Thomas.Eyre: Removed TOC and no-longer-available YouTube video

2025-01-07T21:21:39Z

Removed TOC and no-longer-available YouTube video

← Older revision		Revision as of 21:21, 7 January 2025
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	<seo title="eLearning wiki: Processes supporting learning" titlemode="append" keywords="neuroplasticity, memory, emotions, affect, consciousness, cognition, metacognition, sleep, multitasking, habits, expertise, aging" description="One level up from the physical brain, processes support learning"></seo>		<seo title="eLearning wiki: Processes supporting learning" titlemode="append" keywords="neuroplasticity, memory, emotions, affect, consciousness, cognition, metacognition, sleep, multitasking, habits, expertise, aging" description="One level up from the physical brain, processes support learning"></seo>
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	'''Sleep spindles''' (also called sharp-wave ripples), electrical impulses emanating from the hippocampus through the thalamus to regions of the cerebral cortex during dreamless (non-REM) sleep, occur up to 1,000 times a night (Wei et al., 2016; Tamminen et al., 2010). This hippocampal input activates selective memory traces during deep sleep and causes them to replay. During such memory replay, the corresponding synapses are strengthened for long-term storage in the cortex. This causes proteins within the target cells to be produced in larger quantities (levy et al., 2016), preventing dendritic spine shrinkage (as above). Additional research has identified a specific mechanism for strengthening motor learning in this way (Gulati et al., 2017). This activity is highest during the first third of sleep. Watch a demonstration of sleep spindles below (UC Berkeley, 2011). Note that the time period has been stretched in the animation and covers a mere 400 milliseconds, or about 0.4 seconds. Watch for the pattern of activity that identifies individual spindles.		'''Sleep spindles''' (also called sharp-wave ripples), electrical impulses emanating from the hippocampus through the thalamus to regions of the cerebral cortex during dreamless (non-REM) sleep, occur up to 1,000 times a night (Wei et al., 2016; Tamminen et al., 2010). This hippocampal input activates selective memory traces during deep sleep and causes them to replay. During such memory replay, the corresponding synapses are strengthened for long-term storage in the cortex. This causes proteins within the target cells to be produced in larger quantities (levy et al., 2016), preventing dendritic spine shrinkage (as above). Additional research has identified a specific mechanism for strengthening motor learning in this way (Gulati et al., 2017). This activity is highest during the first third of sleep. Watch a demonstration of sleep spindles below (UC Berkeley, 2011). Note that the time period has been stretched in the animation and covers a mere 400 milliseconds, or about 0.4 seconds. Watch for the pattern of activity that identifies individual spindles.
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	Sleep also clears short-term memory. The mechanism for this occurs within the hippocampus with the destruction and replacement of specific histone proteins called H3.3 inside hippocampal neurons (Maze et al., 2015), with the effect of neural pathways (linkages) within the hippocampus being deconstructed and reconstructed on a regular basis.		Sleep also clears short-term memory. The mechanism for this occurs within the hippocampus with the destruction and replacement of specific histone proteins called H3.3 inside hippocampal neurons (Maze et al., 2015), with the effect of neural pathways (linkages) within the hippocampus being deconstructed and reconstructed on a regular basis.
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Thomas.Eyre: 3 revisions imported

2025-01-07T20:39:52Z

3 revisions imported

← Older revision		Revision as of 20:39, 7 January 2025
(No difference)

en>Thomas Eyre: Fixed images and links

2018-06-18T20:35:34Z

Fixed images and links

← Older revision		Revision as of 20:35, 18 June 2018
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	[[Image:CreativeMindB.jpg]]		[[Image:CreativeMindB.jpg\|1100px]]
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	'''Attention.''' Concentrating mental resources and effort on a specific stimulus, internal or external. It can be voluntary or involuntary, conscious or implicit. Think of attention as a continuum, beginning with the '''''involuntary orienting response''''', emanating from the hindbrain, in which a strong stimulus, like a boom or flash, captures our attention and raises our alertness and arousal. Next comes '''''spotlight attention''''', selecting the focus of attention, filtering out other, distracting, stimuli, and preparing to encode information. This may or may not be intentional. Then we have '''''sustained attention''''' under conscious control. Here we are encoding incoming information and perhaps preparing a response. Sustained attention is under control of the executive function in working memory, centered in the lateral prefrontal cortex (Tanji & Hoshi, 2008).		'''Attention.''' Concentrating mental resources and effort on a specific stimulus, internal or external. It can be voluntary or involuntary, conscious or implicit. Think of attention as a continuum, beginning with the '''''involuntary orienting response''''', emanating from the hindbrain, in which a strong stimulus, like a boom or flash, captures our attention and raises our alertness and arousal. Next comes '''''spotlight attention''''', selecting the focus of attention, filtering out other, distracting, stimuli, and preparing to encode information. This may or may not be intentional. Then we have '''''sustained attention''''' under conscious control. Here we are encoding incoming information and perhaps preparing a response. Sustained attention is under control of the executive function in working memory, centered in the lateral prefrontal cortex (Tanji & Hoshi, 2008).
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	'''Comprehension.''' Grasping the meaning, nature, or importance of a thing, person, or idea: understanding. Rather than a horizontal continuum, comprehension is more akin to a deep pool, having a surface and depth. Thus, we speak of superficial and deep understanding, where we grasp only the most narrow and superficial characteristics, a profound realization of not only the facts, but the history, subtleties, implications, relationships, and variations, or anywhere in between. Comprehension can be an active process in the moment, as during a conversation or while reading, or it can be accumulated over time as we build [[Learning theories#Mental models\|schema]], or mental models, we use as a resource and information store. Inherent in both aspects of comprehension is '''''depth of processing'''''. Shallow processing focuses only on surface features like color, shape, sound, etc. Deeper processing can be seen in the following (Benchmark Education, 2016):		'''Comprehension.''' Grasping the meaning, nature, or importance of a thing, person, or idea: understanding. Rather than a horizontal continuum, comprehension is more akin to a deep pool, having a surface and depth. Thus, we speak of superficial and deep understanding, where we grasp only the most narrow and superficial characteristics, a profound realization of not only the facts, but the history, subtleties, implications, relationships, and variations, or anywhere in between. Comprehension can be an active process in the moment, as during a conversation or while reading, or it can be accumulated over time as we build [[ELearning/Foundations/Learning theories#Mental models\|schema]], or mental models, we use as a resource and information store. Inherent in both aspects of comprehension is '''''depth of processing'''''. Shallow processing focuses only on surface features like color, shape, sound, etc. Deeper processing can be seen in the following (Benchmark Education, 2016):
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	* Interpreting and evaluating events, dialogue, ideas, and information		* Interpreting and evaluating events, dialogue, ideas, and information
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	* Firing up inactive parts of the brain is time consuming, so ongoing tasks are more efficiently handled than a succession of new tasks (Dye, 2008).		* Firing up inactive parts of the brain is time consuming, so ongoing tasks are more efficiently handled than a succession of new tasks (Dye, 2008).
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	See [[~~Learning activities Part 3: Engagement, Practice, and~~ Application#Multitasking \| Training for multitasking]] in the learning activities article.		See [[ELearning/Course_design/Learning_activities/Application#Multitasking \| Training for multitasking]] in the learning activities article.
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	Tidbit: Women are generally better at multitasking than men. "Recent research reveals that male brains appear to consume more energy when they need to shift attention. In addition to this, in men there is greater activity in the dorsolateral prefrontal areas of the brain compared to women, as well as activation in some other areas which is not usually observed in women" (Kuptsova, et al., 2016). These differences fade after age 50.		Tidbit: Women are generally better at multitasking than men. "Recent research reveals that male brains appear to consume more energy when they need to shift attention. In addition to this, in men there is greater activity in the dorsolateral prefrontal areas of the brain compared to women, as well as activation in some other areas which is not usually observed in women" (Kuptsova, et al., 2016). These differences fade after age 50.
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	“One challenge of this … is deciding what’s signal and what’s noise. Much of the time, it’s my intuition that helps figure out which is which.” Gurpeet Dhaliwal, a clinical diagnostician (in Hafner, 2012).		“One challenge of this … is deciding what’s signal and what’s noise. Much of the time, it’s my intuition that helps figure out which is which.” Gurpeet Dhaliwal, a clinical diagnostician (in Hafner, 2012).
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	Two recent studies back Dr. Dhaliwal’s intuition. Dane (2012) found that intuitive decision making is more successful for experts than novices, for whom analytical decisions are more successful. Further, experts did not outperform novices when making their decisions analytically! Why is this so? Experts are known to perceive patterns others do not see; their knowledge is structured into larger “chunks” for more efficient access, and they are better able to screen out irrelevant information and focus on what’s important in the moment. As such, expertise is very domain specific, and highly dependent on [[Language of learning#Perception\|perceptual learning]] (Geller, 2011) as well as [[Language of learning#Cognitive\|cognitive learning]] (Ballester, et. al., 2008).		Two recent studies back Dr. Dhaliwal’s intuition. Dane (2012) found that intuitive decision making is more successful for experts than novices, for whom analytical decisions are more successful. Further, experts did not outperform novices when making their decisions analytically! Why is this so? Experts are known to perceive patterns others do not see; their knowledge is structured into larger “chunks” for more efficient access, and they are better able to screen out irrelevant information and focus on what’s important in the moment. As such, expertise is very domain specific, and highly dependent on [[ELearning/Foundations/Language of learning#Perception\|perceptual learning]] (Geller, 2011) as well as [[ELearning/Foundations/Language of learning#Cognitive\|cognitive learning]] (Ballester, et. al., 2008).
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	How does the brain organize itself as expertise builds? We already know about memory circuits and how individual neurons participate in multiple circuits in multiple ways. This is the physical manifestation of complex schema built up over time within the expert’s mind. The efficient use of knowledge and experience comes about when it becomes intuitive and second nature – habitualized. The net result is that the brain can redirect immediate neural tasks to the more intuitive infralimbic cortex, freeing up working memory for higher-order tasks. This shift is quick and unconscious.		How does the brain organize itself as expertise builds? We already know about memory circuits and how individual neurons participate in multiple circuits in multiple ways. This is the physical manifestation of complex schema built up over time within the expert’s mind. The efficient use of knowledge and experience comes about when it becomes intuitive and second nature – habitualized. The net result is that the brain can redirect immediate neural tasks to the more intuitive infralimbic cortex, freeing up working memory for higher-order tasks. This shift is quick and unconscious.
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	'''Experience: Hours of practice.''' How, then, does one build expertise? One popular notion is that it takes 10,000 hours of practice to become expert, with steady progression from novice to intermediate to expert (Ericsson & Towne, 2010). Actually, it’s not that simple. Although practice does matter, it does not ensure progression. In fact, it’s quite easy to stall out unless the practice is “deliberate.”		'''Experience: Hours of practice.''' How, then, does one build expertise? One popular notion is that it takes 10,000 hours of practice to become expert, with steady progression from novice to intermediate to expert (Ericsson & Towne, 2010). Actually, it’s not that simple. Although practice does matter, it does not ensure progression. In fact, it’s quite easy to stall out unless the practice is “deliberate.”
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	'''Training: Deliberate practice.''' Deliberate practice requires full concentration on improving a specific aspect of performance during practice activities (Figure 12). We can distinguish this from ''fluency building'' which focuses on the accuracy and speed of learned behaviors. This deliberate practice approach to expertise asserts that it is trainable (see [[~~Learning activities Part 3: Engagement, Practice, and~~ Application#DeliberatePractice \| deliberate practice]]), and not something that comes about only after years of experience. Proponents of this approach have identified a number of techniques that mediate expertise, all of which can be taught and learned.		'''Training: Deliberate practice.''' Deliberate practice requires full concentration on improving a specific aspect of performance during practice activities (Figure 12). We can distinguish this from ''fluency building'' which focuses on the accuracy and speed of learned behaviors. This deliberate practice approach to expertise asserts that it is trainable (see [[ELearning/Course_design/Application#DeliberatePractice \| deliberate practice]]), and not something that comes about only after years of experience. Proponents of this approach have identified a number of techniques that mediate expertise, all of which can be taught and learned.
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	* Superior ability to monitor and control aspects of performance execution.		* Superior ability to monitor and control aspects of performance execution.
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	[[#top]]		[[#top]]
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	⇒ [[PhysicalBrain \| Over to Physical Brain]]		⇒ [[ELearning/Foundations/PhysicalBrain \| Over to Physical Brain]]
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	&uArr; [[Foundations \| Up to Foundations]]		&uArr; [[ELearning/Foundations \| Up to Foundations]]
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	&uArr; &uArr; [[~~Home~~ \| Up to Home]]		&uArr; &uArr; [[ELearning \| Up to Home]]
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en>Thomas Eyre: 1 revision imported

2018-06-18T18:26:22Z

1 revision imported

← Older revision		Revision as of 18:26, 18 June 2018
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en>Klwilcoxon: /* Temporary memory */

2017-12-15T18:31:14Z

Temporary memory

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ELearning/Foundations/Processes supporting learning - Revision history

Thomas.Eyre: Removed TOC and no-longer-available YouTube video

Thomas.Eyre: 3 revisions imported

en>Thomas Eyre: Fixed images and links

en>Thomas Eyre: 1 revision imported

en>Klwilcoxon: /* Temporary memory */