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Tero Toivanen

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

eideneurolearningblog.blogspot.com/...ng-styles-confirmation-of.html

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

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

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.
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.
  • ...6 more annotations...
  • 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.
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