The brain and accelerative learning

Abstract

The relationship between various types of brain functions and learning has interested educators for the past 15-20 years. Memory appears to be a phenomenon widely spread among cortical regions. Both short-term and long-term memory storage are discussed. Attention is being paid to left and right hemispheric functions as well as to MacLean's concept of the triune brain. Educators have sought, in recent years, to apply brain research findings in schooling. Suggestions are offered both to students and teachers, based upon the research and theories discussed here.Opvoedkundiges hou hulle die afgelope 15-20 jaar reeds besig met die verhouding tussen leer en die verskillende soorte breinfunksies. Geheue skyn 'n fenomeen te wees wat wyd versprei is in die kortikale areas. Kort-sowel as langtermyngeheue en die retensie daarvan word bespreek. Opvattings oor die linker en die regter hemisfere kry aandag, sowel as MacLean se konsep van die brein as drie-ledig. Opvoedkundiges poog vera! in die laaste jare om die resultate van breinnavorsing toe te pas op die onderrigsituasie. Voorstelle wat gebaseer is op sodanige navorsing word hier gedoen aan studente sowel as onderwysers.Perception, pattern recognition and the hypothesis of formative causation

The implementation of suggestopedic/SALT language teaching in South Africa since 1984

“…Prof J.D. Hand, Assistant Dean of the Medical School, University of Illinois and President of the American based Society for Accelerative Learning and Teaching (SALT), supplied detailed information on international research into brain functioning and advised the group of researchers on the implications of this research for instructional design (vide Hand, 1984aHand, , 1984bHand, , 1986aHand, , 1986b. He also conducted a workshop on individual learning styles or cognitive style mapping, discussed the significance and relevance of available instruments with which such learning styles could be determined and, with the group, identified suitable didactic strategies to be used in instructional settings where these learning styles had to be dealt with.…”