thinking skill topic 1 and 2

A REGION-BY-REGION EXPLORATION




OF HOW THE BRAIN FUNCTION












How The Memory Works In




Learning
















FCE 3204 – THINGKING SKILL

TOPIC 3 – THE HUMAN BRAIN
NUR SYAFIQAH BINTI BEDERI SHAM 188581



BRAIN STRUCTURE







Initiation of movement,

coordination of
movement,temperature,touch,visio
n,hearing,judgement,reasoning,pro

blem solving,emotions, and
learning





Coordination voluntary muscle
movement and to maintain

posture,balance, and equilibrium






Movement of the eyes and mouth,relaying
sensory messages
(hot,pain,loud,etc),hunger,respiration,cons

ciousness,cardiac function,body
tempereture,involuntary muscle

movement,sneezing,coughing,vomiting and
swallowing

BRAIN CONSISTS OF 4 SECTIONS




(LOBES)

FORENTAL LOBE








• Motor function

• Higher order function,conscious thought.


• Planning and problem solving

• Concentration and attention span


• Reasoning,forword,and critical thingking


• Judgement

• Impulse control


• Memory for habits and motor activities

• Emotional response and empathy


• Expressive language and meaning

PARIETAL LOBE













• Cognition


• Information processing


• Pain and touch sensation

• Spatial orientation and body position


• Speech

• Understanding the concept of time


• Visual attention and face recognition

TEMPORAL LOBE














• Hearing ability and auditory perception

• Understanding spoken language and rhythm


• Memory acquisition and learning

• Some visual perception


• Categorization and ordering of objects


• Speech

• Emotional responses

OCCIPITAL LOBE














 Visual perception

 Color recognition


 Depth perception

 Motion detection

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open this link immediately





























http://youtube.com/watch?v=0-8PvNOdByc



1. Teaching Grows Brain Cells









IQ is not fixed at birth and brain development and intelligence are “plastic”
in that internal and environmental stimuli constantly change the structure

and function of neurons and their connections. It was once believed that

brain cell growth stops after age twenty. With through neuroplasticity,
interneuron connections (dendrites, synapses, and myelin coating) continue

to be pruned or constructed in response to learning and experiences

throughout our lives.
These physical changes of brain self-reconstruction in response to

experiences including sensory input, emotions, conscious and unconscious

thoughts are so responsive that human potential for increased knowledge,
physical skills, and “talent” in the arts is essentially limitless. There are

conditions associated with the most successful strengthening of neural

networks, such as guided instruction and practice with frequent corrective

feedback. As neuroscience research continues more information will be
available to guide teachers providing the brain with the experiences best

suited to maximize its learning and proficiency.

2. High Stress Restricts Brain







Processing to the Survival State







The prefrontal cortex, the higher thinking processes of executive functions

(judgment, critical analysis, prioritizing) is also the CEO that can manage and

control our emotions. Neuroimaging research reveals that a structure in the
emotion sensitive limbic system is a switching-station that determines which

part of the brain will receive input and determine response output. Brain-

based research has demonstrated that new information cannot pass through
the amygdala (part of the limbic system) to enter the frontal lobe if the

amygdala is in the state of high metabolism or overactivity provoked by

anxiety. Further information from neuroscience research reveals other causes
of the high stress state in school and suggests interventions to reduce the

stress blocking response in the amygdala.

3. Memory is Constructed and Stored







by Patterning






The brain turns data from the senses into learned information in the hippocampus. This encoding

process requires activation or prior knowledge with a similar “pattern” to physically link with the
new input if a short-term memory is to be constructed. The neuroimaging research supported by

cognitive testing reveals that the most successful construction of working (short-term) memory

takes place when there has been activation of the brain’s related prior knowledge before new

information is taught.
When teachers work to clearly demonstrate the patterns, connections, and relationships that

exist between new and old learning (e.g. cross-curricular studies, graphic organizers, spiraled

curriculum) the probability of encoding increases.
Teachers can help students increase working memory efficiency through a variety of

interventions correlated with neuroimaging responses. For example, with opportunities to make

predictions, receive timely feedback, and reflect on those experiences. These experiences appear

to be increase executive function facilitation of working memory, such as guiding the selection of
the most important information hold in working memory.

4. Memory is Sustained by Use







Once and encoded short-term memory is constructed it still needs to be activated

multiple times and ideally in response to a variety of prompts for neuroplasticity to

increase its durability. Retention is further promoted when new memories are connected

to other stored memories based on commonalities, such as similarities/differences,
especially when use graphic organizers and derive their own connections. Multisensory

instruction, practice, and review promote memory storage in multiple regions of the

cortex, based on the type of sensory input by which they were learned and practiced.

These are distant storage centers are linked to each other such that triggering one
sensory memory activates the others. This duplication results of storage increases the

efficiency of subsequent retrieval as a variety of cues prompt activation of different

access points to the extended memory map.
The construction of concept memory networks learning beyond the contexts in which it is

learned and practiced. Transfer activities activate memories to new stimuli and with other

knowledge to solve novel problems. These simultaneous activations promote extended
connections among memories that are the larger concept memory networks most

applicable to future use.

Pattern recognition facilitation and opportunities for knowledge transfer extends the
brain’s processing efficiency for greater access to and application of its accumulated

learning.

If you want to learn more



about this topic please



open this link immediately





























http://youtube.com/watch?v=dItUGF8GdTw
http://youtube.com/watch?v=yOgAbKJGrTA

http://youtube.com/watch?v=VISKgeTTWKA