Learning--Physiological aspects

The basis for this study has been to explore the developing relationship between the neurosciences and education. The methodology for this investigation was to collect the neuroscientific research literature on brain function. This study found that mapping of brain functions was determined by internal means (split-brain surgery, autopsy findings, blood flow experiments, barbiturate injections, and brain damage) as well as external means (electroencephalographic tests, visual fields observations, facial recognition, tactual perception, dichotic listening, and lateral eye movement). The hypotheses on the brain functions (brain growth periodization, triune brain theory, Piaget and hemispheric asymmetries, and sex differences of the brain) provided the theoretical foundation for interpreting the neuroscientific evidence. To further expand the knowledge base on how the brain actually works, research on neural networks, memory, emotion, and chemistry were also included as they contributed to the relationship between the neurosciences and education. The Your Style of Thinking and Learning Inventory (YSOLAT) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were presented as well. The study then introduced the educational interpretations of that literature. Recommendations for further research studying the relationship was then included. Educational implications and applications conclude this study.

In order for memory questions to accomplish the goals of questions, teachers need to determine specific content and cognitive goals for each question so that questions can direct learners' attention and reinforce an organizational structure for the encoding of information. The purpose of this study was to examine the language used in memory questions for assessment purposes and to examine whether different language options used when formulating memory questions engaged brain areas related to memory and cognition. The language of the questions can affect the cognitive process by which the answer is derived. The two language options that affect cognitive processes are non-specific and specific. This study supplements teachers' working knowledge of the methods and techniques for questioning by providing a basic understanding of cognitive processes that different questions can evoke. This study used techniques from neuroscience to test hypotheses derived directly from education-based theories of cognition in order to validate educational theory. Neuroscience provides knowledge about how the brain senses, processes, stores, and retrieves information. It also provides findings that can be translated into practical applications for the classroom. Therefore, the relationship between education and neuroscience contributes to effective planning, practices, and assessment; it allows a more comprehensive understanding of the difficulties and apprehensions associated with learning. The following study utilized fMRI to answer the general question of the relationship between the memory processes associated with specific and non-specific questions. Seventeen undergraduate and graduate students from a university in South Florida served as subjects. Subjects were presented with a stimulus consisting of specific questions, non-specific questions, and control statements. All questions/statements followed the design of 8 seconds to read the question/statement, 10 seconds to "think" about the answer to the question or the material presented in the statement, 4 seconds for response using a "yes" or "no" button, and a 12 second rest period. Images collected were analyzed using AFNI. Specific cognitive operations improved efficiency for the retrieval of information from memory. Results elucidate differences in neural activity associated with encoding processes and the retrieval of information from memory based on the language used in specific and non-specific questions.