تصور مقترح لمنهج رياضيات الصف الأول الثانوي العام في ضوء نظرية التعلم المستند إلى الدماغ : دراسة تحليلية = A Proposed of Mathematics Curriculum for First Year of General Secondary Education in the Light of Learning Based on the Brain Theory : Analyzed Study

2014 ◽  
pp. 371-416
Author(s):  
فايز محمد منصور محمد
Keyword(s):  
Secondary Education ◽  
Mathematics Curriculum ◽  
First Year ◽  
Brain Theory ◽  
The Brain

scholarly journals A global framework for a systemic view of brain modeling

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Frederic Alexandre
Keyword(s):  
Instrumental Conditioning ◽  
The Body ◽  
Posterior Cortex ◽  
Reciprocal Relationships ◽  
Brain Modeling ◽  
Brain Theory ◽  
Habitual Behavior ◽  
Definition Of ◽  
The Brain ◽  
Specific Contribution

AbstractThe brain is a complex system, due to the heterogeneity of its structure, the diversity of the functions in which it participates and to its reciprocal relationships with the body and the environment. A systemic description of the brain is presented here, as a contribution to developing a brain theory and as a general framework where specific models in computational neuroscience can be integrated and associated with global information flows and cognitive functions. In an enactive view, this framework integrates the fundamental organization of the brain in sensorimotor loops with the internal and the external worlds, answering four fundamental questions (what, why, where and how). Our survival-oriented definition of behavior gives a prominent role to pavlovian and instrumental conditioning, augmented during phylogeny by the specific contribution of other kinds of learning, related to semantic memory in the posterior cortex, episodic memory in the hippocampus and working memory in the frontal cortex. This framework highlights that responses can be prepared in different ways, from pavlovian reflexes and habitual behavior to deliberations for goal-directed planning and reasoning, and explains that these different kinds of responses coexist, collaborate and compete for the control of behavior. It also lays emphasis on the fact that cognition can be described as a dynamical system of interacting memories, some acting to provide information to others, to replace them when they are not efficient enough, or to help for their improvement. Describing the brain as an architecture of learning systems has also strong implications in Machine Learning. Our biologically informed view of pavlovian and instrumental conditioning can be very precious to revisit classical Reinforcement Learning and provide a basis to ensure really autonomous learning.

scholarly journals The "selfish brain" hypothesis for metabolic abnormalities in bipolar disorder and schizophrenia

2012 ◽  
Vol 34 (3) ◽  
pp. 121-128 ◽  
Author(s):  
Rodrigo Barbachan Mansur ◽  
Elisa Brietzke
Keyword(s):  
Bipolar Disorder ◽  
Energy Metabolism ◽  
Energy Supply ◽  
Clinical Implications ◽  
Metabolic Abnormalities ◽  
Compensatory Mechanisms ◽  
High Prevalence ◽  
Brain Theory ◽  
The Brain ◽  
Brain Energy

Metabolic abnormalities are frequent in patients with schizophrenia and bipolar disorder (BD), leading to a high prevalence of diabetes and metabolic syndrome in this population. Moreover, mortality rates among patients are higher than in the general population, especially due to cardiovascular diseases. Several neurobiological systems involved in energy metabolism have been shown to be altered in both illnesses; however, the cause of metabolic abnormalities and how they relate to schizophrenia and BD pathophysiology are still largely unknown. The "selfish brain" theory is a recent paradigm postulating that, in order to maintain its own energy supply stable, the brain modulates energy metabolism in the periphery by regulation of both allocation and intake of nutrients. We hypothesize that the metabolic alterations observed in these disorders are a result of an inefficient regulation of the brain energy supply and its compensatory mechanisms. The selfish brain theory can also expand our understanding of stress adaptation and neuroprogression in schizophrenia and BD, and, overall, can have important clinical implications for both illnesses.

scholarly journals The emotional brainbow

2019 ◽  
Vol 10 (3) ◽  
pp. e117-118
Author(s):  
Luckshi Rajendran
Keyword(s):  
Interpersonal Relationships ◽  
Health Care Professionals ◽  
Clinical Training ◽  
Medical Training ◽  
Fluorescent Proteins ◽  
First Year ◽  
Evidence Based ◽  
Neural Connections ◽  
Axonal Connections ◽  
The Brain

It was early in my first year of medical school that I learned about the “brainbow” - an innovative means of using genetic expression of various fluorescent proteins to colourfully label individual neurons, allowing for the visualization of neural networks within the brain. I was fascinated by the beautiful complexity of these axonal interconnections. In reflection, I drew parallels to my journey through medicine, and the intricacies of navigating human interpersonal relationships. Medical practice includes both the soft and the hard sciences. Academic institutions teach us the hard sciences: the pathophysiology of disease, and the evidence-based practice for diagnosis and management. Over the years of my clinical training, I am learning that much of the soft science of medicine is in the human connection. It is in our ongoing practice of communication and interpersonal skills, and the subsequent relationships that we develop (or sometimes, lose) with our friends, partners, and colleagues, as we face the miracles and the hardships throughout our medical training. It is in our patient interactions: the emotions we share, the empathy we convey, and the rapport that we build in order to provide compassionate patient care. Much like the brain’s neural network, these connections are complex and ever-changing - some connections are strengthened, and others are unfortunately, and perhaps painfully, pruned. My piece “The emotional brainbow” uses fine multicolours of sewn thread to reflect the intricate axonal connections of brain centres involved in processing and expressing emotions: the cortex, the limbic system, the brainstem, and the cerebellum. These crucial structures communicate to facilitate our ability to understand and empathize with others, and contributes towards our continually developing practice of manoeuvering interpersonal relationships. There is a complex, overlapping interplay of these neural connections within the emotion-regulating brain centres, much like the beautifully intricate emotional human connections, which we, as health care professionals, both create and navigate.

scholarly journals A study on the improvement of basic general mathematics according to changes in the basic mathematical ability of first-year college students in the fields of science and engineering

2021 ◽  
Vol 15 (5) ◽  
pp. 85-95
Author(s):  
Hye Yoon Choi ◽  
Sang Kil Shim
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
National Level ◽  
Academic Ability ◽  
Mathematical Ability ◽  
Policy Support ◽  
First Year ◽  
College Level ◽  
Science And Engineering ◽  
Ability Test

The objective of this study is to examine changes in the Mathematics Curriculum and the College Scholastic Ability Test that affect the changes in the Basic Mathematical Ability of students enrolled in Science and Engineering departments and to compare and analyze the educational contents of basic general mathematics completed by first-year students in science and engineering fields in order to provide improvement plans for basic general mathematics. In Korea, whenever the mathematics curriculum is revised, the content covered in the previous curriculum is deleted or weakened in order to optimize the educational content, and ‘Calculus’ and ‘Geometry’ are required for science and engineering students to choose in the college scholastic ability test. Thus, the basic academic ability of mathematics is lowered, and it is difficult to complete the basic general mathematics taught in the first year of university. In order to solve this problem, it is necessary to analyze the mathematics and curriculum to include deleted or weakened contents in the university's basic general mathematics, to understand the students' basic academic ability in mathematics, and to operate basic general mathematics by level or operate basic mathematics courses. In addition, when revising the mathematics both in curriculum and the university scholastic ability test, the opinions of professors in charge of basic general mathematics education at universities should be sufficiently reflected to minimize changes in key factors for students to complete basic general mathematics, and it is necessary to provide policy support at the national level for the development and operation of the curriculum for general mathematics education at a college level.

scholarly journals Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

Mathematics ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 369 ◽  
Author(s):  
Antonio-José Moreno-Guerrero ◽  
Marina Rondón García ◽  
Nazaret Martínez Heredia ◽  
Antonio-Manuel Rodríguez-García
Keyword(s):  
Secondary Education ◽  
Collaborative Learning ◽  
Teaching And Learning ◽  
Harry Potter ◽  
Learning Processes ◽  
Control Group ◽  
First Year ◽  
Public High School ◽  
Geometric Figures ◽  
The Subject

Nowadays, education requires changes in the teaching and learning processes, through the implementation of innovative and motivating pedagogical actions, owing to the existing needs in society. Education, owing to the current needs of society, requires changes in the teaching and learning processes through the implementation of innovative and motivating pedagogical actions. The main objective of this study is to evaluate the effectiveness of the collaborative method, based on the Harry Potter theme, with respect to the traditional method in the first year of Obligatory Secondary Education for the learning of geometric figures in the subject of mathematics. For this purpose, a quasi-experimental, quantitative, descriptive, and correlational study has been designed, using a standardized questionnaire as a technique to collect information. The sample is composed of 236 students from the first year of Obligatory Secondary Education distributed in eight groups (four control and four experimental) from a public high school in the city of Cádiz (Spain). The tests carried out show that collaborative learning generates improvements in the attitudes and mathematical dimensions. Therefore, the collaborative method, developed by means of the Harry Potter theme for students in the first year of Compulsory Secondary Education in the subject of mathematics, causes a better attitude of the student towards the teaching and learning process. Furthermore, it facilitates the acquisition of mathematical contents related to geometry, which does not directly affect the students’ grades because, although those of the experimental group are better than those obtained by the control group, the differences between the two are minimal.

scholarly journals Attention recruits frontal cortex in human infants

2021 ◽  
Vol 118 (12) ◽  
pp. e2021474118
Author(s):  
Cameron T. Ellis ◽  
Lena J. Skalaban ◽  
Tristan S. Yates ◽  
Nicholas B. Turk-Browne
Keyword(s):  
Brain Regions ◽  
First Year ◽  
Human Infants ◽  
Attention Networks ◽  
Parietal Lobes ◽  
Young Infants ◽  
Child Friendly ◽  
Attentional Cuing ◽  
Infant Attention ◽  
The Brain

Young infants learn about the world by overtly shifting their attention to perceptually salient events. In adults, attention recruits several brain regions spanning the frontal and parietal lobes. However, it is unclear whether these regions are sufficiently mature in infancy to support attention and, more generally, how infant attention is supported by the brain. We used event-related functional magnetic resonance imaging (fMRI) in 24 sessions from 20 awake behaving infants 3 mo to 12 mo old while they performed a child-friendly attentional cuing task. A target was presented to either the left or right of the infant’s fixation, and offline gaze coding was used to measure the latency with which they saccaded to the target. To manipulate attention, a brief cue was presented before the target in three conditions: on the same side as the upcoming target (valid), on the other side (invalid), or on both sides (neutral). All infants were faster to look at the target on valid versus invalid trials, with valid faster than neutral and invalid slower than neutral, indicating that the cues effectively captured attention. We then compared the fMRI activity evoked by these trial types. Regions of adult attention networks activated more strongly for invalid than valid trials, particularly frontal regions. Neither behavioral nor neural effects varied by infant age within the first year, suggesting that these regions may function early in development to support the orienting of attention. Together, this furthers our mechanistic understanding of how the infant brain controls the allocation of attention.

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