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Tero Toivanen

Eide Neurolearning Blog: fMRI of Learning Styles: Confirmation of Visual and Verbal Lea... - 0 views

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neurolearning visual verbal learning

shared by Tero Toivanen on 23 May 09 - Cached
  • Tero Toivanen on 23 May 09
     
    Using a simple True/False Learning Styles questionnaire(like this, see below), researchers found that people could reliably predict whether they are predominantly visual or verbal learners.
Tero Toivanen

Eide Neurolearning Blog: The Biology of Creativity - Right Hemispheric Thinking, Proble... - 0 views

eideneurolearningblog.blogspot.com/...ativity-right-hemispheric.html

neurolearning brain hemispheric creativity Right Hemispheric Thinking

shared by Tero Toivanen on 23 May 09 - Cached
  • A Northwestern research group has found that people that solve anagram puzzles by sudden insight rather than by conscious search or analytic strategies have an EEG resting state that prefers the right over the left hemisphere.
  • How often it does seem that it's the highly creative child who is having the greatest struggles in the conventional classroom! It's nice finding research that backs up the association. From this Harvard study, a diffuse attentional style was much more common among individuals with high lifetime levels of creative achievement.
  • The study concludes with a final interesting finding that differences in this attentional style might account for why high IQ beyond a certain point doesn't correlate with higher levels of creative achievement (the threshold effect...e.g. that once one is beyond 120, higher numbers don't correlate with enhanced achievement). If a focused vs. diffuse attentional style is taken into account, then it becomes more evident that diffuse attentional style + high IQ are important factors that contribute to high levels of creative achievement.
  • Tero Toivanen on 23 May 09
     
    A Northwestern research group has found that people that solve anagram puzzles by sudden insight rather than by conscious search or analytic strategies have an EEG resting state that prefers the right over the left hemisphere.
Tero Toivanen

Eide Neurolearning Blog: Recess Essential for Improving Attention - 0 views

eideneurolearningblog.blogspot.com/...s-essential-for-improving.html

neurolearning recess learning behavior

shared by Tero Toivanen on 23 May 09 - Cached
  • New research suggests that play and down time may be as important to a child’s academic experience as reading, science and math, and that regular recess, fitness or nature time can influence behavior, concentration and even grades.
  • Young children with sensory processing disorders are especially susceptible to behavioral and attention problems if they are not allowed to move and exercise throughout their day.
  • Tero Toivanen on 23 May 09
     
    New research suggests that play and down time may be as important to a child's academic experience as reading, science and math, and that regular recess, fitness or nature time can influence behavior, concentration and even grades.
Tero Toivanen

Eide Neurolearning Blog: Why Boys Need Alternatives with Reading and Writing - 0 views

eideneurolearningblog.blogspot.com/...alternatives-with-reading.html

neurolearning Reading and Writing brain

shared by Tero Toivanen on 23 May 09 - Cached
  • If you give girls and boys language tasks, most girls will process the information in the same way (in a specialized language area)
  • help them with word storage and retrieval
  • But for boys, sensitivity to the modality of how words are presented means that an extra steps need to be taken to match words that are picked up by listening and words that are read on the printed page. No wonder dyslexia is much more common in boys - the separate system means that the sight and sound of words are learned as distinct processes.
  • ...4 more annotations...
  • As a result, verbal competence may be strong in one domain (oral speech for instance), but be weak in another (reading).
  • because boys require two areas and a matching of visual-auditory inputs, impairment in one system may cause the whole language coordination process to fail.
  • The visual-auditory gap may also be why some boys may need to read word-for-word outloud or to themselves (i.e. not silently read) in order to fully comprehend or remember the story.
  • Some careful consideration needs to made of instructional implications for boys given some of these new discoveries. Learning by listening and learning by reading are not synonymous; route-congruent factors(listening - oral presentation, reading - written response) may need to be considered when a learning gap or frank underachievement is seen, and an insistence on the availability of auditory-visual supports (reading along with books-on-tape, detailed handouts for lecture courses) should be a requirement of every classroom.
  • Tero Toivanen on 23 May 09
     
    Boys require two areas and a matching of visual-auditory inputs, impairment in one system may cause the whole language coordination process to fail.
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