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Neuroscience In Society > Week 3 :NS in Education > Flashcards

Week 3 :NS in Education Flashcards

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1
Q

Mondt 2011 - bilingual students asked to judge correctness of equations. - children performing
the task in their school-language showed ——
activation than children who participated in
their home language in which areas…..

A

LESS

visuomotor occipitofrontal network in the left
hemisphere.

“Less Light in Left”

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2
Q

Arithmetic processing may be affected
by the_______ in which children are
addressed in school. Mondt

A

language

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3
Q

Masson et al. (2014)

When incorrect circuits were shown, experts activated several
regions associated with ________ – more than novices.

A

inhibition

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4
Q

Masson et al. (2014)

Training in science – particularly when concepts are counterintuitive – may require _______ in order to untrain the
brain to react in an automatic way.

A

extra attention

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5
Q

________ and
pruning continues in
the adolescent brain.

A

Myelination and
pruning continues in
the adolescent brain.

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6
Q

Researchers observed greater _________ activation
during a reading task that demanded phonological awareness.

A

right prefrontal

helper:

Activation of the right prefrontal cortex during tasks related to phonological awareness might seem counterintuitive, given that language processing is often associated with the left hemisphere in right-handed individuals. However, the right prefrontal cortex has been implicated in a range of cognitive functions, including working memory, attentional control, and executive functions. These cognitive functions are crucial in tasks requiring manipulation and analysis of linguistic information.

In the context of phonological awareness, the right prefrontal cortex could be engaged in the active manipulation and organization of phonological information. This could be particularly important when the tasks involve non-routine or novel linguistic challenges that require more extensive cognitive control or manipulation. For example, identifying and producing rhyming words or parsing a complicated sentence into its constituent phonemes would necessitate such executive involvement.

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7
Q

___________________(including arcuate
fasciculus) white-matter organisation significantly predicted
future reading gains in dyslexia.

A

Right superior longitudinal fasciculus

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8
Q

Children may come
to be regarded as
__________ as a
result of brain
scans.

A

‘unteachable’

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9
Q

Greater knowledge of how _________ in the brain can lead to a
reduction in the notion that intelligence and other intellectual capacities
are ‘fixed’ or stable.

A

plasticity works

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10
Q

There may be some reason to think that better
understandings of __________ can lead to the
replacement of neuromyths.

A

neuroscience

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11
Q

Basic research can
find its way into the
classroom through
influences on ________.

A

policy

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12
Q

A strong base in research grounded in ________ of researchers and
practitioners will lead to many major improvements in education. Evidence
will lead to better choices of ways to teach and to facilitate learning,
including specification of different learning pathways for different learners.

A

collaboration

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13
Q

Neuroscientists involved in
educational research:
Evidence is very
_________
almost a
________ concept

A

quantitative, statistical

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14
Q

Educational practitioners involved in
brain-based education:

Evidence has much
more to do with
_______ and
________.

A

interpretation, meaning

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15
Q

Education is about _________ to
improve educational outcomes.

A

enhancing learning

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16
Q

Better educational outcomes lead to
________ and higher ________.

A

better job prospects, salaries

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17
Q

Metacognition is a good predictor of _________

A

learning
performance.

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18
Q

Metacognition is defined most
simply as ___________.

A

‘thinking about thinking’.

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19
Q

Knowledge about:
- oneself as a _____
- the factors that might impact ______
- when and why to use _____

A

learner
performance
strategies

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20
Q

Metacognition, Regulation
- monitorings one’s _______
- planning ________
- awareness of one’s ______ and ________
- evaluation of the _____of monitoring processes and strategies

A

cognition
activities
comprehension + task performance
efficacy

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21
Q

Metacognition is also called ….

A

declarative, procedural and conditional knowledge.

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22
Q

________knowledge about oneself
as a learner and factors affecting
cognition.

A

‘Person’

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23
Q

______ knowledge, which includes
knowledge about the demands of
different tasks.

A

‘Task’

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24
Q

______knowledge, which is
knowledge about the types of
strategies likely to be most useful.

A

‘Strategy’

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25
Impairments in metacognitive monitoring can be observed in patients with __________ damage.
frontal lobe
26
The ________is involved in metacognition.
frontal cortex
27
Metacognitive skills cannot happen before seven years of age. Piaget or Whitebread?
Piaget
28
Children aged three to five years exhibit both verbal and nonverbal metacognitive behaviours during problem solving. Piaget or Whitebread?
Whitebread
29
What came out of Whitebread's research childhood/developmental metacognitive behaviours?
Children’s Independent Learning Development (CHILD 3–5) checklist
30
Metacognition develops _______ into ________
across the lifespan adulthood.
31
van der Stel 2014 Pupils continue to apply __________ metacognitive skills alongside general cognitive skills between the ages of 12 and 14 years, and at age 15 it becomes _________.
domain-specific general.
32
self-explanation and metacognition General prompts encourage more ______ than domain-specific prompts.
self-sufficiency
33
34
Distributed practice effects.... over time typically benefits ________ more than does massing learning opportunities back-to-back or in relatively close succession.
Distributing learning over time... typically benefits long-term retention more than does massing learning opportunities back-to-back or in relatively close succession.
35
In massed learning, learners do not have to __________ to reread notes or retrieve something from memory when they have just completed this same activity - they may be _____________ of this second task and think they know the material better than they really do. The second learning episode benefits from the ____________ of the first trace that has already happened.
In massed learning, learners do not have to work very hard to reread notes or retrieve something from memory when they have just completed this same activity - they may be misled by the ease of this second task and think they know the material better than they really do. The second learning episode benefits from the consolidation of the first trace that has already happened.
36
Some learning strategies may be perceived as _________, but the purposeful application of such cognitive behaviour at the appropriate moment results from __________
Some learning strategies may be perceived as cognitive, but the purposeful application of such cognitive behaviour at the appropriate moment results from metacognitive skilfulness.
37
Neuroeducation is _____
The enhancement of learning to improve educational outcomes
38
Neuroscience methods demand ___________ and thus cannot provide useful data or theories about classroom contexts.
Neuroscience methods demand highly artificial contexts and thus cannot provide useful data or theories about classroom contexts.
39
One goal of neuroscience is to analyse cognition into elementary functions and to identify __________ of those functions.
One goal of neuroscience is to analyse cognition into elementary functions and to identify neural correlates of those functions.
40
The scalability of neuroscience methods is a challenge due to ......
the high costs.
41
Social learning theory (Albert Bandura): rules and ...
* rules and behaviour are learned through observation and imitation
42
Behaviourism (John Watson): conditioning through training explains.....
all of children’s learning and development
43
Who said this?
Watson
44
The didactic method is...
teacher-centered method of instruction in which teachers deliver and students receive lessons, best suited to brief delivery of factual information.
45
Cognitive:
46
Affective
47
Social:
48
Model of learning...
49
Neo-Piaget
Neo-Piagetian approaches * peer collaboration * discovery learning
50
model of learning
51
Neo-Vygotskian approaches
Neo-Vygotskian approaches * apprenticeship * peer tutoring
52
It is still unclear how neuroscience can be applied to _____+________ influences on learning.
It is still unclear how neuroscience can be applied to social and contextual influences on learning.
53
Deficit model of learning. The assumption that optimal achievement occurs when ________
The assumption that optimal achievement occurs when there are no problems with brain function
54
More specific neuroscientific research - principally on.... - understanding how to address ......+........ - moving beyond diagnosis to ........
55
Dyscalculia affects..... and is.....
A specific, persistent difficulty in understanding numbers, associated with a range of difficulties in mathematics that occurs across all ages and abilities.
56
Dyslexia is a....
57
Dyscalculia Dyslexia are ......... disorders......however they are often.....
specific, comorbid
58
Grabner et al (2013): mental calculations require different parts of the ............such as ............ and ............
Grabner et al (2013): mental calculations require different parts of the parietal cortex, such as bilateral intraparietal sulcus and left angular gyrus.
59
In adolescence, ............and other areas associated with ............are required for complex problem-solving (Blakemore, 2012)
In adolescence, prefrontal and other areas associated with executive control are required for complex problem-solving (Blakemore, 2012)
60
............ of mathematical problem-solving over time is associated with changes in brain activation (Qin et al, 2012)
Rehearsal of mathematical problem-solving over time is associated with changes in brain activation (Qin et al, 2012)
61
BRAIN REGIONS Complex circuitry (Anderson et al, 2012): * imagery representing equations transformations of information (in ____________) * memory of learned algebra rules (left ___________)
Complex circuitry (Anderson et al, 2012): * imagery representing equations transformations of information (in posterior parietal cortices) * memory of learned algebra rules (left prefrontal cortex)
62
5 things learning maths involves
63
Developmental dyscalculia is
Used to distinguish school-aged problems from difficulties experienced throughout life (Kosc, 1974)
64
Dyscalculia Symptoms include:
Typical symptoms include: difficulty counting backwards. difficulty remembering 'basic' facts. slow to perform calculations. weak mental arithmetic skills. a poor sense of numbers & estimation. Difficulty in understanding place value. Addition is often the default operation. High levels of mathematics anxiety.
65
Dyscalculia Devine et al (2013): study of over 1,000 British primary school children. were gender differences found?
No gender differences in developmental dyscalculia were found
66
Dyscalculia Devine et al (2013): study of over 1,000 British primary school children Differences in attainment are, therefore, likely to be explained by factors such as:
67
Is there evidence for the effectiveness of computer games and educational interventions?
Mixed evidence overalll
68
Myths about bilingualism may affect ........
educational policy
69
Research has shown that there is ............ to learning two languages, despite the other benefits.
Research has shown that there is no cognitive advantage to learning two languages, despite the other benefits.
70
Is there strong evidence for brain training apps?
evidence for effectiveness is mixed.
71
Green & Bavelier (2008): some evidence that action games produce improvements in ........
in spatial tasks (in adults)
72
brain plasticity.
73
potentially problematic side-effects of palying games and brain training apps
social isolation sleep deprivation
74
Neuromyths are based on assumptions that:
75
Walkerdine (2012): differing language used to describe boys and girls at the same level of mathematical ability: what are some of the differences?
76
What can the difference in language used to describe differences in mathematical ability in males vs females lead to?
Internalisation of message can lead to girls feeling they are less suited to maths.
77
Steele and Aronson (1995) on stereotype threat: Negative expectations can impact .........
Negative expectations can impact performance in assessment.
78
Advocates for educational neuroscience say
collaboration between neuroscientists and teachers can assist training * joint endeavours can address educational problems * Ansari & Coch (2006)$
79
Critics of educational neuroscience say
traditional behavioural methods are cheaper and more appropriate * deficit model of learning is too simplistic for complicated classroom environments and a rounded education * few effective innovations have (yet) been seen * Bowers (2016)
80
[Edelenbosch 2015] Brain training is a $........... industry in the US
$300 million/year
81
[Edelenbosch 2015] Boundaries in this paper refer to the sociocultural.....
differences leading to discontinuity in action or intention
82
[Edelenbosch 2015] What are boundary actors in this paper?
the are people who span the boundary between neuroscience and education
83
[Edelenbosch 2015] What is boundary language in this paper?
Language as an issue and also the metaphorical language used by actors to describe the boundary
84
[Edelenbosch 2015] What term creates the false illusion that it is superior to or different from, more effective than other types of evidence based learning?
brain-based learning
85
Transdisciplinary research practice ...
transcends the boundaries of academic disciplines with scientists working together with practitioners to solve complex real world problems
86
POHL + HIRSCH 2007 The aims of transdisciplinary research are a b c d
to grasp the relevant complexity of a system to take into account the diversity of life world and scientific perspectives of problems to link abstract and case-specific knowledge to develop knowledge and practices that promote what is perceived to be the common good
87
Metacognitive skillfulness includes the ability to .. 1 2 3
plan learning activities execute them in an ordered and structured way monitor + evaluate learning and reflect on it
88
Between the ages of .... and .... Metacognitive skills do not develop linearly or at the same pace
12 and 15 years
89
Metacognitive skills contribute to learning performance, partly independent of
intellectual ability
90
Metacognitive skillfulness appears to be predominantly ..... by nature over the years
general
91
The age of ... seems to be a relevant point in time during the developmental trajectory of Metacognitive skills growth
15
92
what is the most important predictor of learning performance?
Metacognitive skillfulness
93
Metacognitive knowledge is...
declarative knowledge one has about the interplay between personal characteristics, task characteristics and available strategies in a learning situation
94
Metacognitive skills are ...... knowledge. [different from Metacognitive knowledge]
procedural That is required for the actual regulation of and control over ones learning activities
95
What can be considered as a precursor of metacognitive knowledge?
Theory of mind
96
What did Larkin find a relationship between?
Theory of mind, Metacognitive knowledge and Metacognitive knowledge
97
Piaget thinks that children younger than .... are not able to keep a record of their own problem-solving [not true]
7
98
Schnieder and Presley found evidence that .......... begins before elementary school and continues into adulthood. From tot to adult.....
memory strategy development "From Tot to Adult, Memory Tactics Evolve!"
99
..... - ..... year olds display elementary forms of metacognitive skills.
3-5 year olds
100
Monotonic development hypothesis state that...
that both intelligence and metacognition show a monotonic growth over age, independent of each other.
101
What is the process of synaptogenesis and how does it relate to early childhood learning?
Synaptogenesis is the formation of new synaptic connections in the brain. It occurs most rapidly between birth and age three. However, early childhood is not just a period of "soaking up" information; the quality of experiences plays a role in how synapses are formed and pruned.
101
Complete the sentence: "The onset of pruning of brain connections is largely related to _______."
the way infants and toddlers experience the world.
101
What is the mixed model of intelligence? MIX:
intellectual ability and metacognitive skills are correlated to some extent, but metacognitive skills have a surplus value on top of intellectual ability for predicting learning performance. "MIX: Metacognition + IQ = Xtra Learning" Here, "MIX" stands for the mixed model, "Metacognition" and "IQ" are the two correlated components, and "Xtra Learning" signifies the surplus value that metacognition adds in predicting learning performance.
102
What is the modularity of mind theory, and has it been revised over time? [ memory prompt Once boxes....]
The modularity of mind theory proposed that the mind has separate sections serving separate functions and could be mapped directly onto the brain. Newer findings suggest the brain is much less compartmentalized than initially thought. "Mind's Modules: Once Boxes, Now Blend!" Here, "Mind's Modules" represents the original idea that the mind has separate sections for different functions. "Once Boxes" indicates the old belief that these modules could be directly mapped onto distinct brain areas. "Now Blend" signifies the updated understanding that the brain is much less compartmentalized than initially thought.
103
Complete the sentence: "Brain training programs may work for a ______, but are unlikely to have ______."
specific task; far-reaching benefits beyond those that were trained
104
What role does neuroscience play in debunking the myth of learning styles?
Neuroscience can provide empirical evidence to challenge unfounded educational practices like the myth of learning styles, thereby promoting more science-based educational policies.
105
What is one challenge educational neuroscience faces due to its interdisciplinary nature? [memory prompt: Lens clash]
One challenge is the reconciliation of different theoretical lenses and methodologies between neuroscience, psychology, and education, potentially causing disagreements or misunderstandings. "Neuro-Psycho-Edu Mix: Lens Clash!" Here, "Neuro-Psycho-Edu" represents the interdisciplinary fields of neuroscience, psychology, and education. "Mix" emphasizes their combination. "Lens Clash" encapsulates the challenge of reconciling different theoretical lenses and methodologies among these disciplines.

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