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| Name | Neuroscience of Learning - Discussion #2 - Neuroanatomy & Neuromyths |
| Video Uploader | Video From My Adventure Kitchen |
| Upload Date | This Video Uploaded At 04-02-2024 03:13:25 |
| Video Discription | The most interesting idea from the pre-class video to you (why?) The most interesting idea I keep is that past information influences how we learn something new (Tokuhama-Espinosa, 2014, p.126). I have experienced this during the process of learning a new language. What I found most interesting were these three things: 1.While the brain only makes up 2% of our overall body weight, it utilizes 20% of our glucose supply further drawing attention to the energy required to keep our supercomputer operating (Volkman, 2023). 2. New research is discovering that glial cells play more important roles in cognitive function than simply acting as support cell (Volkman, 2023). 3. Lastly, the concept of pruning. Pruning improves the efficiency of neural networks. In long-term depotentiation (LTD), underused connections are pruned away (Volkman, 2023). It’s essentially like turning an unmaintained National Park trailhead into a super information highway. Points in depth at total running time (TRT) marker 31:30 in her Brain Basics video. In summary, it means you use less real estate in your brain to perform the same task more efficiently. The most confusing idea from the pre-class video (why?) When Intentional Plasticity was discussed in the John Pepper Parkinson’s case (Brain Basics Video, 2023), I wanted more clarification as to why a form of a deep brain stimulation (DBS) implant wasn’t used to further assist John. At least one new understanding from the bundle/s. I found the Huberman podcast, "Science-based Mental Training & Visualization for Improved Learning," helpful. Huberman provided an explanation for the decrease of certain brain activities in the expert brain relative to the novice brain. From the five sources I reviewed in this section was that of the NeuroMyths. Lindell and Kidd’s article: Why right‐brain teaching is half‐witted: A critique of the misapplication of neuroscience to education. The notion of hemisphericity is a neuromyth. Lindell’s (2011) review of neuroscience research suggests that creativity is a distributed, whole-brain process, rather than solely a function of the right hemisphere. #myadventurekitchen #foodandfreedom [YP5RLNz0_pQ] |
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