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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.
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  • 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.
Tero Toivanen

YouTube - The Writer Who Couldn't Read - 0 views

www.youtube.com/watch

brain ability read write Howard Engel stroke writer youtube

shared by Tero Toivanen on 26 Jun 10 - Cached
  • Tero Toivanen on 26 Jun 10
     
    Canadian novelist Howard Engel had a stroke and lost the ability to read, but he could still write, even though, shortly after writing a piece of text, he was unable to read it.
Tero Toivanen

Reading, E-Books and the Brain : The Frontal Cortex - 0 views

scienceblogs.com/...ding_e-books_and_the_brain.php

brain reading dorsal route Dehaene research E-books

shared by Tero Toivanen on 17 Oct 09 - Cached
  • Although scientists had previously assumed that the dorsal route ceased to be active once we learned how to read, Deheane's research demonstrates that even literate adults still rely, in some situations, on the same patterns of brain activity as a first-grader, carefully sounding out the syllables.
  • This research suggests that the act of reading observes a gradient of fluency. Familiar sentences printed in Helvetica activate the ventral route, while difficult prose filled with jargon and fancy words and printed in an illegible font require us to use the slow dorsal route.
  • The larger point is that most complaints about E-Books and Kindle apps boil down to a single problem: they don't feel as "effortless" or "automatic" as old-fashioned books. But here's the wonderful thing about the human brain: give it a little time and practice and it can make just about anything automatic.
  • Tero Toivanen on 17 Oct 09
     
     Although scientists had previously assumed that the dorsal route ceased to be active once we learned how to read, Deheane's research demonstrates that even literate adults still rely, in some situations, on the same patterns of brain activity as a first-grader, carefully sounding out the syllables.
Tero Toivanen

Brain imaging predicts future reading progress in children with dyslexia - 0 views

www.physorg.com/...-future-children-dyslexia.html

brain predicts future imaging dyslexia

shared by Tero Toivanen on 20 Dec 10 - No Cached
  • Tero Toivanen on 20 Dec 10
     
    Brain scans of adolescents with dyslexia can be used to predict the future improvement of their reading skills with an accuracy rate of up to 90 percent, new research indicates. Advanced analyses of the brain activity images are significantly more accurate in driving predictions than standardized reading tests or any other measures of children's behavior.
Tero Toivanen

Music and Intelligence | Boost Your IQ - 0 views

boostyouriq.co.cc/music-and-intelligence

music brain intelligence training musical training research higher brain functions abstract reasoning skills math science

shared by Tero Toivanen on 22 Jun 09 - Cached
  • Studies indicate that early exposure to musical training helps a child’s brain reach its potential by generating neural connections utilized in abstract reasoning.
  • The reasoning skills required for a test in spatial reasoning are the same ones children use when they listen to music. Children use these reasoning skills to order the notes in their brain to form the melodies. Also, some concepts of math must be understood in order to understand music. Experts speculate that listening to music exercises the same parts of the brain that handle mathematics, logic, and higher level reasoning.
  • In 1997 a study involving three groups of preschoolers was conducted to determine the effect of music versus computer training on early childhood development.
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  • The group that received the piano/keyboard training scored 34% higher on tests measuring spatial-temporal ability than either of the other two groups. These results suggest that music enhances certain higher brain functions, particularly abstract reasoning skills, required in math and science.
  • The use of music in training four and five year old children yielded the highest improvement in the ability to name body parts.
  • Although the three experimental groups displayed an increase in their ability to name body parts the music group exhibited the highest degree of improvement.
  • First grade students received extensive Kodaly training for seven months.
  • At the end of seven months the experimental group had higher reading scores than the control group, which did not receive any special treatment. Not only did the seven month instruction increase reading scores, but continued musical training proved to be beneficial. The experimental group continued to show higher reading scores with continued training.
  • Students who were involved in arts education achieved higher SAT scores. The longer students were involved in arts education, the higher the increase in SAT scores. This study also correlated arts education with higher scores in standardized tests, reading, English, history, citizenship, and geography.
  • The results indicated that students with a relatively lower socioeconomic status, that were exposed to arts education, had an advantage over those students without any arts education which was proportionally equal to the students with a relatively higher socioeconomic status and exposure to arts education.
  • Music exposure affects older students as well. Three groups of college students were exposed to either Mozart’s Sonata for Two Pianos, K448, a relaxation tape, or silence. The group exposed to the Mozart piece was the only group to achieve an increase on the spatial IQ test. Further studies revealed that neither dance music nor taped short stories produced an increase in spatial IQ similar to the Mozart piece. The increase in spatial IQ appears to be related to some unique aspects of the Mozart piece rather than music in general.
  • Music may not only be related to intelligence by its stimulation of the brain, but it may also increase intelligence by the type of attitudes, interests, and discipline it fosters in children.
  • Tero Toivanen on 22 Jun 09
     
    Studies indicate that early exposure to musical training helps a child's brain reach its potential by generating neural connections utilized in abstract reasoning.
Tero Toivanen

Innovation: Mind-reading headsets will change your brain - tech - 23 April 2009 - New S... - 0 views

www.newscientist.com/...ts-will-change-your-brain.html

mind-reading headset brain innovation

shared by Tero Toivanen on 23 May 09 - Cached
  • This week, engineer Adam Wilson made global headlines by updating Twitter using his brainwaves. "USING EEG TO SEND TWEET" he explained.
  • Compatible with any PC running Windows, it will ship later this year for $299 (see image). They have shown off a game where the player moves stones to rebuild Stonehenge using mind power alone (see video).
  • Escaping the lab Researchers have developed systems that read brainwaves – in the form of electroencephalogram (EEG) signals – in order to help people suffering from disabilities or paralysis control wheelchairs, play games , or type on a computer. Now, two companies are preparing to market similar devices to mainstream consumers.
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  • Californian company NeuroSky has also built a device that can detect emotions: the firm says it can tell whether you are focused, relaxed, afraid or anxious, for example.
  • Tero Toivanen on 23 May 09
     
    This week, engineer Adam Wilson made global headlines by updating Twitter using his brainwaves. "USING EEG TO SEND TWEET" he explained.
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

The Neural Advantage of Speaking 2 Languages: Scientific American - 0 views

www.scientificamerican.com/article.cfm

brain bilingual research skills second language monolingual

shared by Tero Toivanen on 22 Jan 10 - Cached
  • The ability to speak a second language isn’t the only thing that distinguishes bilingual people from their monolingual counterparts—their brains work differently, too. Research has shown, for instance, that children who know two languages more easily solve problems that involve misleading cues.
  • The findings suggest that after learning a second language, people never look at words the same way again.
  • “The most important implication of the study is that even when a per­son is reading in his or her native language, there is an influence of knowledge of the nondominant second language,” Van Assche notes. “Becoming a bilingual changes one of people’s most automatic skills.”
  • Tero Toivanen on 22 Jan 10
     
    "The most important implication of the study is that even when a per son is reading in his or her native language, there is an influence of knowledge of the nondominant second language," Van Assche notes. "Becoming a bilingual changes one of people's most automatic skills."
Michael Manning

All In The Mind: You are NOT a Self! Thomas Metzinger... - 0 views

blogs.abc.net.au/...t-a-self-thomas-metzinger.html

Neurophilosophy Philosophy Ego

shared by Michael Manning on 15 Oct 09 - Cached
  • Michael Manning on 15 Oct 09
     
    An interview with Thomas Metzinger one of the worlds leading Neuro-philosopher's  on ABC Radio National's All In The Mind blog for the show of the same name. Metzinger has recently released a book named "The Ego Tunnel" in which he proposes that there is in fact no Self and discusses the ethical ramifications f such a realization. Good reading and great listening!
Tero Toivanen

Selective aphasia in a brain damaged bilingual patient : Neurophilosophy - 0 views

scienceblogs.com/...damageed_bilungual_patient.php

brain bilingual Arabic Hebrew CT scan frontal lobe parietal lobe crationomy hemorrhage

shared by Tero Toivanen on 11 Jul 09 - Cached
  • A unique case study published in the open access journal Behavioral and Brain Functions sheds some light on this matter. The study, by Raphiq Ibrahim, a neurologist at the University of Haifa, describes a bilingual Arabic-Hebrew speaker who incurred brain damage following a viral infection. Consequently, the patient experienced severe deficits in Hebrew but not in Arabic. The findings support the view that specific components of a first and second language are represented by different substrates in the brain.
  • A native Arabic speaker, he learned Hebrew at an early age (4th grade) and later used it competently both professionally and academically.
  • A CT scan showed that he had suffered a massive hemorrhage in the left temporal lobe, which was compressing the tissue on both sides of the central sulcus, the prominent gfissure which separates the frontal and parietal lobes.
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  • A craniotomy was performed to relieve the pressure, and afterwards another scan showed moderate hemorrhage and herpes encephalitis in the left temporal lobe, and another hemorrhage beneath the outer membrane (the dura) lying over the right frontal lobe.
  • During his 2 month stay there, he developed epileptic seizures which originated in the left temporal lobe, and amnestic aphasia (an inability to name objects or to recognize their written or spoken names). 
  • After the rehabilitation period, a series of linguistic tests was administered to determine the extent of his speech deficits. M.H. exhibited deficits in both languages, but the most severe deficits were seen only in Hebrew. In this language he had a severe difficulty in recalling words and names, so that his speech was non-fluent and interrupted by frequent pauses. He had difficulty understanding others' spoken Hebrew, and also had great difficulty reading and writing Hebrew. In Arabic, his native language, all of these abilities were affected only mildy.
  • The results support a neurolinguistic model in which the brain of bilinguals contains a semantic system (which represents word meanings) which is common to both languages and which is connected to independent lexical systems (which encode the vocabulary of each language). The findings further suggest that the second language (in this case, Hebrew) is represented by an independent subsystem which does not represent the first language (Arabic) and is more succeptible to brain damage.
  • Tero Toivanen on 11 Jul 09
     
    A unique case study published in the open access journal Behavioral and Brain Functions sheds some light on this matter. The study, by Raphiq Ibrahim, a neurologist at the University of Haifa, describes a bilingual Arabic-Hebrew speaker who incurred brain damage following a viral infection. Consequently, the patient experienced severe deficits in Hebrew but not in Arabic. The findings support the view that specific components of a first and second language are represented by different substrates in the brain.
Tero Toivanen

Neurophilosophy : Reading the contents of working memory - 0 views

scienceblogs.com/...contents_of_working_memory.php

neurophilosophy

shared by Tero Toivanen on 23 May 09 - Cached
  • Tero Toivanen on 23 May 09
     
    Oleltuksia siitä, miten työmuisti toimii aivoissa.
Tero Toivanen

First Evidence That Musical Training Affects Brain Development In Young Children - 0 views

www.sciencedaily.com/...060920093024.htm

music brain development young children brain development memory IQ Suzuki method MEG

shared by Tero Toivanen on 21 Jun 09 - Cached
  • The findings, published today (20 September 2006) in the online edition of the journal Brain [1], show that not only do the brains of musically-trained children respond to music in a different way to those of the untrained children, but also that the training improves their memory as well. After one year the musically trained children performed better in a memory test that is correlated with general intelligence skills such as literacy, verbal memory, visiospatial processing, mathematics and IQ.
  • Researchers have found the first evidence that young children who take music lessons show different brain development and improved memory over the course of a year compared to children who do not receive musical training.
  • While previous studies have shown that older children given music lessons had greater improvements in IQ scores than children given drama lessons, this is the first study to identify these effects in brain-based measurements in young children.
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  • The researchers chose children being trained by the Suzuki method for several reasons: it ensured the children were all trained in the same way, were not selected for training according to their initial musical talent and had similar support from their families. In addition, because there was no early training in reading music, the Suzuki method provided the researchers with a good model of how training in auditory, sensory and motor activities induces changes in the cortex of the brain.
  • Analysis of the MEG responses showed that across all children, larger responses were seen to the violin tones than to the white noise, indicating that more cortical resources were put to processing meaningful sounds. In addition, the time that it took for the brain to respond to the sounds (the latency of certain MEG components) decreased over the year. This means that as children matured, the electrical conduction between neurons in their brains worked faster.
  • Of most interest, the Suzuki children showed a greater change over the year in response to violin tones in an MEG component (N250m) related to attention and sound discrimination than did the children not taking music lessons.
  • Analysis of the music tasks showed greater improvement over the year in melody, harmony and rhythm processing in the children studying music compared to those not studying music. General memory capacity also improved more in the children studying music than in those not studying music.
  • The finding of very rapid maturation of the N250m component to violin sounds in children taking music lessons fits with their large improvement on the memory test. It suggests that musical training is having an effect on how the brain gets wired for general cognitive functioning related to memory and attention.
  • It is clear that music is good for children's cognitive development and that music should be part of the pre-school and primary school curriculum.
  • Tero Toivanen on 21 Jun 09
     
    Researchers have found the first evidence that young children who take music lessons show different brain development and improved memory over the course of a year compared to children who do not receive musical training.
Tero Toivanen

Adult Learning - Neuroscience - How to Train the Aging Brain - NYTimes.com - 1 views

www.nytimes.com/...03adult-t.html

neuroscience brain aging adult learning tots research training

shared by Tero Toivanen on 02 Jan 10 - Cached
  • One explanation for how this occurs comes from Deborah M. Burke, a professor of psychology at Pomona College in California. Dr. Burke has done research on “tots,” those tip-of-the-tongue times when you know something but can’t quite call it to mind. Dr. Burke’s research shows that such incidents increase in part because neural connections, which receive, process and transmit information, can weaken with disuse or age.
  • But she also finds that if you are primed with sounds that are close to those you’re trying to remember — say someone talks about cherry pits as you try to recall Brad Pitt’s name — suddenly the lost name will pop into mind. The similarity in sounds can jump-start a limp brain connection. (It also sometimes works to silently run through the alphabet until landing on the first letter of the wayward word.)
  • Recently, researchers have found even more positive news. The brain, as it traverses middle age, gets better at recognizing the central idea, the big picture. If kept in good shape, the brain can continue to build pathways that help its owner recognize patterns and, as a consequence, see significance and even solutions much faster than a young person can.
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  • The trick is finding ways to keep brain connections in good condition and to grow more of them.
  • Educators say that, for adults, one way to nudge neurons in the right direction is to challenge the very assumptions they have worked so hard to accumulate while young. With a brain already full of well-connected pathways, adult learners should “jiggle their synapses a bit” by confronting thoughts that are contrary to their own, says Dr. Taylor, who is 66.
  • Teaching new facts should not be the focus of adult education, she says. Instead, continued brain development and a richer form of learning may require that you “bump up against people and ideas” that are different. In a history class, that might mean reading multiple viewpoints, and then prying open brain networks by reflecting on how what was learned has changed your view of the world.
  • Such stretching is exactly what scientists say best keeps a brain in tune: get out of the comfort zone to push and nourish your brain. Do anything from learning a foreign language to taking a different route to work.
  • “As adults we have these well-trodden paths in our synapses,” Dr. Taylor says. “We have to crack the cognitive egg and scramble it up. And if you learn something this way, when you think of it again you’ll have an overlay of complexity you didn’t have before — and help your brain keep developing as well.”
  • Tero Toivanen on 02 Jan 10
     
    Dr. Burke has done research on "tots," those tip-of-the-tongue times when you know something but can't quite call it to mind. Dr. Burke's research shows that such incidents increase in part because neural connections, which receive, process and transmit information, can weaken with disuse or age.
Tero Toivanen

Wires Inserted Into Human Brain Reveal Speech Surprise | Wired Science | Wired.com - 1 views

www.wired.com/...speaking-brain

brain verbal cognition Sahin Broca's area Wernicke's area

shared by Tero Toivanen on 17 Oct 09 - Cached
  • in’s team benefited from a brain-reading technology called intra-cranial electrophysiology, or ICE, in which electrodes are positioned inside the brain itself. It’s a medical rather than a research tool, used to precisely measure electrical activity in the brains of epileptics who don’t respond to treatment.
  • This tested only one type of verbal cognition, cautioned Sahin, and the focus was unavoidably narrow, but it was enough to show that Broca’s area is involved not only in translating speech, but receiving it. That role was considered specific to part of the brain called Wernicke’s area. More broadly, the findings may represent a general rule for Broca’s area, and perhaps other brain regions: Each part plays multiple roles, rather than performing a single task.
  • Tero Toivanen on 17 Oct 09
     
    This tested only one type of verbal cognition, cautioned Sahin, and the focus was unavoidably narrow, but it was enough to show that Broca's area is involved not only in translating speech, but receiving it. That role was considered specific to part of the brain called Wernicke's area. More broadly, the findings may represent a general rule for Broca's area, and perhaps other brain regions: Each part plays multiple roles, rather than performing a single task.
Tero Toivanen

Use It or Lose It: The Principles of Brain Plasticity - 3 views

articles.mercola.com/...brain-plasticity.aspx

brain plasticity research learning neurons memory Use It or Lose It Brain Gym nutrition

shared by Tero Toivanen on 09 Dec 12 - No Cached
  • You probably haven't realizd it, but as you acquire an ability – for example, the ability to read – you have actually created a system in the brain that does not exist, that's not in place, in the non-reader. It [the ability; the brain system that controls the ability] actually evolves in you as it has been acquired through experience or learning.
  • "There are some very useful exercises at www.BrainHQ.com that are free, and using them can give a person a better understanding of how exercising your brain can drive it in a rejuvenating direction. Using exercises at BrainHQ, most people, of any age, can drive sharp improvements in brain speed and accuracy, and thereby rewire the brain so that it again represents information in detail," he says.
  • Children operating in the 10th to 20th percentile of academic performance are commonly able to improve their scores to the middle or average level with 20-30 hours of intensive computer-based training. "That's a big difference for the child," he says. "It carries most children who are near the bottom of the class, on the average, to be somewhere in the middle or above average in the class. And that gives struggling children a chance to really succeed and in many cases excel in school."
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  • Careful controlled studies in seniors have also been reported in scientific journals. After 40 hours of computer-based training, the average improvement in cognitive performance across the board was 14 years. On average, if you were 70 years old when you underwent the training after 40 hours of brain training, your cognitive abilities operated like that of a 56-year old. Equally strong or even greater effects were seen in 40 to 50 year olds using the program. Individuals who worked on the BrainHQ exercises at home did just as well as those who completed training in a clinic or research center.
  • Ideally, it would be wise to invest at least 20 minutes a day. But no more than five to seven minutes is to be spent on a specific task. When you spend longer amounts of time on a task, the benefits weaken. According to Dr. Merzenich, the primary benefits occur in the first five or six minutes of the task.
  • Find ways to engage yourself in new learning
  • "When it matters to you, you are going to drive changes in your brain," he explains. "That's something always to keep in mind. If what you're doing seems senseless, meaningless, if it does not matter to you, then you're gaining less from it."
  • Get 15-30 minutes of physical exercise each day,
  • Spend about five minutes every day working on the refinement of a specific, small domain of your physical body.
  • You can typically improve yourself to the highest practical or possible level in anywhere between five to a dozen brief sessions of seven or eight minutes each. Again, having a sense of purpose is crucial.
  • Stay socially engaged.
  • Practice "mindfulness,"
  • Foods have an immense impact on your brain, and eating whole foods as described in my nutrition plan will best support your mental and physical health.
  • The medical literature is also showing that coconut oil can be of particular benefit for brain health, and anecdotal evidence suggests it could be very beneficial in the treatment of Alzheimer's disease.
  • Optimize your vitamin D levels
  • Take a high-quality animal-based omega-3 fat.
  • Avoid processed foods and sugars, especially fructose
  • Avoid grains
  • Avoid artificial sweeteners
  • Avoid soy
  • Men who ate tofu at least twice weekly had more cognitive impairment, compared with those who rarely or never ate the soybean curd, and their cognitive test results were about equivalent to what they would have been if they were five years older than their current age.
  • Tero Toivanen on 09 Dec 12
     
    "It was once thought that any brain function lost was irretrievable. Today, research into what's referred to as "brain plasticity" has proven that this is not the case. On the contrary, your brain continues to make new neurons throughout life in response to mental activity."
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