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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
No one picked up on your interest in neuroeducation, Emily. A lot of what I read in this area strikes me as almost entirely without any appreciation of education, or human experience, as a culturally mediated, co-constructed process. Do you have a favorite general ref you could point us to that you resonate to?? mike On Sun, Sep 13, 2009 at 8:50 AM, Duvall, Emily <emily@uidaho.edu> wrote: > I thought some of you might one or both of these article summaries > interesting. The first really speaks to the new field of neuroeducation > with regard to cellular learning... the nice thing about the summary is > it gives you an overview of learning at the cellular basis... very clear > and easy to understand. Plus an introduction to astrocytes... :-) > > The second piece actually discusses re-learning, which has been a topic > lately. > > What I personally find so interesting is the role of experience in > learning and relearning... I found myself thinking back to Shirley Brice > Heath's work... it would be fun to go back to her work and look at her > study through a neuroeducation lens. > > 1. Star-shaped Cells In Brain Help With Learning > http://www.sciencedaily.com/releases/2009/09/090911132907.htm > > Every movement and every thought requires the passing of specific > information between networks of nerve cells. To improve a skill or to > learn something new entails more efficient or a greater number of cell > contacts. Scientists can now show that certain cells in the brain -- the > astrocytes -- actively influence this information exchange. > > 2. Forgotten But Not Gone: How The Brain Re-learns > http://www.sciencedaily.com/releases/2008/11/081117110834.htm > > Thanks to our ability to learn and to remember, we can perform tasks > that other living things can not even dream of. However, we are only > just beginning to get the gist of what really goes on in the brain when > it learns or forgets something. What we do know is that changes in the > contacts between nerve cells play an important role. But can these > structural changes account for that well-known phenomenon that it is > much easier to re-learn something that was forgotten than to learn > something completely new? > > > ~em > > > Emily Duvall, PhD > Assistant Professor Curriculum & Instruction > University of Idaho, Coeur d'Alene > 1000 W. Hubbard Suite 242 | Coeur d'Alene, ID 83814 > T 208 292 2512 | F 208 667 5275 emily@uidaho.edu | www.cda.uidaho.edu > > He only earns his freedom and his life, who takes them every day by > storm. > -- Johann Wolfgang Goethe > > > > > _______________________________________________ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca