scholarly journals The Implementation of Embodied Learning: A Literature Review

Edukasi ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 8-18
Author(s):  
Yulvia Sani ◽  
Ossy Firstanti Wardany ◽  
Heni Herlina ◽  
Genesa Vernanda
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Motor Skills ◽  
The Body ◽  
Long Term Memory ◽  
Learning Approach ◽  
Embodied Learning ◽  
Psychology Education ◽  
The Relationship

This literature review aims to determine the implementation of the embodied learning approach in children. The research method used is a narrative review of ten articles that have met the criteria. The criteria for the article are to be found in Google Scholar, published in the last 8 years (2012-2021), and the title contains "Embodied Learning". There are five things that are studied, namely the concept of embodied learning; the relationship between psychology, education, and the environment; student age; tools and materials (technology); and materials that can be provided through an embodied learning approach. This literature review shows that embodied learning is a learning approach that emphasizes the involvement of the body in the process of receiving and responding to the material. Embodied learning can be implemented to improve children's language skills, motor skills, memory skills, and learning foreign language material. The ages of students who accept this embodied learning approach are range from 4 years to 12 years, or kindergarten and elementary school ages. From the ten articles studied, it was found that the involvement of the body in the learning process can build information in students' long-term memory.

The Relationship Between Brain Fog and Medication Adherence for Individuals With Hypothyroidism

2021 ◽  
pp. 105477382110381
Author(s):  
Kelly Haskard-Zolnierek ◽  
Courtney Wilson ◽  
Julia Pruin ◽  
Rebecca Deason ◽  
Krista Howard
Keyword(s):  
Memory Impairment ◽  
Hormone Replacement ◽  
Long Term Memory ◽  
Adherence Level ◽  
Thyroid Hormone Replacement ◽  
Memory Impairments ◽  
Cognitive Failures ◽  
Short And Long Term ◽  
The Relationship

Individuals with hypothyroidism suffer from symptoms including impairments to cognition (i.e., “brain fog”). Medication can help reduce symptoms of hypothyroidism; however, brain fog may hinder adherence. The aim of this study was to determine if memory impairment and cognitive failures are related to treatment nonadherence in 441 individuals with hypothyroidism. Participants with a diagnosis of hypothyroidism and currently prescribed a thyroid hormone replacement medication were placed in two groups according to adherence level and compared on validated scales assessing impairments to memory and cognition. Results indicated a significant association between treatment nonadherence and self-reported brain fog, represented by greater cognitive and memory impairments. Nonadherent individuals indicated impairments with prospective, retrospective, and short- and long-term memory; and more cognitive failures, compared to adherent individuals. Findings suggest the importance of interventions to enhance adherence for individuals with brain fog, such as encouraging the use of reminders.

scholarly journals HYPERMNESIA EUPHORIA OR ANY OTHER DESIRABLE FROM THE POINT OF VIEW OF THE CONSUMER, A PSYCHOTROPIC EFFECT - FIRST AND LEADING ELEMENT IN THE OCCURRENCE AND PRESERVATION OF THE BODY’S DEPENDENCE ON PSYCHOACTIVE FACTORS

2017 ◽  
Vol 9 (3) ◽  
pp. 40-46
Author(s):  
D G Baitubayev ◽  
M D Baitubayeva
Keyword(s):  
Substance Dependence ◽  
Point Of View ◽  
The Body ◽  
Long Term Memory ◽  
Vegetative Nervous System ◽  
Term Memory ◽  
Psychotropic Effect

The work shows the role of the vegetative nervous system (VNS) in the functioning of long-term memory, identity mechanisms of long-term memory in the human evolutionary adaptation and substance dependence. It is shown that, depending on the substance of the body are states like pro- gressive adaptation, that the bodycondition, depending on the chemical and psychogenic psychoactive- factors state of the same circle. It proposed the creation of a branch of medicine that combines study of the dependence of the organism, both on the chemical and psychoactive psychogenic factors. Given the classification of psychoactive factors.Onomastics formulated definitions of terminology changes and additions to be used in a new branch of medicine. Proposed allocation of the International Classifica- tion of diseases separate chapter for the classification of states like progressive adaptation of the body depending on psychoactive factors.

Does the Body Image Exist in Three Dimensions? The Study of Visual Mental Representation of a Body and a Nonbody Object

2001 ◽  
Vol 92 (1) ◽  
pp. 223-233
Author(s):  
D. P. McCabe ◽  
D. I. Ben-Tovim ◽  
M. K. Walker ◽  
D. Pomeroy
Keyword(s):  
Spatial Information ◽  
Mental Image ◽  
The Body ◽  
Three Dimensions ◽  
Long Term Memory ◽  
Depth Information ◽  
Mental Images ◽  
Term Memory ◽  
3 Dimensional

Do the mental Images of 3-dimensional objects recreate the depth characteristics of the original objects' This investigation of the characteristics of mental images utilized a novel boundary-detection task that required participants to relate a pair of crosses to the boundary of an image mentally projected onto a computer screen. 48 female participants with body attitudes within expected normal range were asked to image their own body and a familiar object from the front and the side. When the visual mental image was derived purely from long-term memory, accuracy was better than chance for the front (64%) and side (63%) of the body and also for the front (55%) and side (68%) of the familiar nonbody object. This suggests that mental images containing depth and spatial information may be generated from information held in long-term memory. Pictorial exposure to views of the front or side of the objects was used to investigate the representations from which this 3-dimensional shape and size information is derived. The results are discussed in terms of three possible representational formats and argue that a front-view 2½-dimensional representation mediates the transfer of information from long-term memory when depth information about the body is required.

Fear of the Thirty Years War

Facing Fear ◽  
2012 ◽  
Author(s):  
David Lederer
Keyword(s):  
Political Culture ◽  
Body Politic ◽  
The Body ◽  
Fear Response ◽  
The Relationship

This chapter explores the relationship between fears and crises by focusing on the Thirty Years War. It considers how the war evoked a universal fear response and highlights expressions of preexisting apocalyptic fears in the material context of a long-term crisis. It also examines universal and traditional elements in contemporary portrayals of fear aroused by the specific events of the war. During the Thirty Years War, the body politic often appeared twisted, contorted, or monstrous in form, suggesting a fearful condition affecting society as a whole. In other words, the body functioned as a repository of fear during the conflict. The chapter argues that the linchpin of the relationship between crises and fear during the Thirty Years War was their literal embodiment by contemporary political culture and a peculiar understanding of history.

scholarly journals Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

2009 ◽  
Vol 364 (1536) ◽  
pp. 3755-3771 ◽  
Author(s):  
Prahlad Gupta ◽  
Jamie Tisdale
Keyword(s):  
Computational Model ◽  
Word Learning ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Phonotactic Probability ◽  
Term Memory ◽  
The Third ◽  
The Relationship

Word learning is studied in a multitude of ways, and it is often not clear what the relationship is between different phenomena. In this article, we begin by outlining a very simple functional framework that despite its simplicity can serve as a useful organizing scheme for thinking about various types of studies of word learning. We then review a number of themes that in recent years have emerged as important topics in the study of word learning, and relate them to the functional framework, noting nevertheless that these topics have tended to be somewhat separate areas of study. In the third part of the article, we describe a recent computational model and discuss how it offers a framework that can integrate and relate these various topics in word learning to each other. We conclude that issues that have typically been studied as separate topics can perhaps more fruitfully be thought of as closely integrated, with the present framework offering several suggestions about the nature of such integration.

Thermal Environmental Effect on Breast Tumor Growth

2009 ◽  
Author(s):  
Na Ma ◽  
Ping Liu ◽  
Chao Chen ◽  
Aili Zhang ◽  
Lisa X. Xu
Keyword(s):  
Oxidative Phosphorylation ◽  
Atp Hydrolysis ◽  
Malignant Tumors ◽  
Performance Status ◽  
Symptomatic Improvement ◽  
The Body ◽  
Hyperthermia Treatment ◽  
Short Period ◽  
The Relationship

Tissue hypoxia is a common and important feature of rapidly growing malignant tumors and their metastases. Tumor cells mainly depend on energy production thru anaerobic glycolysis rather than aerobic oxidative phosphorylation in mitochondria [1]. Intervening the tumor metabolic process via thermal energy infusion is worthy attempting. And hyperthermia, mildly elevated local temperature above the body temperature, is one of such kind. Previously, after being heated for a short period of time, tumor glucose and lactate level increased and ATP level decreased, which suggested energy metabolism was modified following hyperthermia through increased ATP hydrolysis, intensified glycolysis and impaired oxidative phosphorylation [2]. Many researchers designed experiments to determine thermal dose in hyperthermia [3], but few focused on the relationship between tumor and energy, especially for a long-term local hyperthermia treatment. One clinical trial indicated the effective long-term hyperthermo-therapy for maintaining performance status, symptomatic improvement, and prolongation of survival time in patients with peritoneal dissemination [4].

Song and infant-directed speech facilitate word learning

2019 ◽  
Vol 73 (7) ◽  
pp. 1036-1054
Author(s):  
Weiyi Ma ◽  
Anna Fiveash ◽  
Elizabeth Hellmuth Margulis ◽  
Douglas Behrend ◽  
William Forde Thompson
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Word Association ◽  
Learning Task ◽  
Learning Performance ◽  
Long Term Memory ◽  
Term Memory ◽  
English Speaking ◽  
The Relationship

Two separate lines of research have examined the influence of song and infant-directed speech (IDS—a speech register that includes some melodic features) on language learning, suggesting that the use of musical attributes in speech input can enhance language learning. However, the benefits of these two types of stimuli have never been directly compared. In this investigation, we compared the effects of song and IDS for immediate word learning and long-term memory of the learned words. This study examines whether the highly musical stimuli (i.e., song) would facilitate language learning more than the less musical stimuli (i.e., IDS). English-speaking adults were administered a word learning task, with Mandarin Chinese words presented in adult-directed speech (ADS), IDS, or song. Participants’ word learning performance was assessed immediately after the word learning task (immediate word learning) and then 1 day later (long-term memory). Results showed that both song and IDS facilitated immediate word learning and long-term memory of the words; however, this facilitative effect did not differ between IDS and song, suggesting that the relationship between the degree of musicality and language learning performance is not linear. In addition, song and IDS were found to facilitate the word association process (mapping a label to its referent) rather than the word recognition process. Finally, participants’ confidence in their answers might not differ among ADS, IDS, and sung words.

scholarly journals On the relationship between knowledge and memory for pictures: Evidence from the study of patients with semantic dementia and Alzheimer's disease

1997 ◽  
Vol 3 (6) ◽  
pp. 534-544 ◽  
Author(s):  
KIM S. GRAHAM ◽  
JAMES T. BECKER ◽  
JOHN R. HODGES
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Medial Temporal Lobe ◽  
Semantic Dementia ◽  
Long Term Memory ◽  
New Learning ◽  
The Relationship ◽  
Hippocampal Complex ◽  
Temporal Neocortex

Current views of long-term memory presume that both the hippocampal complex and the neocortex play interactive, but separate, roles in the storage of memories. While the neocortex is considered the eventual and permanent store for our memories, the encoding of recently experienced events is thought to be initially dependent upon the hippocampus and closely related structures. Neuropsychological studies have demonstrated that damage to the medial temporal lobe results in a retrograde amnesia extending back in time, with better preservation of older memories. The converse pattern has been shown in patients with semantic dementia, who have focal atrophy of the inferolateral temporal neocortex, but relative sparing of the hippocampal complex (Graham & Hodges, 1997). Here we demonstrate that such patients can show relatively preserved new learning on a forced-choice recognition memory test (based on real and chimeric animals), while patients in the early amnestic phase of Alzheimer's disease show severely impaired learning on the same test. This result provides support for the view that new learning is primarily dependent upon the hippocampus and related structures. (JINS, 1997, 3, 534–544.)

A Memória de Longo Prazo e a Análise Sobre sua Função no Processo de Aprendizagem

2018 ◽  
Vol 19 (1) ◽  
pp. 66
Author(s):  
Lia Almeida Mapurunga ◽  
Elcyana Bezerra Elcyana Bezerra Carvalho
Keyword(s):  
Cognitive Psychology ◽  
Learning Strategies ◽  
Long Term Memory ◽  
Term Memory ◽  
Positive Effects ◽  
Bibliographical Survey ◽  
And Function ◽  
The Relationship ◽  
The Brain

A neurociência é uma ciência natural que estuda a função e a estrutura, que compõem o cérebro. A educação, embora tenha outra natureza, tem tido muitos benefícios com as contribuições que a neurociência tem para oferecer. Como o cérebro aprende e por que aprende traz para o ensino o objetivo e a função de criar condições (entre estratégias, recursos e adequação do meio), para que ocorra a aprendizagem. E, para que essa ocorra, é necessário que as funções mentais superiores, como a memória, estejam envolvidas. O objetivo deste estudo consiste em fazer uma revisão de literatura para conhecer a função da memória de longo prazo na aprendizagem, analisar os mecanismos neurobiológicos, que ocorrem durante esse processo e algumas estratégias de aprendizagem, que se utilizam da memória como recurso. Para isso, foi realizado no período de agosto a outubro de 2016, um levantamento bibliográfico nas bases de dados Scielo, Capes, Bireme e Google Acadêmico, buscando artigos científicos, que poderiam trazer alguma contribuição na construção dessa pesquisa. Foram selecionados, preferencialmente, os que continham enfoque na relação entre aprendizagem e memória, tanto na perspectiva da neurociência, quanto da psicologia cognitiva, trazendo argumentos que pudessem  comprovar o entendimento das estratégias de aprendizagem, a partir da memória de longo prazo. Também foram selecionados livros que apresentavam apoio às temáticas discorridas para esse trabalho, possibilitando essa relação. Os resultados apontam que estratégias de aprendizagens, que utilizam a memória, produzem efeitos positivos para a retenção de longo prazo.Palavras-chave: Aprendizagem. Neurociências. Estratégias de Aprendizagem.AbstractNeuroscience is a natural science that studies the function and structure that forms the brain. Although education has another nature, it has had many benefits from the contributions that neuroscience has to offer. How the brain learns and why it learns brings to teaching the intent and function to create conditions (among strategies, resources and suitability to the environment) so that learning can happen. And, for it to occur, it is  necessary that higher mental functions, such as memory, beinvolved. The purpose of this study is to do a literature review to get to know the function of long-term memory on the learning process, to analyze the neurobiological mechanisms that happen during that process, and some learning strategies that use memory as a resource. Therefore a bibliographical survey was conducted at the databases Scielo, Capes, Bireme and Academic Google, from August to October 2016, searching for scientific articles that could contribute somehow on the construction of this research. The articles that used the neuroscience perspective or the cognitive psychology to focus on the relationship  between learning and memory were chosen, preferentially those whose arguments could prove the  learning strategies understanding about he long-term memory. Books supporting the themes discussed for this work were also selected, creating, therefore, a relationship. The results show that learning strategies that use memory have positive effects for long-term retention.Keywords: Learning. Neuroscience. Learning Strategies.

scholarly journals The relationship between accuracy of numerical magnitude comparisons and children’s arithmetic ability: A study in Iranian primary school children

2016 ◽  
Vol 12 (4) ◽  
pp. 567-583
Author(s):  
Hamdollah Manzari Tavakoli
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Processing Speed ◽  
Primary School Children ◽  
Numerical Magnitude ◽  
Long Term Memory ◽  
Arithmetic Problem ◽  
Term Memory ◽  
The Relationship

The relationship between children’s accuracy during numerical magnitude comparisons and arithmetic ability has been investigated by many researchers. Contradictory results have been reported from these studies due to the use of many different tasks and indices to determine the accuracy of numerical magnitude comparisons. In the light of this inconsistency among measurement techniques, the present study aimed to investigate this relationship among Iranian second grade children (n = 113) using a pre-established test (known as the Numeracy Screener) to measure numerical magnitude comparison accuracy. The results revealed that both the symbolic and non-symbolic items of the Numeracy Screener significantly correlated with arithmetic ability. However, after controlling for the effect of working memory, processing speed, and long-term memory, only performance on symbolic items accounted for the unique variances in children’s arithmetic ability. Furthermore, while working memory uniquely contributed to arithmetic ability in one-and two-digit arithmetic problem solving, processing speed uniquely explained only the variance in single-digit arithmetic skills and long-term memory did not contribute to any significant additional variance for one-digit or two-digit arithmetic problem solving.

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