Neurophysiology and Teaching-Learning Strategies

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NeurophysiologyandTeaching-LearningStrategies
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Picture of beautiful Beach
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What is mind?
No matter.
What is matter?
Never mind.
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Cogito, ergo sum. I think therefore I am.
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We shall sooner or later arrive at a mechanical
equivalent of consciousness.
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Mind-Body Duality
I have a brain, therefore I think.
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Mind is an emergent property of brain.
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Complex Adaptive Systems(CAS)
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Film Clip or Picture of Boids
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Complex Adaptive SystemsCAS
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Characteristics of CAS

• Collective of Interacting Agents
• The Nature Component

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NatureHardwiring
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NatureHardwiring
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Hard Wiring
Neural Tube
Groups of Neurons Surrounding Tube
Connections Among Neuron Groups
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Gray Matter
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Martini Development of Brain and Cranial Nerves
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Martini Fig 15.9
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Marieb Fig 13-14 p360
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White Matter
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Marieb Fig 12.21 p339
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Martini Fig 13.3
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Marieb Fig 13-14 p360
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Marieb Fig 13-13 p359
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Martini Fig 15.10
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Fig 6-4 p157
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Germann Fig 9.7
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Characteristics of CAS

• Collective of Interacting Agents
• Experience - a set of inputs
• Environmental
• Own behavior
• Effect on Environment

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CortexSensory Input
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Handout 2
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Marieb Fig 16.25 p477
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Marieb, Mallatt
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Marieb Fig 13.17 p363
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Germann Fig 10.15
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Germann Fig 10.14
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Martini Fig 15.9
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Characteristics of CAS

• Collective of Interacting Agents
• Experience - a set of inputs
• Data storage (nurture)
• Patterned input
• Coincidence detection
• Synaptic alteration
• Short-term memory
• Homeostatic plasticity

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Sensory InputCoding Patterns
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Germann Fig 8.18
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Handout 4
Fig 7-5 p210
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Handout 5
Fig 7-11 p213
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Sensory InputSynaptic Communication
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Fig 6-4 p157
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Germann Fig 9.2
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Germann Fig 9.7
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Short-Term MemoryAlteration of Synaptic Efficacy
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Germann Fig 9.7
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Germann Fig 9.2
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OverloadHomeostatic Plasticity
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5-Minute University

• 5minuteU.wvx

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Germann Fig 9.7
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Characteristics of CAS

• Collective of Interacting Agents
• Experience - a set of inputs
• Data storage (nurture)
• Create Schemata
• Recognize patterns (Wu Li)
• Eliminate noise
• Long-term memory
• Schemata competition

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Wu Li
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Patterns of Organic Energy
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Picture of beautiful Beach
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Nonsense
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Memorizing Definitions Pattern of Words With No
Supporting Circuitry e.g. Diffusion
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Freeway Method of Learning
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Long-Term MemoryAlteration of Synaptic Density
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Eichenbaum and colleagues
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Bunsey and Eichenbaum
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Pattern Storage Refinement Reducing Internal
Complexity Reduces External Complexity
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I Clutch My Ideas
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Characteristics of CAS

• Collective of Interacting Agents
• Experience - a set of inputs
• Data storage (nurture)
• Create Schemata
• Recognize patterns (Wu Li)
• Eliminate noise
• Long-term memory
• Schemata competition

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Long-Term MemoryEmotionand theAmygdala
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Long-Term MemoryHow Long?
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Memory Consolidation Owl auditory maps Learning
incorrectly Why is the equator warmer than the
poles? Do molecules want to move? nervous system
of the heart
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Enlightenment
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OutputFragmentary Assembly
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Natural Teaching- Natural Learning (Roger
Schrank-John Cleave)
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Natural Learning The Search The Expectation The
Failure
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Natural Teaching What is a master? What is the
essence?
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Knowlton and Squire
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Memory Consolidation

• Assembled from various storage areas
• Stored as separate pieces
• Assembly is subject to error including
  time-dependent loss and alteration, variations in
  strength of stored fragments etc
• More often stored and recalled and checked and
  rechecked to more accurate the internal
  representation could become.

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Memory Consolidation

• Assembled from various storage areas
• Stored as separate pieces
• Assembly is subject to error including
  time-dependent loss and alteration, variations in
  strength of stored fragments etc
• More often stored and recalled and checked and
  rechecked to more accurate the internal
  representation could become.

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Mind-Body Duality

• Everything that happens in mans body is as
  mechanical as what happens in a watch.
• Wilhelm Gottreid Leibnitz 1710

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Mind-Body Duality

• The order and connections of ideas is the same
  as the order and connection of things.
• Baruch Spinoza17??

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Mind-Body Duality

• Antonio Damasio succinctly summarized the rift in
  his book Descartes Error. In modern terms, our
  thinking is more in tune with the phrase I have
  a brain, therefore I think.

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Teaching-Learning Ideal
Student Storage Synthesis Analysis Evaluation
INPUT
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Teaching-Learning Ideal

• The problems with this model become clear from
  the varied changes in curriculum ideas learning
  objectives, learning outcomes, phonetics, name a
  few others. All have the same objective and all
  are based on the premise that we should match
  teaching styles to how students learn.
• The essence of the problem seems to be matching
  brain function to cognitive processes to teaching
  styles.

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• Why dont these disciplines touch? In part
  because we do not have the data to make direct
  connections most are by inference. I will
  present some of the data and potential
  inferences.
• The other reason is that most of use do not tend
  to think in a manner that allows us to make
  these links. I had a friend who once described
  himself as a systems guy. What does that mean?
  Well a systems guy sees what is, asks where you
  want to go, and figures out how to get from here
  to there with what you have at hand. A formula
  for failure is to ask where you want to go then
  impose a superficial order onto what you now have
  in order to for the system in the direction you
  wish.

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Teaching-Learning Ideal

• This is where the Jeffers poem and picture of
  the Big Sur coast should be. To illustrate the
  tenuous understanding of these associations.

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Teaching-Learning Ideal

• A nice followup would be the Esalen Institute
  confernce that gave rise to the DancinG Wu Li
  Masters
• The lead in to Wu Li could be two parted the
  leraner and the teacher.
• Learning is an evolutionary process learning
  information and recognizing patterns clutching
  ideas enlightenment. These are embodied in the
  phrase Wu Li. Patterns of energy is what nervous
  systems detect best. The tree bark affair is a
  good example.
• The teacher should be the master but the master
  of what? What is a Master?

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Teaching-Learning Ideal

• What has just been described is a continuous
  interaction of two complex adaptive systems.

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Nature-Nuture

• The interacting agents and their initial
  interconnections (brain) are nature.
• Neurons
• Brain
• Connections wiring
• Physical structure
• The schemata and responses based on those
  schemata are the nurture.

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Nature-Nuture

• The schemata and responses based on those
  schemata are the nurture.
• Stories
• Categories
• Schemata
• Behaviors (most)
• Emergent properties of the system.

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Germann Fig 8
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Fig 6-1 p154
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Je pence donc je sui. Cogito, ergo sum. I think
therefore I am.
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Picture of beautiful Beach
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Picture of beautiful Beach
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. as mathematics, a human invention That
parallels but never touches reality
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Marieb Fig 12.21 p339
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Martini Development of Brain and Cranial Nerves
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Marieb, Fig 13-5 p348
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Martini Development of Brain and Cranial Nerves
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