The brain

Baars, Bernard J.; Gage, Nicole M.

doi:10.1016/b978-0-12-375070-9.00005-x

Cited by 32 publications

(50 citation statements)

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“…Scientists have confirmed that consciousness can be defined and studied scientifically, contrary to the beliefs held otherwise, previously (Baars et al, 2003;Baars & Gage, 2010;Edelman, 1989Edelman, , 1993Edelman, , 2005Edelman, , 2007Edelman & Tononi, 2001;Koch, 1996;Palmer, 1999;Tononi & Edelman, 1998;Tulving, 2002). Consciousness results from the neuronal interaction between thalamocortical systems; the neocortex is the main organ involved in it.…”

Section: Consciousnessmentioning

confidence: 81%

“…The fading of conscious access to habitual skills is commonly called "automaticity" and it goes along with a loss of precise voluntary control over habitual details (Baars & Gage, 2010;Chein & Schneider, 2005;Coulthard et al, 2008;Langer & Imber, 1979;Raaijmakers & Shiffrin, 1992;Schneider, 2009;Shiffrin & Schneider, 1977). Repetitive events tend to fade from consciousness unless they have special significance.…”

Section: Automaticitymentioning

confidence: 99%

“…Learning can be defined as the acquisition of lasting representations that involve a wide range of brain areas and activities (Baars & Gage, 2010). Very often, the unstated goal of learning is to turn explicit problem solving into the implicit kind.…”

Section: Types Of Learningmentioning

confidence: 99%

“…Human memory (Squire, 2004(Squire, , 2009Baars & Gage, 2010) can be defined as a lasting representation that is reflected in thought, experience, and behaviour. It can be divided into two main types: explicit and implicit.…”

Section: Types Of Memorymentioning

confidence: 99%

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Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience

Watagodakumbura¹

2017

JEL

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With the emergence of a wealth of research-based information in the field of educational neuroscience, educators are now able to make more evidence-based decisions in the important area of curriculum design and construction. By viewing from the perspective of educational neuroscience, we can give a more meaningful and lasting purpose of leading to human development with enhanced consciousness or wisdom as the goal of a curriculum. We can better decide on the essential contents of a curriculum that is carried out within a limited time, using the emerging and validating information. Knowledge of educational neuroscience can also be used effectively for instructional design or conveying important messages to learners in the learning support material provided. Further, educators can be better directed in forming appropriate assessment so that learners are prepared for active and deep engagements in the teaching-learning process developing the skills of independence and discovery learning. Educational practitioners, as well as policy-makers, can also promote inclusive practices by directing, designing and constructing a curriculum appropriately especially taking into consideration the characteristics of right cerebral hemispheric oriented visual-spatial or gifted learners. Overall, education professionals can be benefited immensely to take more informed decisions in the process of curriculum design and construction by embracing emerging educational neuroscience principles.

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Section: Consciousnessmentioning

confidence: 81%

Section: Automaticitymentioning

confidence: 99%

Section: Types Of Learningmentioning

confidence: 99%

Section: Types Of Memorymentioning

confidence: 99%

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Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience

Watagodakumbura¹

2017

JEL

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“…Em [32]é proposto um modelo em que as emoções básicas classificamse como raiva, nojo, medo, felicidade, surpresa e tristeza e são assim caracterizadas porque evoluíram com a espécie e estão alocadas no fenótipo do ser humano. Em [33] foram recentemente modelados sete sistemas emocionais básicos, classificados como medo, cujos sentimentos emocionais associados são, de fato, medo e ansiedade, busca/expectativa, cujos sentimentos emocionais associados são interesse e curiosidade, sistema da raiva, com sentimentos emocionais de raiva e desprezo, pânico/angústia de separação, associado a sentimentos de tristeza, timidez, culpa e vergonha, luxúria/sexualidade, para o qual estão associados os sentimentos eróticos e de ciúmes, cuidado/nutrição, relacionados com sentimentos de amor, e diversão/alegria, cujos sentimentos emocionais associados são de felicidade e alegria; 5) Motivação -Motivaçãoé uma variável reconhecida como importante no estudo do comportamento humano. Algumas abordagens sugerem que a motivação seja um componente interno ao indivíduo, que regula e sustenta todas as ações [34].…”

Section: Processos Mentaisunclassified

Análise de Processos Mentais Representados em Modelos de Consciência Artiﬁcial

Costa¹,

Silva²,

Oliveira³

et al. 2013

SCI. CUM IND.

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ResumoO conceito de Consciência Artificial tem sido abordado em Engenharia como uma derivação da Inteligência Artificial. Entretanto, consciênciaé um termo complexo e muitas vezes empregado naárea com pouco formalismo. Como principal contribuição, neste trabalhoé apresentada uma análise de quatro modelos recentes de Consciência Artificial publicados naárea da Engenharia. São destacados os processos mentais representados nesses modelos e relacionados com a perspectiva teórica da Psicologia Cognitiva. Ao final, são feitas considerações a respeito da consciência em tais projetos.Palavras-chave Consciência artificial, inteligência artificial, cognição artificial. Analysis of Mental Processes Represented in Models of Artificial Consciousness AbstractThe Artificial Consciousness concept has been used in the engineering area as being an evolution of the Artificial Intelligence. However, consciousness is a complex subject and often used without formalism. As a main contribution, in this work one proposes an analysis of four recent models of artificial consciousness published in the engineering area. The mental processes represented by these models are highlighted and correlations with the theoretical perspective of cognitive psychology are made. Finally, considerations about consciousness in such models are discussed.

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Propofol disrupts functional interactions between sensory and high‐order processing of auditory verbal memory

Liu

Lauer

Ward

et al. 2011

Human Brain Mapping

114

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Current theories suggest that disrupting cortical information integration may account for the mechanism of general anesthesia in suppressing consciousness. Human cognitive operations take place in hierarchically structured neural organizations in the brain. The process of low-order neural representation of sensory stimuli becoming integrated in high-order cortices is also known as cognitive binding. Combining neuroimaging, cognitive neuroscience, and anesthetic manipulation, we examined how cognitive networks involved in auditory verbal memory are maintained in wakefulness, disrupted in propofol-induced deep sedation, and re-established in recovery. Inspired by the notion of cognitive binding, an fMRI-guided connectivity analysis was utilized to assess the integrity of functional interactions within and between different levels of the task-defined brain regions. Task-related responses persisted in the primary auditory cortex (PAC), but vanished in the inferior frontal gyrus (IFG) and premotor areas in deep sedation. For connectivity analysis, seed regions representing sensory and high-order processing of the memory task were identified in the PAC and IFG. Propofol disrupted connections from the PAC seed to the frontal regions and thalamus, but not the connections from the IFG seed to a set of widely distributed brain regions in the temporal, frontal, and parietal lobes (with exception of the PAC). These later regions have been implicated in mediating verbal comprehension and memory. These results suggest that propofol disrupts cognition by blocking the projection of sensory information to high-order processing networks and thus preventing information integration. Such findings contribute to our understanding of anesthetic mechanisms as related to information and integration in the brain.

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The brain

Cited by 32 publications

References 0 publications

Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience

Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience

Análise de Processos Mentais Representados em Modelos de Consciência Artiﬁcial

Propofol disrupts functional interactions between sensory and high‐order processing of auditory verbal memory

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