Educating the human brain.

Posner, Michael I.; Rothbart, Mary K.

doi:10.1037/11519-000

Cited by 309 publications

(298 citation statements)

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“…The neo-Piagetians were the first to demonstrate empirically that increases in working memory capacity are systematically related to the development of thought (Pascual-Leone 1970;Case 1985Case , 1992Demetriou et al 1993Demetriou et al , 2002Demetriou et al , 2010aHalford 1993;Halford et al 1998;Mouyi 2008). This relation was ascribed to increasing processing efficiency as indicated by the speed of processing (Case 1985;Demetriou et al 2002Demetriou et al , 2008Kail 1991Kail , 1993 and control of attention (Demetriou et al 2008;Posner and Rothbart 2006). Indeed, a large number of studies show that reaction times decrease with age in all domains and in all types of efficiency functions, reflecting the improvement in communication between the modules and levels of the mind (Case 1985;Demetriou et al 2002Demetriou et al , 2008.…”

Section: Dynamic Developmental Relationsmentioning

confidence: 99%

“…Moreover, at this phase, the use of language as a medium of representation and instruction is limited. Therefore, education focusing on the core operations present before the age of 2 years must capitalize on the active discovery and exploration activities that dominate at this phase and control for the easily shifting attention and lack of language (Posner and Rothbart 2006). This can be attained by a careful organization of what is available to the infant to play with and discover the relations of interest.…”

Section: Capitalizing On Developmental Milestones For Learning (Table 4)mentioning

confidence: 99%

“…For example, some infants can focus and persist on an activity much more than other infants. Therefore, cycles of activity must be adapted to the focus span of the infant (Posner and Rothbart 2006).…”

Section: Capitalizing On Developmental Milestones For Learning (Table 4)mentioning

confidence: 99%

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Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind.

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Section: Dynamic Developmental Relationsmentioning

confidence: 99%

Section: Capitalizing On Developmental Milestones For Learning (Table 4)mentioning

confidence: 99%

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Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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“…The founders of neuropedagogy in Russia are V. Moskvin, N. Moskvina, V. Yeremeeva, T. Hrizman (Pervushina & Osetrin, 2017). The up-to-date conception of neuropedagogy is partly based on the theses of neuroscience (Macajova, 2013;Hardiman et al, 2012;Posner & Rothbart, 2007;Schlaggar, 2007;Battro, 2008). But in the most cases, neuropedagogy researches the characteristics of education on the base of interhemispheric asymmetry (the review of related works by Pervushina & Osetrin (2017), or refers to defectology (Vandermeulen & Ansink, 1995;Moskvin & Moskvina, 2001), a neuropedagogy of emotion (Patten, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…If twenty years ago these sciences included only neurophysiology, neurobiology and neuropsychology (and only the latter belongs to humanitarian knowledge), today neurophilosophy (Churchland, 1986(Churchland, , 2002Alekseev et al, 2015;Robbins, 2015;Balaban & Gulyaeva, 2016), neuroethics (Hardiman, 2012;Churchland, 2006;Razin, 2015), neuroestethics (Shestakova, 2015), neuropedagogy (Posner & Rothbart, 2007;Schlaggar, 2007;Moskvin & Moskvina, 2001;Pervushina & Osetrin, 2017), etc. became legitimate.…”

Section: Problem Statementmentioning

confidence: 99%

Neuropedagogy And Bioethics' Symbolism: Place In Knowledge Management

Первушина¹

2018

The European Proceedings of Social and Behavioural Sciences

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The convergence of information, biomedical and cognitive technologies results in growing popularity of neuro-sciences. Neuro-sciences related to humanitarian research (including educational) emerge. The goal of the research described in the work is to define a measure of conceptual novelty in combining neuro-science and pedagogics. To reach the goal stated, the author solved the following tasks: searching for criterion dividing the initiative of naming from the initiative of neuro-science's research; setting the stand from which researching programs of neuro-science were developed; uncovering ethical aspects of neuro-science from a bioethical point of view; defining the relevant position for discovering neuropedagogy' perspectives in knowledge management. As a criterion of neuroscience, the one suggested by A.Y. Alekseev was selected: a science may be reasonably called "neuro" if its methods are mostly connectionist. This criterion emphasizes two moments: specification of neuroscience methods and the interdisciplinary nature of this new branch of science. Neuropedagogy must take into consideration the specifics of neuroethics', neuroesthetics' and neurophilosophy's epistemology. Along with this, "neuro" prefix supposes examined impacts aimed at the brain and corporeality. In its turn, this causes the necessity to take into account the bioethical problematics while implementing such impacts. Popularity of neuro-science in humanitarian research is a symbolic reaction to convergent technologies. This is implemented in bioethics' symbolism within the modern culture and related to knowledge management.

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Subtyping Attention-Deficit/Hyperactivity Disorder Using Temperament Dimensions

et al. 2014

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IMPORTANCE Psychiatric nosology is limited by behavioral and biological heterogeneity within existing disorder categories. The imprecise nature of current nosologic distinctions limits both mechanistic understanding and clinical prediction. We demonstrate an approach consistent with the National Institute of Mental Health Research Domain Criteria initiative to identify superior, neurobiologically valid subgroups with better predictive capacity than existing psychiatric categories for childhood attention-deficit/hyperactivity disorder (ADHD).OBJECTIVE To refine subtyping of childhood ADHD by using biologically based behavioral dimensions (ie, temperament), novel classification algorithms, and multiple external validators. DESIGN, SETTING, AND PARTICIPANTSA total of 437 clinically well-characterized, community-recruited children, with and without ADHD, participated in an ongoing longitudinal study. Baseline data were used to classify children into subgroups based on temperament dimensions and examine external validators including physiological and magnetic resonance imaging measures. One-year longitudinal follow-up data are reported for a subgroup of the ADHD sample to address stability and clinical prediction. MAIN OUTCOMES AND MEASURESParent/guardian ratings of children on a measure of temperament were used as input features in novel community detection analyses to identify subgroups within the sample. Groups were validated using 3 widely accepted external validators: peripheral physiological characteristics (cardiac measures of respiratory sinus arrhythmia and pre-ejection period), central nervous system functioning (via resting-state functional connectivity magnetic resonance imaging), and clinical outcomes (at 1-year longitudinal follow-up). RESULTSThe community detection algorithm suggested 3 novel types of ADHD, labeled as mild (normative emotion regulation), surgent (extreme levels of positive approachmotivation), and irritable (extreme levels of negative emotionality, anger, and poor soothability). Types were independent of existing clinical demarcations including DSM-5 presentations or symptom severity. These types showed stability over time and were distinguished by unique patterns of cardiac physiological response, resting-state functional brain connectivity, and clinical outcomes 1 year later. CONCLUSIONS AND RELEVANCEResults suggest that a biologically informed temperament-based typology, developed with a discovery-based community detection algorithm, provides a superior description of heterogeneity in the ADHD population than does any current clinical nosologic criteria. This demonstration sets the stage for more aggressive attempts at a tractable, biologically based nosology.

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Educating the human brain.

Cited by 309 publications

References 0 publications

Educating the Developing Mind: Towards an Overarching Paradigm

Educating the Developing Mind: Towards an Overarching Paradigm

Neuropedagogy And Bioethics' Symbolism: Place In Knowledge Management

Subtyping Attention-Deficit/Hyperactivity Disorder Using Temperament Dimensions

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