulty in recognizing faces,
  even though the rest of their vision is normal.

09 Feb 09

THE BRAIN FROM TOP TO BOTTOM

McGill brain illustration site

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Brain neuroscience

08 Feb 09

EBSCOhost: Nativism versus neuroconstructivism: Rethinking the study of developmental ...

Nativism versus neuroconstructivism: Rethinking the study of developmental disorders. By: Karmiloff-Smith, Annette, Developmental Psychology, 0012-1649, 2009, Vol. 45, Issue 1

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Nativism versus neuroconstructivism: Rethinking the study of developmental disorders. By: Karmiloff-Smith, Annette, Developmental Psychology, 0012-1649, 2009, Vol. 45, Issue 1

EBSCOhost: Nativism versus neuroconstructivism: Rethinking the study of developmental ...

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development brain

In this article, it is argued that one of the hitherto dominant positions in the fields of psychology, linguistics, neuroscience, and philosophy concerning the way in which genetic disorders inform the scientist about the innate specification of dissociated modules in the human brain should be replaced by a dynamic, neuroconstructivist approach in which genes, brain, cognition, and environment interact multidirectionally. The following quotations illustrate with respect to autism these two very different approaches (tagged as [a] nativist and [b] neuroconstructivist):

CAST: The Promise of Accessible Textbooks: Increased Achievement for All Students

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The Promise of Accessible Textbooks: Increased Achievement for All Students
Tomlinson, 1999
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- Students with learning disabilities, emotional disturbances, or speech, sensory, or other health impairments are among the most likely to use textbooks often (61% to 72% do so, compared with 41% of students with autism, p<.001 for most comparisons), at least in part because they also are the most likely to have experiences reported for academic subject classes (Levine, P. & Wagner, M., 2004)
- To close the achievement gap with accountability, flexibility, and choice, so that no child is left behind

10 Jul 08

About « UDL: Reaching All Learners

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Gee I really llike this part of the blog, but i disagree... - davidhowardrose on 2008-07-10

In recent years, federal law (IDEA, NCLB) has required states to provide students wi

CAST: Center for Applied Special Technology

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cast differentiated udl universaldesignforlearning

With Universal Design for Learning (UDL) as a blueprint, CAST researches and
develops ways to support all learners according to their individual strengths
and needs.
Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high
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- CAST assists stakeholders at the national, state, and local level to
- CAST prepares educators at all grade levels to meet the challenge of teaching

06 Apr 08

educational-origami » Bloom's and ICT tools

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bloom taxonomy udl

Streamline It Part I: Diigo or Bust : Metanoia

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diigo web2.0

12 Mar 08

Wiley InterScience :: Journal :: Article PDF

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amygdala emotion regulation

Neural mechanisms mediating optimism bias : Article : Nature

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amygdala nature

Humans expect positive events in the future even when there is no evidence to
support such expectations
In accordance with this proposal, it has been shown that imagining the future
depends on the same neural networks that are active when recalling the
past^8,¹⁰
11 more annotations...
- The more optimistic participants were, as indicated by the LOT-R scores, the
  more likely they were to expect positive events to happen closer in the future
  than negative events, and to experience them with a greater sense of
  pre-experiencing
- changes in BOLD signal during future positive trials relative to future negative
  trials were correlated with participants' optimism score on the LOT-R scale
- positive correlation in the rACC
- strong correlation between activity in the rACC and activity in the amygdala
  bilaterally while imagining future positive events
- future is open to interpretation allowing subjects to distance themselves from
  possible negative events and move closer toward positive ones
- Reduced BOLD signal was observed in the amygdala and rACC during imagination of
  negative future events relative to positive future events and all past events,
  suggesting that the optimism bias may be related to a reduction in negative
  future thought.
- Thus, as in the case of memory, we suggest that the amygdala may be selectively
  engaged in imagining future emotional events, rather than serving a general
  function in imagining the future.
- It has been implicated in tasks involving self-reflection, such as making
  positive self-referential judgments¹⁷, reflecting
  on hopes and dreams¹⁸, indicating
  preferences¹⁹ and judging the trustworthiness of
  others²⁰. This has caused some researchers to
  suggest that when information is judged to be self-relevant, activity in the
  rACC will convey the valence¹⁷
- a more general role for the rACC in assessing the salience of emotional and
  motivational information and regulating emotional responses accordi
- rACC's response to positive and negative stimuli reflects situational
  specificity
- rACC is tracking the subjective salience of the stimuli by assessing emotional,
  motivational and autobiographical information, and possibly by regulating such
  signals.