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Download Understanding the Brain: The Birth of a New Learning Science by Organization for Economic Cooperation and Development OECD PDF

By Organization for Economic Cooperation and Development OECD

This publication presents new insights approximately studying through synthesising current and rising findings from cognitive and mind technological know-how and exploring how this new details may well influence instructing, parenting, and academic coverage making. It indicates what the newest mind imaging innovations and different advances within the neurosciences truly exhibit approximately how the mind develops and operates at varied levels in existence from delivery to previous age and the way the mind is interested by buying talents reminiscent of analyzing and counting. It additionally provides clinical insights into what occurs whilst the mind malfunctions in stipulations akin to dyslexia or Alzheimer's affliction. desk of contents in English govt precis half I. the educational mind bankruptcy 1. An "ABC" of the mind bankruptcy 2. How the mind Learns all through existence bankruptcy three. The influence of surroundings at the studying mind bankruptcy four. Literacy and the mind bankruptcy five. Numeracy and the mind bankruptcy 6. Dispelling "Neuromyths" bankruptcy 7. The Ethics and agency of academic Neuroscience Conclusions and destiny customers half II. Collaborative Articles Article A. The mind, improvement, and studying in Early adolescence Article B. The mind and studying in early life Article C. mind, Cognition, and studying in maturity Annex A. Fora Annex B. mind Imaging applied sciences thesaurus

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Extra resources for Understanding the Brain: The Birth of a New Learning Science

Sample text

Variability Experience plays a fundamental role in individual development and the make-up of a human being, but it remains personal and subjective. Representations resulting from experience are consequently different from one person to another. Experience also plays a major role in building preferential styles, leading the learner to use particular learning strategies according to the situation. Specific learning causes changes – transitions from one state to another. Yet, the diversity of personal experience and representations implies different conditions at the outset for each person.

The brain continually perceives, processes and integrates information derived from personal experience, and therefore undergoes changes in the physical connections within its networks of neurons. This continual development is the result of the brain’s normal operation and implies a permanent learning capacity. This means that development is a constant and universal feature of cerebral activity and that a human being can learn throughout the lifespan. “Everyone has the right to education” (Universal Declaration of Human Rights, United Nations, 10 December 1948, Article 26).

Students in the same class, taking the same course will not learn the same things. Their representations of the concepts presented will vary as they do not all start with the same basic knowledge nor the same mode of learning. The result is that their representations will not develop in the same manner. They will all maintain traces of this learning experience, but these traces will be different and specific to each individual. Learning experiences need to take into account individual differences, so that diversification of the curriculum to accommodate them is an increasingly important educational goal.

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