Role of subjective and objective measures of cognitive processing during learning in explaining the spatial contiguity effect

2019 ◽  
Vol 61 ◽  
pp. 23-34 ◽  
Author(s):  
Guido Makransky ◽  
Thomas S. Terkildsen ◽  
Richard E. Mayer
2007 ◽  
Author(s):  
Elizabeth Ranslow ◽  
Kim Lyon-Pratt ◽  
Amanda Ferrier ◽  
Katharine Elliott ◽  
Alexandra Macdonald ◽  
...  

2015 ◽  
Vol 47 (2) ◽  
pp. 224 ◽  
Author(s):  
Fuxing WANG ◽  
Zhaohui DUAN ◽  
Zongkui ZHOU ◽  
Jun CHEN

Nutrients ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 586 ◽  
Author(s):  
Hamilton Roschel ◽  
Bruno Gualano ◽  
Sergej M. Ostojic ◽  
Eric S. Rawson

There is a robust and compelling body of evidence supporting the ergogenic and therapeutic role of creatine supplementation in muscle. Beyond these well-described effects and mechanisms, there is literature to suggest that creatine may also be beneficial to brain health (e.g., cognitive processing, brain function, and recovery from trauma). This is a growing field of research, and the purpose of this short review is to provide an update on the effects of creatine supplementation on brain health in humans. There is a potential for creatine supplementation to improve cognitive processing, especially in conditions characterized by brain creatine deficits, which could be induced by acute stressors (e.g., exercise, sleep deprivation) or chronic, pathologic conditions (e.g., creatine synthesis enzyme deficiencies, mild traumatic brain injury, aging, Alzheimer’s disease, depression). Despite this, the optimal creatine protocol able to increase brain creatine levels is still to be determined. Similarly, supplementation studies concomitantly assessing brain creatine and cognitive function are needed. Collectively, data available are promising and future research in the area is warranted.


2013 ◽  
Vol 83 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Jennifer Groff

In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today's digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. Emerging research on the brain's cognitive processing systems has led Groff to put forth a new theory of mind, whole-mindedness. Here she presents the evidence and construct for this frame of mind, how it sits in relation to multiple intelligences theory, and how it might redefine the justification for arts education in schools, particularly in our digitally and visually rich world.


Author(s):  
Vincent Berardi ◽  
Georgiana Bostean ◽  
Lydia Q. Ong ◽  
Britney S. Wong ◽  
Bradley N. Collins ◽  
...  
Keyword(s):  

Author(s):  
Alan W. Brown ◽  
David J. Carney ◽  
Edwin J. Morris ◽  
Dennis B. Smith ◽  
Paul F. Zarrella

CASE tools typically support individual users in the automation of some task within a software development process. Used thus, CASE tools have undoubtedly helped many organizations in their efforts to develop better quality software to budget and within predicted time scales. Further, if tool technology matures according to the current expectations of many industry analysts, then CASE tools offer the potential to revolutionize the way in which much of our software is currently developed. However, the success of integrated sets of CASE tools — i.e., CASE environment — is a more complex issue. The potential for success is great, but is dependent on many factors. Perhaps the most urgent need is for an improved indepth understanding of the meaning and role of integration in a CASE environment. This is important because it will form the foundation for many of the tasks that will follow. For example, without a common understanding of inte gration, we will continue to struggle to have the necessary shared concepts and terminology to allow integration products to be described and compared, standard interfaces to CASE environment components to be agreed upon, and objective measures of the effectiveness of integration approaches to be produced. The focus of this chapter is a review of previous approaches toward defining a common understanding of integration in a CASE environment. We begin by examining the conceptual models of integration that have been developed and that help to understand the main concepts being addressed in an integrated CASE environment. We then look at the main architectural approaches that have been used in constructing a CASE environment, concentrating on the integration that is supported by those architectures. The problem of integrating software components to produce a CASE environment is the central focus of this book. It is a problem that has resisted easy solution and offers a highly difficult challenge to the software community. In attempting to resolve some of the complex issues in CASE tool integration, researchers have sought a conceptual framework through which these issues can be more easily understood and communicated between different people.


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