scholarly journals URGENSI PENDIDIKAN KARAKTER PADA ANAK USIA DINI DALAM TINJAUAN NEUROSAINS

2020 ◽  
Vol 1 (1) ◽  
pp. 01-14
Author(s):  
Aas Siti Sholichah
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Rapid Development ◽  
Human Growth ◽  
Physical Growth ◽  
Tissue Cell ◽  
Long Term Memory ◽  
The Unconscious ◽  
Unconscious Mind

This article will explain the urgency of early childhood character education in neuroscience review. The methods of research used are qualitative methods with a library approach. Neuroscience is a science that studies and specializes in scientific to the nervous system. In the study of early childhood neuroscience is a golden age in the process of human growth. Brain tissue cell growth in children aged 0-4 year reaches 50%, up to 8 years of age reached 80%. The rapid development of the brain along with the child's physical growth. In early childhood, the unconscious mind is functioning since the womb until age 5 years. The unconscious mind has the function of storing, habits, emotions, long-term memory, intuition, personality, creativity, belief, perception and value. The physical fact of the unconscious mind can be proved when the baby is crying that can be calm in the dethe mother, because since the baby is already acquainted with the figure of his mother through the uterus and heart rate. When viewed from its fugness, the subconscious mind serves to form a character.Keywords: Early childhood, Neuroscience, Character Education. ABSTRAKTulisan ini akan menjelaskan mengenai urgensi pendidikan karakter anak usia dini dalam tinjauan neurosains. Adapun metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan kepustakaan. Neurosains adalah ilmu yang mempelajari dan mengkhususkan pada saintifik terhadap sistem saraf. Dalam kajian neurosains anak usia dini merupakan masa keemasan dalam proses tumbuh kembang manusia. pertumbuhan sel jaringan otak pada anak usia 0-4 tahun mencapai 50%, hingga usia 8 tahun mencapai 80%. Pesatnya perkembangan otak tersebut bersamaan dengan pertumbuhan fisik anak. Dalam tahap anak usia dini, pikiran bawah sadar berfungsi sejak dalam kandungan sampai usia 5 tahun. pikiran bawah sadar memiliki fungsi menyimpan, kebiasaan, emosi, memori jangka panjang, intuisi, kepribadian, kreatifitas, keyakinan, persepsi dan nilai. Fakta secara fisik pikiran bawah sadar ini dapat dibuktikan ketika bayi menangis yang bisa tenang dalam dekapan ibunya, karena semenjak dalam kandungan bayi sudah mengenal sosok ibunya melalui rahim dan detak jantung. Jika dilihat dari fugsinya, pikiran bawah sadar berfungsi untuk membentuk karakter.

Childhood Memory of Parental Authority as Related to Family Constellation Variables

1982 ◽  
Vol 50 (3_suppl) ◽  
pp. 1175-1178 ◽  
Author(s):  
Warren R. Rule ◽  
Ann T. Comer
Keyword(s):  
Early Childhood ◽  
Birth Order ◽  
Parental Authority ◽  
Long Term Memory ◽  
Term Memory ◽  
Several Variables ◽  
Family Constellation ◽  
Childhood Memory

Several investigations of family constellation variables and parental authority have shown that firstborns demonstrate higher perception of parental authority than do later borns. This study approached early childhood perceptions from a different perspective, long-term memory. Also, an attempt was made to equalize several variables that might influence research on birth-order research and parental authority. A sample of 282 dentists was interviewed regarding childhood perceptions of parental strictness-permissiveness and family constellation variables. No relationships were found for parental strictness-permissiveness and family constellation variables. The implications of the lack of relationships were discussed.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Retrieval from Memory or Procedural Strategies for Addition Problems

2011 ◽  
Vol 70 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Muriel Fanget ◽  
Catherine Thevenot ◽  
Caroline Castel ◽  
Michel Fayol
Keyword(s):  
Reaction Times ◽  
Long Term Memory ◽  
Verbal Reports ◽  
Term Memory ◽  
Simple Addition ◽  
Memory Traces ◽  
Addition Problem ◽  
Retrieval From Memory ◽  
Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

The Acute Effect of Alcohol on Various Memory Processes

2010 ◽  
Vol 24 (4) ◽  
pp. 249-252 ◽  
Author(s):  
Márk Molnár ◽  
Roland Boha ◽  
Balázs Czigler ◽  
Zsófia Anna Gaál
Keyword(s):  
Low Dose ◽  
Short Term Memory ◽  
Acute Effect ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Processes ◽  
Different Types ◽  
The Brain ◽  
Legal Consequences

This review surveys relevant and recent data of the pertinent literature regarding the acute effect of alcohol on various kinds of memory processes with special emphasis on working memory. The characteristics of different types of long-term memory (LTM) and short-term memory (STM) processes are summarized with an attempt to relate these to various structures in the brain. LTM is typically impaired by chronic alcohol intake but according to some data a single dose of ethanol may have long lasting effects if administered at a critically important age. The most commonly seen deleterious acute effect of alcohol to STM appears following large doses of ethanol in conditions of “binge drinking” causing the “blackout” phenomenon. However, with the application of various techniques and well-structured behavioral paradigms it is possible to detect, albeit occasionally, subtle changes of cognitive processes even as a result of a low dose of alcohol. These data may be important for the consideration of legal consequences of low-dose ethanol intake in conditions such as driving, etc.

Visual Search Facilitation in Repeated Displays Depends on Visuospatial Working Memory

2012 ◽  
Vol 59 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Angela A. Manginelli ◽  
Franziska Geringswald ◽  
Stefan Pollmann
Keyword(s):  
Working Memory ◽  
Visual Search ◽  
Control Experiment ◽  
Memory Load ◽  
Contextual Cueing ◽  
Long Term Memory ◽  
Visuospatial Working Memory ◽  
Working Memory Load ◽  
Memory Resources

When distractor configurations are repeated over time, visual search becomes more efficient, even if participants are unaware of the repetition. This contextual cueing is a form of incidental, implicit learning. One might therefore expect that contextual cueing does not (or only minimally) rely on working memory resources. This, however, is debated in the literature. We investigated contextual cueing under either a visuospatial or a nonspatial (color) visual working memory load. We found that contextual cueing was disrupted by the concurrent visuospatial, but not by the color working memory load. A control experiment ruled out that unspecific attentional factors of the dual-task situation disrupted contextual cueing. Visuospatial working memory may be needed to match current display items with long-term memory traces of previously learned displays.

Sign in / Sign up

Export Citation Format

Share Document