Jeremy Price's Library tagged brain → View Popular

The symbolic brain represents the increasing convergence of work in anthropology and in neuroscience on questions of meaning, symbolism, subjective experience, and behavior.
In contrast, the inequality brain is more interested in outcomes, in how people end up in different life spaces and with different physical and mental problems through the joint work of many processes—inside and outside the person—that work to create differential variation.
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- The move to consider embodiment, phenomenology, practices, and experience represent new ways of thinking about social problems that match better with the research and ideas emerging out of recent cognitive neuroscience.
- If the brain is plastic, so that activities and experience matter, then culture has a direct effect on how the brain works.
- The critical brain takes on two areas. The first area, one we delight in doing, is taking on the bad use of hard-wired biology, evolutionary psychology, and the like in discussing how brains might work and how our minds and cultures link into brain function.
- The second area examines the ideologies and symbolisms surrounding the brain in our culture-at-large, as well as the social uses and consequences of our technological understanding and manipulation of neurological processes on society.

20 Jun 08

The Interdisciplinary Game « Neuroanthropology

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Oftentimes, the repeated iterations and feedback of the game help the gamer develop an ever firmer grasp of those principles. But in most learning, students don’t get that sort of feedback—they get one or two shots, and then they move onto the next thing.
Any interdisciplinary effort works against all those social and intellectual structures already in place.
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- the cognitive or learning challenge is the greater of the two. Institutes are easy to create. But a coherent set of learning principles that can be applied from introductory to expert situations, with a set of individuals who can agree on how and what needs to be debated to get students properly trained in a new type of thinking? Wow, that’s difficult
- gameplay matters, a story and a convincing world matters, a set of problems and challenges matters, and getting that all to work together matters.

29 May 08

Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School | Brain Rules |

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26 Apr 08

Sing Along with The Brain « Neuroanthropology

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23 Apr 08

Differences in dyslexia « Neuroanthropology

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10 Mar 08

Time Out of Mind - New York Times

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But the quest to spend time the way we do money is doomed to failure, because the time we experience bears little relation to time as read on a clock. The brain creates its own time, and it is this inner time, not clock time, that guides our actions. In the space of an hour, we can accomplish a great deal — or very little.
Inner time is linked to activity. When we do nothing, and nothing happens around us, we’re unable to track time.
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- To measure time, the brain uses circuits that are designed to monitor physical movement.
- Time seems to expand when our senses are aroused.
- The brain’s inclination to distort time is one reason we so often feel we have too little of it.
- Believing time is money to lose, we perceive our shortage of time as stressful. Thus, our fight-or-flight instinct is engaged, and the regions of the brain we use to calmly and sensibly plan our time get switched off. We become fidgety, erratic and rash.
  Tasks take longer. We make mistakes — which take still more time to iron out. Who among us has not been locked out of an apartment or lost a wallet when in a great hurry? The perceived lack of time becomes real: We are not stressed because we have no time, but rather, we have no time because we are stressed.
- In scrambling to use time to the hilt, we wind up with less of it.
- The remedy is to liberate ourselves from Franklin’s equation. Time is not money but “the element in which we exist,” as Joyce Carol Oates put it more than two decades ago (in a relatively leisurely era). “We are either borne along by it or drowned in it.”

03 Mar 08

The Cognitive Science Millennium Project

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Autism and Understanding Others « Neuroanthropology

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26 Feb 08

Curiouser and Curiouser - Migraine - Opinion - New York Times Blog

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31 Jan 08

NPR: Blind Man 'Sees'

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16 Dec 07

Spotlight on DML | Is the Medium the Message?

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12 Nov 07

UNIT SEVEN | practical aesthetics | brain map

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20 Oct 07

Chapter 7: Teaching Every Student TOC: Information & Ideas

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A series of short case studies which demonstrate some of the individual differences in students which impact learning and performance. - forestfortrees on 2007-10-20

08 Oct 07