scholarly journals The Influence of Musically Gifted on the Development of Language Competences

2021 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Goran Sučić
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Gifted Students ◽  
Mental Processes ◽  
Musical Intelligence ◽  
Development Of Language ◽  
Language Competencies ◽  
The Brain

Cognitive processes related to children involved in music are directly related to other cognitive processes in the brain because music is known to directly or indirectly affect many mental processes, but we still don't have evidence of how and in which way this process takes place. Since the paper deals with influence of musically gifted students on the development of language competencies, in the theoretical elaboration of the paper we will try to analyze and compare musical intelligence in relation to linguistic intelligence. The empirical part of the paper will present the results of research on the process of mastering language competencies among students going to gymnasium who are musically gifted and attend music education in relation to other students.

scholarly journals Composing music, developing dialogues: An enactive perspective on children's collaborative creativity

2017 ◽  
Vol 34 (3) ◽  
pp. 259-276
Author(s):  
Ana Luísa Veloso
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Music Composition ◽  
Participant Observation ◽  
Theory And Practice ◽  
Collaborative Creativity ◽  
Collaborative Processes ◽  
Education Theory ◽  
Teacher Researcher ◽  
New Ideas

This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups.Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a music composition by two groups of children, all of whom were eight years old.It was found that when composing in groups a) children use embodied processes to transform what they experience on diverse realms of their existence into musical ideas, and that b) while creating music, children engage in several improvisatory moments where new ideas emerge through the diverse ways they enact the surroundings where the activity is occurring. Findings suggest a conception of music composing as a multidimensional phenomenon that entails cognitive processes that are distributed across and beyond the physical body. Findings also suggest that composing music in collaboration with others nurtures a set of creative possibilities that would otherwise, not occur. Considerations for music education theory and practice are addressed in the last section of the article.

Priors and Prejudice: How prior knowledge shapes intergroup perception

2021 ◽  
Author(s):  
Hugh McGovern ◽  
Marte Otten
Keyword(s):  
Social Psychology ◽  
Prior Knowledge ◽  
Cognitive Processes ◽  
Social Neuroscience ◽  
Intergroup Bias ◽  
Predictive Processing ◽  
Future Research ◽  
Intergroup Perception ◽  
The Brain ◽  
Processing Framework

Bayesian processing has become a popular framework by which to understand cognitive processes. However, relatively little has been done to understand how Bayesian processing in the brain can be applied to understanding intergroup cognition. We assess how categorization and evaluation processes unfold based on priors about the ethnic outgroup being perceived. We then consider how the precision of prior knowledge about groups differentially influence perception depending on how the information about that group was learned affects the way in which it is recalled. Finally, we evaluate the mechanisms of how humans learn information about other ethnic groups and assess how the method of learning influences future intergroup perception. We suggest that a predictive processing framework for assessing prejudice could help accounting for seemingly disparate findings on intergroup bias from social neuroscience, social psychology, and evolutionary psychology. Such an integration has important implications for future research on prejudice at the interpersonal, intergroup, and societal levels.

scholarly journals Neuropsychological aspects of psychogenic nonepileptic seizures

2007 ◽  
Vol 13 (4 suppl 1) ◽  
pp. 24-27
Author(s):  
Mirna Wetters Portuguez ◽  
Danielle Irigoyen da Costa ◽  
Sabine Possa Marroni ◽  
Vanessa Pagliarini ◽  
Karin Vieira
Keyword(s):  
Sexual Abuse ◽  
Physical Abuse ◽  
Multidisciplinary Team ◽  
Emotional Abuse ◽  
Epileptic Seizures ◽  
Mental Processes ◽  
Psychogenic Nonepileptic Seizures ◽  
Therapeutic Procedures ◽  
Nonepileptic Seizures ◽  
The Brain

Psychogenic nonepileptic seizures (PNES) may be defined as paroxysmal changes in behavior that are similar to epileptic seizures but are not associated with quantifiable alterations in the electrical activity of the brain. At the Epilepsy Surgery Program (ESP) of the São Lucas Hospital at PUCRS (HSL-PUCRS), we studied 52 individuals (37 females and 15 males) with a diagnosis of PNES, associated (57%) or not (23%) with refractory epileptic seizures. We found emotional abuse (100%), physical abuse (80%), emotional neglect (80%), physical negligence (70%) and sexual abuse (30%), mood (40%) and anxiety disorders (50%), as the main psychological components in such population. Although the medical and psychosocial impact of PNES can be estimated as significant, the absence of specialized services for its treatment is striking. Multiple diagnostic and therapeutic procedures and the participation of a specialized multidisciplinary team – where neuropsychology functions as a link between the mental processes/psychopathologies and the brain – are required to ensure proper management of such cases.

scholarly journals Downregulation of a satiety signal from peripheral fat bodies improves visual attention while reducing sleep need in Drosophila

2019 ◽  
Author(s):  
Deniz Ertekin ◽  
Leonie Kirszenblat ◽  
Richard Faville ◽  
Bruno van Swinderen
Keyword(s):  
Visual Attention ◽  
Cognitive Processes ◽  
Fat Body ◽  
Sleep Loss ◽  
Genetically Engineered ◽  
Night Time ◽  
Selective Visual Attention ◽  
Negative Side Effects ◽  
Fat Bodies ◽  
The Brain

AbstractSleep is vital for survival. Yet, under environmentally challenging conditions such as starvation, animals suppress their need for sleep. Interestingly, starvation-induced sleep loss does not evoke a subsequent sleep rebound. Little is known about how starvation-induced sleep deprivation differs from other types of sleep loss, or why some sleep functions become dispensable during starvation. Here we demonstrate that downregulation of unpaired-2 (upd2, the Drosophila ortholog of leptin), is sufficient to mimic a starved-like state in flies. We use this ‘genetically starved’ state to investigate the consequences of a starvation signal on visual attention and sleep in otherwise well-fed flies, thereby sidestepping the negative side-effects of undernourishment. We find that knockdown of upd2 in the fat body is sufficient to suppress sleep while also increasing selective visual attention and promoting night-time feeding. Further, we show that this peripheral signal is integrated in the fly brain via insulin-expressing cells. Together, these findings identify a role for peripheral tissue-to-brain interactions in the simultaneous regulation of sleep and attention, to potentially promote adaptive behaviors necessary for survival in hungry animals.Author SummarySleep is important for maintaining both physiological (e.g., metabolic, immunological, and developmental) and cognitive processes, such as selective attention. Under nutritionally impoverished conditions, animals suppress sleep and increase foraging to locate food. Yet it is currently unknown how an animal is able to maintain well-tuned cognitive processes, despite being sleep deprived. Here we investigate this question by studying flies that have been genetically engineered to lack a satiety signal, and find that signaling from fat bodies in the periphery to insulin-expressing cells in the brain simultaneously regulates sleep need and attention-like processes.

The cognitive-emotional brain is an embodied and social brain

2015 ◽  
Vol 38 ◽  
Author(s):  
Julian Kiverstein ◽  
Mark Miller
Keyword(s):  
Social Cognition ◽  
Cognitive Processes ◽  
Strong Support ◽  
Social Brain ◽  
The Brain ◽  
Integrated Processes

AbstractPessoa (2013) makes a compelling case for conceiving of emotion and cognition as deeply integrated processes in the brain. We will begin our commentary by asking what implications this view of the brain has for an ontology of cognition – a theory of what cognition is and what cognitive processes exist. We will suggest that Pessoa's book, The Cognitive-Emotional Brain, provides strong support for an embodied theory of cognition. We end our commentary by offering some speculation about how Pessoa's arguments naturally extend to social cognition.

LANGUAGE AND WILLIAMS SYNDROME

2008 ◽  
Vol 28 ◽  
pp. 191-204 ◽  
Author(s):  
Ching-fen Hsu ◽  
Annette Karmiloff-Smith
Keyword(s):  
Williams Syndrome ◽  
Cognitive Processes ◽  
Language Production ◽  
Developmental Disorders ◽  
Human Life ◽  
Initial State ◽  
Functional Brain ◽  
Functional Brain Networks ◽  
Overt Language Production ◽  
The Brain

Most aspects of human life—from gene expression, to brain structure/function, to underlying linguistic and cognitive processes, through to overt language production and comprehension behaviors—are the result of dynamic developmental processes, in which timing plays a crucial role. So, the study of language acquisition in developmental disorders such as Williams syndrome (WS) needs to change from the still widely held view that developmental disorders can be accounted for in terms of spared versus impaired modules to one that takes serious account of the fact that the infant cortex passes from an initial state of high regional interconnectivity to a subsequent state of progressively increasing specialization and localization of functional brain networks. With such early interconnectivity in mind, developmental neuroscientists must explore the possibility that a small perturbation in low-level processes in one part of the brain very early in development can result in serious deficits in higher-level processes in another part of the brain later in development. Therefore, in profiling developmental disorders of language such as in WS, it is vital to start in early infancy, from which to trace the full trajectory of the interactions of language and other cognitive processes across infancy, toddlerhood, and childhood, through to adolescence and adulthood.

Musical Education aspects in the contemporary school based on the Theory of Multiple Intelligence

2021 ◽  
Vol 13 (62) (SI) ◽  
pp. 93-102
Author(s):  
Alexandra-Ioana HOMONE
Keyword(s):  
Music Education ◽  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
Human Being ◽  
Education Systems ◽  
Musical Intelligence ◽  
Musical Education ◽  
School Based ◽  
Theory Of Multiple Intelligences ◽  
Contemporary School

What is intelligence? Which are the most important characteristics of it? Starting from these two questions that have a powerful impact over the researchers, Gardner fulfill to present a new meaning sense of the termen - intelligence, which continues to be discussed. During the article we will present some connections between the musical education systems of the 20th-21st centuries and the Theory of Multiple Intelligences. Even though some of them appeared before the theory, through his affirmations, Gardner manages to prove that the musical intelligence isn’t just a talent, it is in every human being. The study of the Theory Multiple Intelligence and the deepening of some of the well-known music education systems led to design and develop of some attractive and efficient music activities in school.

Psycho-Cognitive Model of Knowledge Creation Theory

2021 ◽  
Author(s):  
Sunday Bolade
Keyword(s):  
Knowledge Creation ◽  
Personal Experience ◽  
Cognitive Process ◽  
Cognitive Model ◽  
Sensory Organs ◽  
Mental Processes ◽  
Cognitive Perspective ◽  
Skill Sets ◽  
New Concepts ◽  
The Brain

Humans perform activities collaboratively or individually, and these activities, more often than not, involve both physical and mental processes. However, irrespective of whether individual or collective functioning, knowledge creation is a personal experience. Nevertheless, the general tenet of this paper is that knowledge is created in a human’s mind and resides in the head. Hence, it posits that knowledge creation is cognitive (associated with the neurological structures of the brain) and psychological (involving consciousness)—a psycho-cognitive process. This study thus employs a “Cognaction” mechanism that is based on the assumptions captured below. The mechanism premised that the human cognitive chamber consists of 3C modes of comprehension (for interpreting stimuli transmitted to the brain by sensory organs), contextualisation (for mindful connecting of chunks to existing schemas), and conceptualisation (for evaluative reflection in a manner that leads to drawing inference and building themes or new concepts). It demonstrates that as diverse skill sets are applied to a task, they generate varieties of effects and outcomes. The outcomes though are distinctive and at the same time are cospecialised. Thus, the psycho-cognitive perspective demonstrates knowledge creation as a cocreation process and sees knowledge as a mix of cocreated, cognitive structures. In view of these, the study provides the missing explanation on how the knowledge archetypes emerged. And it provides the missing link between the belief that “knowledge is created in the head” and knowledge creation theory.

Exposure to Video Games and Decision Making

2019 ◽  
pp. 117-131
Author(s):  
Giuseppe Curcio ◽  
Sara Peracchia
Keyword(s):  
Decision Making ◽  
Video Games ◽  
Cognitive Processes ◽  
Computer Games ◽  
Scientific Literature ◽  
Short Review ◽  
Research Field ◽  
Popular Press ◽  
Human Beings ◽  
The Brain

In the last years, it is ever more frequent to read popular press stories about the effects of video and/or computer games on the brain and on the behavior. In some cases, we can read something claiming that video games “damage the brain,” while in others these activities can “boost brain power,” and such conflicting proclamation create confusion about the real or potential effects of this activity on human beings. Thus, it is very interesting to deeply understand the effect that exposure to video games (VGs) can have on cognitive processes, with particular attention to decision making. Only a few studies have been carried out on this issue: the main aim of this contribution is to clarify these aspects, critically reviewing the existing scientific literature. Particular attention has been dedicated to normal and pathological players, different types of VGs, and moral aspects of decision making vulnerable to VGs. It has been concluded that research in this area is still in its early days, and this short review aims at discussing several issues and challenges that should be addressed to forward this research field.

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