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metacognition

Neuroeducation: Top findings to update education and learning

December 3, 2013 by SharpBrains

neuroeducationNeu­roe­d­u­ca­tion: 25 Find­ings Over 25 Years (Inno­va­tion Excellence):

“To cel­e­brate the progress of this mon­u­men­tal dis­ci­pline, we have com­piled a list of the 25 most sig­nif­i­cant find­ings in neu­ro­science edu­ca­tion over the past 25 years..” [Read more…] about Neu­roe­d­u­ca­tion: Top find­ings to update edu­ca­tion and learning

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Filed Under: Education & Lifelong Learning Tagged With: Brain-Plasticity, cognitive-enhancement, Learning, metacognition, neuroeducation, self-regulation

Update: Harness Neuroplasticity with Enthusiasm, Exercise & Personalized Medicine

February 28, 2012 by Alvaro Fernandez

Time for Sharp­Brains’ Feb­ru­ary 2012 eNewslet­ter, fea­tur­ing in this occa­sion mul­ti­ple and com­ple­men­tary per­spec­tives on how to har­ness neu­ro­plas­tic­i­ty: with enthu­si­asm, BOTH phys­i­cal AND cog­ni­tive exer­cise, and (once tools become bet­ter stan­dard­ized and wide­ly avail­able) brain-based per­son­al­ized medicine.

Fea­tured Per­spec­tives:

  • To Har­ness Neu­ro­plas­tic­i­ty, Start with Enthu­si­asm, by Dr. Hele­na Popovic
  • Q&A with Dr. Yaakov Stern on Brain Reserve, Exer­cise, Cog­ni­tive Train­ing, Angry Birds, YMCA and more
  • 3‑part series writ­ten by Dr. Evian Gor­don to sum­ma­rize and build on the Per­son­al­ized Med­i­cine World Con­gress 2012:
    1. The State of Per­son­al­ized Med­i­cine: The Role of Biomarkers
    2. Per­son­al­ized Med­i­cine in Psy­chi­a­try: from DSM to brain-based RDoC, iSPOT‑D and biomarkers
    3. Work­ing with Health­care Stake­hold­ers towards Brain-Based Per­son­al­ized Medicine
  • To Be (Your Con­nec­tome), or Not to Be (Your Genome), by Dr. Sebas­t­ian Seung
  • Enhance Metacog­ni­tion and Prob­lem-Solv­ing by Talk­ing Out Loud to Your­self, by Dr. Judith Tingley
  • Final Meet­ing Report @ 2011 Sharp­Brains Sum­mit: Retool­ing Brain Health for the 21st Cen­tu­ry, by Alvaro Fer­nan­dez, Dr. Luc Beau­doin, Muki Hansteen-Izo­ra, Mar­garet Mor­ris, Dr. Joshua Stein­er­man, Dr. Peter Whitehouse.
  • (Want to con­tribute arti­cles like these? Learn details here)

What’s New and Mean­ing­ful:

  • Learn­ing to Cope with Google/ Infor­ma­tion Overload
  • An Emerg­ing Era of Big Data (in Men­tal Health too)
  • When and Why Should Dri­vers with Cog­ni­tive Impair­ment Stop Driving
  • Diag­nos­ing ear­ly Alzheimer’s and Mild Cog­ni­tive Impairment
  • Glob­al Pop­u­la­tion Age­ing: Per­il or Promise? (New WEF eBook)
  • Luria Con­gress on Mod­ern Neuropsychology

Sharp­Brains News:

  • Syl­labus for online course, How to Be Your Own Brain Fit­ness Coach (starts March 7th)
  • Save The Date (June 7–8th, 2012), 28 Con­firmed Speak­ers: 2012 Sharp­Brains Vir­tu­al Sum­mit — Opti­miz­ing Health through Neu­ro­plas­tic­i­ty & Dig­i­tal Innovation

Final­ly, let us men­tion that Brain Aware­ness Week is approach­ing (March 12–18th, 2012), and that you can now add com­ments to Sharp­Brains arti­cles via Face­book (see below). Look­ing for­ward to a great month of March!

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Filed Under: Brain/ Mental Health, Education & Lifelong Learning, SharpBrains Monthly eNewsletter Tagged With: Alzheimers, biomarkers, Brain-Fitness, brain-reserve, Cognitive-impairment, Cognitive-Training, Connectome, DSM, genome, iSPOT-D, Luria, Mental-Health, metacognition, neuroplasticity, Neuropsychology, RDoC, Yaakov-Stern

Enhance Metacognition and Problem-Solving by Talking Out Loud to Yourself

February 9, 2012 by Judith C. Tingley, PhD

The MC at the Uni­ver­si­ty of Michigan’s reunion din­ner encour­aged audi­ence mem­bers to reveal the most sig­nif­i­cant take-away from their under­grad­u­ate nurs­ing edu­ca­tion. The great­est ben­e­fit was quick­ly clear to me — prob­lem-solv­ing think­ing. Mem­o­ry pro­duced a mind video: a short, dark-haired, nurs­ing instruc­tor lec­tur­ing a small group of first year stu­dents in an emp­ty patient room. “Don’t mem­o­rize the steps of ster­ile tech­nique. Use a prob­lem-solv­ing think­ing process.” She described the sequen­tial, cycli­cal process: define the prob­lem, gath­er infor­ma­tion, devel­op a solu­tion strat­e­gy, allo­cate resources, mon­i­tor progress, and eval­u­ate the solu­tion. [Read more…] about Enhance Metacog­ni­tion and Prob­lem-Solv­ing by Talk­ing Out Loud to Yourself

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Filed Under: Brain/ Mental Health, Education & Lifelong Learning Tagged With: aging, cognition, creative thinking, design thinking, IQ, lateral thinking, metacognition, Neuropsychology, nursing, problem-solving, Raven’s Matrices, Socratic, thinking

Do Crossword Puzzles Help to Counteract the Aging Process? If so, Which Ones and How?

February 4, 2011 by Nick Almond

Recent­ly there has been an ongo­ing debate as to whether attempt­ing cross­words reg­u­lar­ly can stave off cog­ni­tive decline, which is the hall­mark of healthy aging and demen­tia. As with many areas of psy­chol­o­gy the answer to this ques­tion may not be as clear-cut as one would hope. Before con­sid­er­ing the evi­dence for whether cross­word par­tic­i­pa­tion can reduce cog­ni­tive decline in lat­er life, it is nec­es­sary to con­sid­er the dif­fer­ent types of cross­words avail­able and under­stand whether one or anoth­er type may be more cog­ni­tive­ly stim­u­lat­ing than the oth­er. Gen­er­al­ly, when we think of cross­words two kinds spring to mind, either gen­er­al knowl­edge or cryp­tic crosswords.

A gen­er­al knowl­edge cross­word typ­i­cal­ly has clues which are sim­i­lar to answer­ing gen­er­al knowl­edge quizzes, but the solver has the ben­e­fit of know­ing how many let­ters make up the solution.

For exam­ple: “the cap­i­tal of Peru (4)”… [Read more…] about Do Cross­word Puz­zles Help to Coun­ter­act the Aging Process? If so, Which Ones and How?

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Filed Under: Brain/ Mental Health, Education & Lifelong Learning Tagged With: cognitive improvements, crossword-puzzles, crosswords, cryptic-crosswords, enhancing-cognitive-functions, enhancing-metacognition, improve-metacognition, metacognition

10 Brain Tips To Teach and Learn — Ideas for New Year Resolutions

December 8, 2010 by Laurie Bartels

My inter­est in the brain stems from want­i­ng to bet­ter under­stand both how to make school more palat­able for stu­dents, and pro­fes­sion­al devel­op­ment more mean­ing­ful for fac­ul­ty. To that end, I began my Neu­rons Fir­ing blog in April, 2007, have been doing a lot of read­ing, and been attend­ing work­shops and con­fer­ences, includ­ing Learn­ing & the Brain.

If you agree that our brains are designed for learn­ing, then as edu­ca­tors it is incum­bent upon us to be look­ing for ways to max­i­mize the learn­ing process for each of our stu­dents, as well as for our­selves. Some of what fol­lows is sim­ply com­mon sense, but I’ve learned that all of it has a sci­en­tif­ic basis in our brains. [Read more…] about 10 Brain Tips To Teach and Learn — Ideas for New Year Resolutions

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Filed Under: Education & Lifelong Learning Tagged With: amygdala, blogging-brain, brain fitness resolutions, brain fitness tips, Brain-based-Learning, brain-tips, Brain-Training, cognitive-focus, cognitive-processes, Emotions, Executive-Functions, exercise, frontal-lobes, hippocampus, hypothalamus, Learning, Learning-and-the-Brain-Conference, Mental-flexibility, metacognition, movement, neocortex, Neurons, neurons-firing, New-Year-Resolutions, novelty, reflection, review, sleep-brain, teachers, teaching, Working-memory

Needed: funding for innovative research on slowing cognitive decline via cognitive training

August 9, 2010 by Nick Almond

I was real­ly inter­est­ed in the recent cri­tique of the BBC brain train­ing exper­i­ment by Dr. Eliz­a­beth Zelin­s­ki. I think Owens et al (2010) was a crit­i­cal piece of research which was not con­duct­ed in the right way and was focus­ing on the wrong sam­ple pop­u­la­tion.  I total­ly agree with the com­ments by Dr. Zelin­s­ki regard­ing the poten­tial for sam­ple bias and the use of some ques­tion­able cog­ni­tive mea­sures. How­ev­er, I would like to take this cri­tique fur­ther and ques­tion whether the study was val­ue for mon­ey when there are oth­er stud­ies which can­not achieve fund­ing but would, in my opin­ion, show the criticism/scepticism of the use-it-or-lose-it theory.

I think there is not enough crit­i­cism about the age of the sam­ple pop­u­la­tion used in Owens et al. (2010). We have con­clu­sive cog­ni­tive and neu­ro­log­i­cal evi­dence that cognitive/neurological plas­tic­i­ty exists in young adults. There is also ade­quate evi­dence that neu­ro­plas­tic­i­ty is evi­dent in old­er adults. The crit­i­cal point which I want to make about the sam­ple pop­u­la­tion in Owens et al. study is that it did not tar­get the cor­rect sam­ple pop­u­la­tion, that is, old­er adults who are at risk of cognitive/neuronal atro­phy. It does not mat­ter if younger adults improve on brain train­ing tasks, or if skills picked up by younger adults from brain train­ing are not trans­ferred to oth­er cog­ni­tive domains, sim­ply because younger adults are good at these skills/cognitive func­tions. There­fore there is a pos­si­bil­i­ty that ceil­ing or scal­ing effects mask the true find­ings in Owens et al. (2010), as indi­cat­ed by Zelinski.

The recruit­ment of the sam­ple pop­u­la­tion is also very con­cern­ing and I do not feel that their con­trol group was appro­pri­ate. [Read more…] about Need­ed: fund­ing for inno­v­a­tive research on slow­ing cog­ni­tive decline via cog­ni­tive training

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Filed Under: Brain/ Mental Health, Technology & Innovation Tagged With: aging, BBC, BBC brain training, bias, Brain-Training, cognitive, cognitive-decline, Cognitive-functions, Cognitive-Training, critique, episodic memory, executive-function, healthy-aging, innovative, memory, metacognition, neurological, neuroplasticity, neuropsychological, nintendo, nintendo-brain-training, Owens, Salthouse, Use-It-or-Lose-It, Zelinski

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