What do faculties specializing in brain and neural sciences think about, and how do they approach, brain-friendly teaching-learning in Iran?

Objective: to investigate the perspectives and experiences of the faculties specializing in brain and neural sciences regarding brain-friendly teaching-learning in Iran. Methods: 17 faculties from 5 universities were selected by purposive sampling (2018). In-depth semi-structured interviews with directed content analysis were used. Results: 31 sub-subcategories, 10 subcategories, and 4 categories were formed according to the “General teaching model”. “Mentorship” was a newly added category. Conclusions: A neuro-educational approach that consider the roles of the learner’s brain uniqueness, executive function facilitation, and the valence system are important to learning. Such learning can be facilitated through cognitive load considerations, repetition, deep questioning, visualization, feedback, and reflection. The contextualized, problem-oriented, social, multi-sensory, experiential, spaced learning, and brain-friendly evaluation must be considered. Mentorship is important for coaching and emotional facilitation

Stress: Putting the Brain Back Into Medicine

Throughout the life course stress plays a major role in health and disease. Although it has long been known that the brain orchestrates the many ways that the body responds to these experiences, a gap exists between health care providers who focus from the head up and those who focus on the head down

Decline and fall:a biological, developmental, and psycholinguistic account of deliberative language processes and ageing

Background: This paper reviews the role of deliberative processes in language: those language processes that require central resources, in contrast to the automatic processes of lexicalisation, word retrieval, and parsing. 10 Aims: We describe types of deliberative processing, and show how these processes underpin high-level processes that feature strongly in language. We focus on metalin- guistic processing, strategic processing, inhibition, and planning. We relate them to frontal-lobe function and the development of the fronto-striate loop. We then focus on the role of deliberative processes in normal and pathological development and ageing, 15 and show how these processes are particularly susceptible to deterioration with age. In particular, many of the commonly observed language impairments encountered in ageing result from a decline in deliberative processing skills rather than in automatic language processes. Main Contribution: We argue that central processing plays a larger and more important 20 role in language processing and acquisition than is often credited. Conclusions: Deliberative language processes permeate language use across the lifespan. They are particularly prone to age-related loss. We conclude by discussing implications for therapy

The cognitive neuroscience of visual working memory

Visual working memory allows us to temporarily maintain and manipulate visual information in order to solve a task. The study of the brain mechanisms underlying this function began more than half a century ago, with Scoville and Milner’s (1957) seminal discoveries with amnesic patients. This timely collection of papers brings together diverse perspectives on the cognitive neuroscience of visual working memory from multiple fields that have traditionally been fairly disjointed: human neuroimaging, electrophysiological, behavioural and animal lesion studies, investigating both the developing and the adult brain

Sensory imagery in craving: From cognitive psychology to new treatments for addiction

Sensory imagery is a powerful tool for inducing craving because it is a key component of the cognitive system that underpins human motivation. The role of sensory imagery in motivation is explained by Elaborated Intrusion (EI) theory. Imagery plays an important role in motivation because it conveys the emotional qualities of the desired event, mimicking anticipated pleasure or relief, and continual elaboration of the imagery ensures that the target stays in mind. We argue that craving is a conscious state, intervening between unconscious triggers and consumption, and summarise evidence that interfering with sensory imagery can weaken cravings. We argue that treatments for addiction can be enhanced by the application of EI theory to maintain motivation, and assist in the management of craving in high-risk situations

Does a Keyword Mnemonics Intervention Have an Effect on the Components of the Working Memory System?

Working memory is a memory system described as a person\u27s ability to simultaneously store, manipulate, and process information over a brief period of time (Baddeley & Hitch, 1974); it is the active processing of information in the here and now. As working memory moves to the forefront of research studies, it becomes apparent that there is a paucity of research addressing ecologically valid interventions which can be conducted in the classroom and interventions\u27 direct impact on the working memory system. This paper addresses the development and research regarding the working memory system, demonstrating a current gap in the available research. It then examines the effects of Keyword Mnemonics intervention on the components of fourth graders\u27 working memory systems by assessing each component individually both pre- and post-intervention. Pretest and posttest data from 55 fourth grade students (25 males; 30 females) was collected, with 27 participants in the intervention group and 28 participants in the control group. Results of Multivariate Analysis of Covariance (MANCOVA) reveal that there were no differences in the working memory components between the intervention group and the no-intervention control group following the intervention. Using pretest scores as covariates, group membership did not have an effect on posttest performance. These results are discussed within the context of available literature. Finally, limitations of this project and directions for future research are considered

A meta-analysis on the efficacy of cogmed working memory training

Working memory is the ability to temporarily hold information in one’s mind, manipulatethis information and then use it. Working memory is a critical skill in one’s dailyfunctioning as it impacts our ability to carry out multi-step directions, apply reading skills,solve complex mathematic problems, and perform many other academic tasks.Research has recently found that working memory skills can be increased with propertraining. Cogmed Working Memory Training (CWMT) is an online training program thatis said to increase working memory and related skills in different populations ofparticipants. Previous meta-analyses have analyzed the efficacy of CWMT and foundno impact on reasoning ability, symptoms of ADHD, transfer effects on WM capacity,verbal ability, word reading, or arithmetic (Melby-Lervag & Hulme, 2013; Shipstead,Hick, & Engle, 2012). They did find immediate gains on verbal working memory andvisual-spatial working memory, which did not maintain at follow up. The current studyinvolved a meta-analysis of 13 recent (since 2011), published peer-reviewed articles ordissertations examining the effects of CWMT on auditory working memory, visualspatialworking memory, attention, parent and teacher ratings of inattentionhyperactivity, self-ratings of ADHD symptoms and executive functions, reading skills, and math skills. The results of the meta-analysis only revealed a small impact onauditory working memory and a small to moderate effect on visual-spatial workingmemory. There was no impact on clinical measures of attention, self-rating of ADHDsymptoms, teacher rating of inattention, nor parent rating of inattention. There weresignificant impacts on parent rating of inattention and teacher rating of hyperactivity.There was a small effect on self-rating of executive functions. In regards to academicskills, there were no statistical impacts on reading or math skills

Artificial Intelligence in the Context of Human Consciousness

Artificial intelligence (AI) can be defined as the ability of a machine to learn and make decisions based on acquired information. AI’s development has incited rampant public speculation regarding the singularity theory: a futuristic phase in which intelligent machines are capable of creating increasingly intelligent systems. Its implications, combined with the close relationship between humanity and their machines, make achieving understanding both natural and artificial intelligence imperative. Researchers are continuing to discover natural processes responsible for essential human skills like decision-making, understanding language, and performing multiple processes simultaneously. Artificial intelligence attempts to simulate these functions through techniques like artificial neural networks, Markov Decision Processes, Human Language Technology, and Multi-Agent Systems, which rely upon a combination of mathematical models and hardware

Effect of musical mnemonics on learning and recall in preschool-aged children with developmental disabilities, The

2015 Spring.Includes bibliographical references.The purpose of this study was to assess whether musical mnemonics rehearsal is more effective than verbal rehearsal on immediate and delayed recall of novel information for preschool-aged children with developmental delays. Forty 3- to 5-year old children in a special education program were selected from a prescreening process as participants. Participants were randomly divided into two groups by a computerized randomizer. Group 1 received all input in spoken format and Group 2 received all input in sung format. All participants listened to a random, non-repetitive seven-digit number. Sung numbers matched the opening phrase of "Old MacDonald." For each trial, the researcher played the pre-recorded number five times. The number of correct consecutive digits was recorded both at the end of each hearing, after a one-minute distraction and following a five minute delay. Since there was evidence of skew in the serial order recall results, serial scores were compared within group and across groups using non-parametric statistical analysis. Results showed no significant difference between the music and non-music groups. Overall serial order recall scores were low, suggesting that the digit span was beyond the developmental capabilities of many of the participants. There was a significant effect of time and age, however. Paired comparisons showed significantly greater recall in Trial 4 versus Trial 1, and in Trial 5 versus delayed recall, suggesting both an increase in recall due to learning and a decrease in recall after the 5-minute delay and distraction activity. Five-year olds also performed significantly better than 3-4 year olds on delayed absolute recall and immediate serial order recall. Future research suggestions are discussed