ferris state hospitality the new science of learning

7/24/2019 Ferris State Hospitality The New Science of Learning

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A New Paradigm forStudent Learning

Developed by Professor Emeritus Terry Doyle

Ferris State University

CE Learner Centered Tea!"ing Consultants

www#learner!enteredtea!"ing#wordpress#!om

doylet$ferris#edu
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


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A New Paradigm for Student Lea

Slides from t"e presentation are available a

www#learner!enteredtea!"ing#wordpress#!om


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T"e %uman &rain 'yt"s and 'ista(


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Forget t"at )ig"t*Left &rain Stu+

T"e "uman brain wor(s asa !omple, design ofintegrated systems nott"roug" spe!iali-ed and

!ompeting rig"t and leftbrain fun!tions#

.To(u"ama*Espinosa/ 'ind &rain and Edu!ation S!ien!e/ 0122


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3e only use 21 4 of our &rain

&rain s!ans "ave s"own t"atno matter w"at one is doing/brains are always a!tive#

Some areas are more a!tiveat any one time t"an ot"ers/but barring brain damage/t"ere is no part of t"e braint"at is absolutely notfun!tioning#


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No S!ien!e &e"ind Learning Sty

there is no adequateevidence base to justifyincorporating learningstyles assessments intogeneral educational

practice

.Pas"ler et al/ 011562178


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Evolution and Learning

3e are all visual andauditory learners9evolution made !ertain ofit#

.:oswami/ 011;8


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T"e &rain !an


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'ultitas(ing and ClassroomLearning


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Studies on 'ultitas(ing

'ultitas(ing de!reases mental resour!es

needed for new learning and study. Newman =ellert and >ust 011?8

T"e amount of brain a!tivation in t"eareas needed for new learning is mu!"less t"en w"en a single tas( is beinglearned#

.>ust/ Carpenter =eller/ Emery/ @aa! and T"ulborm 01128/


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'ultitas(ing re!ruits brainregions for "abit ma(ing notfor "ig"er learning#

.Foerde/ =nowlton/ Poldras(/ 011;8


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%eavy multitas(ing s"ortensattention spans#.p"ir/ Nass and 3agner/ 01158

Currently people under t"e ageof B1 !an only sustain t"eirattention for se!onds onaverage#. 'i!rosoft Corp study/01278

A golds" "as a susattention span of 5


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T"e %uman &rain

T"e "uman brain weig"sabout t"ree .B8 pounds

Contains ; billion neurons

T"ese neurons !an ma(e1 uadrillion !onne!tions

.)atey/ 0112/ :oldberg/ 01158


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3e are &orn to Learn

T"e brain was meant to e,plore and learn


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T"e Denition of Learning

Learning is a !"ange int"e neuron*patterns oft"e brain#

.:oldberg/ 01158

www#virtualgalen#!omG###G neurons*small#pg


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T"e New Paradigm for StudentLearning

2# Students need to preparet"eir brains for learningea!" day#

0# Students need to followt"e new brain resear!" for"ow to ta(e in/ pro!ess andretrieve information#


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Preparing to Learn

T"e simple but importants"ift in our understandingis ***t"at if t"e brain isprepared to learn greatersu!!ess o!!urs#


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A )eality C"e!(

In college you do nothave the luxury to onlypay attention to whatinterest you.

T"is statement is soimportant t"at it may bet"e di+eren!e between youearning a!ademi! su!!essor failing out of !ollege#


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Preparation for Learning 'eans Students%ave Addressed t"ese Four Areas

T"e brain needs tofun!tion e+e!tively6

2# %ydration

0# Diet .glu!ose8

B# E,er!ise# Sleep


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%ydration and t"e &rain

ne of t"e most fas!inatingaspe!ts of neurons is t"att"ey store water in tinyballoon*li(e stru!tures !alledva!uoles#

3ater is essential for optimalbrain "ealt" and fun!tion

.Norman /01208


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3ater is needed for t"e brainIsprodu!tion of t"e "ormones andneurotransmitters w"i!" (ey t"ebrain


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3"en you lose too mu!"water your brain !ells loseeK!ien!y#

.:owin01218


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3"y t"e &rain Needs 3ater

De"ydration !an impairs"ort*term memoryfun!tion and t"e re!all oflong*term memory#

.:owin/ 01218


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Even mild levels ofde"ydration !an impa!ts!"ool performan!e#

. Norman/ 01208


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Symptoms of De"ydration

2# T"irsty

0# Dry mout"

B# 3ea(ness

# Di--iness

7# %eart pounding

;# Fainting

?# Less or dar( yellow urine

# No tears

5# 'us!le !ramps

21# Tired


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Easy Solutions

2#Understand you lose 0 lbs ofwater w"ile you sleep so youneed to "ydrate w"en youwa(e up#

0# 3ater is best9drin( w"en

t"irsty#

B# Soda/ i!ed tea/ !o+ee or ot"erdrin(s li(e :atorade are 0ndbest#


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Too 'u!" 3ater is Dangerous

3e don


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Diet and Learning

Neurons are living !ellswit" a metabolism/ andt"ey need glu!ose in orderto fun!tion#M

:lu!ose is t"e fuel of t"ebrain ust li(e gasoline ist"e fuel of your !ar#

. Levitin/0128


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Diet and Learning

So by t"e end of t"eday/ if weIve spent toomu!" time on tas(s t"atarenIt !riti!al/ wee,perien!e mentalfatigue/ and we donIt "ave t"e

energy left to do t"et"ings t"at really matter#

.Levitin/0128
http://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html?_r=1&smid=tw-nytimes&seid=autohttp://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html?_r=1&smid=tw-nytimes&seid=autohttp://www.nytimes.com/2011/08/21/magazine/do-you-suffer-from-decision-fatigue.html?_r=1&smid=tw-nytimes&seid=auto


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T"e &rains Energy Sour!e

&e!ause neurons !annotstore glu!ose/ t"ey dependon t"e bloodstream todeliver a !onstant supply of

t"is pre!ious fuel#

.T"e Fran(lin Jnstitute8


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Diet and Learning

T"is supply in t"e form ofblood sugar is obtained froma balan!ed diet and regularfood !onsumptiont"roug"out t"e day#

.T"e Fran(lin Jnstitute8


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Diet and Learning

Too mu!" sugar or rened!arbo"ydrates at one time/"owever/ !an a!tuallydeprive your brain ofglu!oseOdepleting its

energy supply and!ompromising your brainIspower to !on!entrate/remember/ and learn#.T"e Fran(lin Jnstitute8


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Diet and Learning

For learners/ t"is resear!"on diet implies t"at t"e!ontents and timing ofmeals may need to be

!oordinated to "ave t"emost bene!ial !ognitivee+e!ts t"at en"an!elearning#

b d d i


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3eb 'D Food )e!ommendations%ealt"y &rain Fun!tion &lueberries

Avo!adoes

Dar( C"o!olate

Nuts and seeds

&eans

Fres" brewed Tea

3"ole :rains

3ild Salmon


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E,er!ise/ Learning and 'emory


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'ovement and Learning

Natural sele!tiondeveloped a "uman brainto solve problems ofsurvival in outdoor/unstable environmentsw"ile in almost !onstantmotion#

.'edina/ 0118


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'ovement and Learning

ur brains were s"aped ands"arpened by movement#

3e !ontinue to reuireregular p"ysi!al a!tivity in

order for our brains tofun!tion optimally#

.)ai!"len and Pol(/ 012B8


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E,er!ise and Learning

E,er!ise is t"e single mostimportant t"ing a person!an do to improve t"eirlearning#

.>o"n )atey/ 011/ Spar(/ T"e)evolutionary New S!ien!e of E,er!iseand t"e &rain8


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E,er!ise "as a dire!t impa!t on t"e brainT"at


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E,er!ise Stimulates NewCell Produ!tion

3"en we e,er!ise/ newbrain !ells are born in t"e"ippo!ampus* t"e brainIsgateway to new memories#

Postal/ 012


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%ig" fat diets "ave beens"own to blo!( new brain!ell growt"#

E,er!ise Jn!reases Attention


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E,er!ise Jn!reases Attentionand Con!entration E,er!ise dire!tly

stimulates t"edorsolateral prefronal!orti!es* t"e brain regionsresponsible for 6

fo!us/

!on!entration/

organi-ation/

planning#

E,er!ise &oost t"e &rain


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E,er!ise &oost t"e &rain sAbility to Learn

E,er!ise in!reases produ!tion of neurotransmitters t"at "elp6

2# 'otivation0# Patien!eB# 'ood .more optimisti!8# Attention

.)atey/ 0118

Energy


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E,er!ise !an En"an!e Learning

Studies also s"ow t"at following e,er!ise/ problem solving/memory/ and attention improve#

Postal/ 012

E,er!ise Jn!reases Produ!tion of &D


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E,er!ise Jn!reases Produ!tion of &D

&DNF.&rain*derived neurotrop"i! fa!tor 8

En"an!es t"e wiring ofneurons#

.)atey/ 0118

'ira!le :ro fort"e &rain

E,er!ise Jn!reases Produ!tion of


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E,er!ise Jn!reases Produ!tion of&DNF &DNF .brain derived

neurotrop"i! fa!tor8 leadsdire!tly to brain !ellsbinding to one anot"er#

Synapses/ or !onne!tionsbetween !ells be!omemore dense#

Postal/ 012


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E,er!ise Produ!es &DNF

Jmproves brain

"ealt"

Js a stress ino!ulator

'a(es t"e brain !ellsmore resilient

.)atey/ 0118


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&DNF and E,er!ise

Jn parti!ular &DNF seems to be important for !rlong term memoriesM .)atey/ 0118


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Cognitive &enets in a Pill

)esear!"ers from t"e Dana*Farber Can!er Jnstitute a

%arvard 'edi!al S!"ool .%'S8 "ave also dis!overed may be possible to !apture t"ese &DNF benets in a

T"e same protein t"at stimulates brain growt" via e!ould potentially be bottled and given to patients

e,perien!ing !ognitive de!line/ in!luding t"ose in t"ebeginning stages of Al-"eimer


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E,er!ise/ Stress and Learning

E,er!ise "elps redu!e t"e

a+e!ts of stress on t"e brain#

E,er!ise unleas"es a !as!adeof neuro!"emi!als and growt"fa!tors t"at !an reversedamage done by stress/

p"ysi!ally bolstering t"e brainIsinfrastru!ture#

.>esper 'ogensen / Department of Psy!"ology/University of Copen"agen#

S" T S


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S"ort Term Stress

A!ute stress a!tivates

sele!tive C)% mole!ules.!orti!otropin8 releasing"ormones/ w"i!" disruptt"e pro!ess by w"i!" t"ebrain !olle!ts and stores

memories# .&aram/01218


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%ow Sleep E+e!ts Learning and'emory


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GOOD SLEEP HYGIEE!'emory

Sl ' d L i


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Sleep/ 'emory and Learning

71 to ?1 million adults in

t"e United States alone"ave a sleep orwa(efulness disorder/a!!ording to t"e Centersfor Disease Control and

Prevention#

%ow 'u!" Sleep do College
http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324http://io9.com/the-science-of-insomnia-506798525http://io9.com/the-science-of-insomnia-506798525http://io9.com/why-is-it-so-impossible-to-get-out-of-bed-in-the-mornin-1348209324


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%ow 'u!" Sleep do CollegeStudents Need

Adults need between ?and 5 "ours of sleep pernig"t and teenagers needat least 5 "ours of sleep anig"t#

Sl D i ti


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Sleep Deprivation

Sleep Deprivation results in6

Poor attention

Jrritability

DiK!ulty wit" memory

Jn!reased ris( ta(ing andimpulsivity

Slowed rea!tion time

'emories are 'ade During Slee


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'emories are 'ade During Slee

'ost sleep resear!"ersnow agree t"at sleepplays an important role int"e formation of long termmemories #

.Sti!(gold/ 01178#

Learning )eadiness and Sleep


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Learning )eadiness and SleepDuring sleep ele!tri!al impulses"elp to s"ift memories from t"e

brainIs "ippo!ampus ** w"i!""as limited storagespa!e ** tot"e nearly limitless prefrontal!orte,Is#

T"is frees up t"e "ippo!ampusto ta(e in fres" data .newlearning8 t"e ne,t day#

.3al(er/ 01218

Sleep is t"e (ey to"aving a brain t"aready to learn

http://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htm


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A lot of t"at spindle*ri!"sleep is o!!urring t"e se!ond"alf of t"e nig"t/ so if yousleep si, "ours or less/youare s"ort!"anging yourself

and impeding your learning

.'ander/ 01228#

)e"earsal of Learning before Sle


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A 0120 study out of t"eUniversity of Notre Dame!onrms t"at sleeping dire!tlyafter learning somet"ing newis bene!ial for memory#

.Payne/ Tu!(er/ Ellenbogen/ 3amsley/ 0120 8



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it would be a good t"ingto re"earse anyinformation you need toremember ust prior togoing to bed#

.Payne/ Tu!(er/ Ellenbogen/ 3amsley/ 0120 8

Sleep Creativity and Problem So


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Sleep/ Creativity and Problem So

Sleep also seems to

reorgani-e memories/e,tra!ting t"e emotionaldetails and re!onguringt"e memory to "elp usprodu!e new and !reative

ideas#

.3agner/ U#/ :ais/ S#/ %aider/ %#/ Qerleger/ )#/ R&orn/ ># .0118#

Awa(e but + Line


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Awa(e but + Line

New ndings suggest t"at w"ent"e brain is sleep deprived event"oug" t"e person is fully awa(et"e neurons used for importantmental tas( swit!" o+#

.C"iara Corelli/0122 Nature8

Awa(e but + Line


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Awa(e but + Line

T"is is li(ely to "ave

!onseuen!es on mentalperforman!e and we li(elyfun!tion less well t"elonger we


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Less Sleep Euals Lower :PA

0120 study from t"e University

of Ar(ansas Sleep andLearning Lab !on!luded t"atstudents t"at !onsistently gotless t"an t"e re!ommended ?* "ours of sleep ea!" nig"t"ad nearly BG grade lower

:PA


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No Eig"t !lo!( Classes

T"e University of Ar(ansasstudy went so far as tore!ommend t"at !ollegesand universities !onsidernot o+ering am !lasses#

Can we ban( sleep


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Can we ban( sleep

&an( sleep9not really

&ut w"en sleep deprivedyou !an !at!" up wit"re!overy sleep#

3"en you (now you will"ave to be sleep deprivedit is valuable to sleep wellt"e day before#

Nig"ttime Lig"t and Sleep


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Nig"ttime lig"t e,posure

espe!ially to t"e blue lig"tof TQ/ !omputers/!ellp"ones and iPadssuppresses melatonin Ot"e"ormone t"at !ontrols our

wa(e and sleep !y!les



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ne "our of normal roomlig"ting .2111 lu,8 is enoug" tosuppress melatonin#

.:ooley/ C"amberlain/ and Lo!(ley in >ournal of Clini!al Endo!rinology and 'etabolism

Study )esults


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Study )esults

Compared wit" dim lig"t/

e,posure to room lig"tbefore bedtime suppressedmelatonin/ resulting in alater melatonin onset in55#14 of individuals ands"ortening melatonin

duration by about 51 min#

.:ooley/ C"amberlain/ and Lo!(ley in >ournal of Clini!alEndo!rinology and 'etabolism

Possible Solutions


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Possible Solutions

3earing a pair of amber lensed

googles#

T"ese blue*blo!(ing lenses are"ig"ly e+e!tive in redu!ing t"ee+e!ts of blue lig"t e,posure#

New lenses in eye ware

Download produ!ts t"at blo!( t"eblue lig"t on !omputers / p"ones/et!#

3ood&2/)ea 'S/Plitni!(&/Figueiro':/012B

Naps Can Jmprove Learning) di
http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B%5BAuthor%5D&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476


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)eadinessT"e newest resear!" suggest a nap of

51 minutes is ideal for truerefres"ment and improved !ognitivereadiness for learning#

Naps of 01 minutes if time is limited#

'ore t"an 01 minutes !an !ause you

to awa(e groggy#

LE&/ 012

)est after Learning Jmproves )e


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)est after Learning Jmproves )e

Neuros!ientist Lila Dava!"i

of NU found t"at during restperiods following new

learning t"e areas of t"ebrain used during newlearning were ust as a!tiveas t"ey were w"en t"ey were

learning t"e tas( O

Dr Lila Dava!"i/ NUIs Department of Psy!"ology and Centerfor Neural S!ien!e#

Signi!an!e of t"is Finding


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Signi!an!e of t"is Finding

T"e greater t"e !orrelation

between rest and learningt"e greater t"e !"an!e ofremembering t"e tas( inlater tests#

Ta(ing a .!o+ee8 brea(after !lass !an a!tually "elpyou retain t"e informationyou ust learned# Dr Lila Dava!"i

Study and Learning Strategies


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y g g

Spa!ed Learning


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p g

Spa!ed learning studies

"ave s"own t"at regulargaps between learningw"i!" allow t"e mind timeto en!ode learning/ "ave"elped primary s!"ool!"ildren read moree+e!tively and "aveimproved surgi!al s(ills ofmedi!al students#

Spa!ed Learning


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p g

&rain s!ans "ave

suggested t"at!onne!tions betweenneurons in!reases ifstimulus is repeatedseveral times wit"intervals of ina!tivity#

Jdeal Study Jntervals


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y

21 to 01 4 of retrieval

intervals9if studyingfa!ts#

Test in B wee(s 02 days#

Study every 0*B days#

.Cepeda Coburn/ )o"rer/ 3i,ted/ 'o-er and Pas"ler01158

Senses Create 'ultiple Pat"waysLearning and 'emory


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Learning and 'emory

T"e more senses used

in learning t"e morepossible !onne!tionsto prior (nowledge andt"e more pat"ways are

available for re!all#

ur 'ost Powerful Sense forLearning is Qision


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Learning is Qision BB4 of t"e "uman brain is

devoted to vision#

Qision is intri!ate to oursurvival#

Qision ma(es powerfulmemories#

3e Learn in Patterns


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T"e brain is a pattern see(ing devi!e t"at relates w"ole!on!epts to one anot"er and loo(s for similarities/

di+eren!es/ or relations"ips between t"em#M .)atey/ 0110/pg#78


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3"i!" of t"e followingslides is easier toremember and 3%


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SLJDE NE

4915802979

Slide Two


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(491) 580-2979

Common Patterns for Learning


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Similarity andDi+eren!e

Cause and E+e!t

Comparison andContrast

Jn students< ownwords

EK!ient 'emory Formation


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Cramming


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T"e s"ort*term advantage

of study pra!ti!e s"owst"at !ramming !animprove e,am s!ores#

Carrier R Pas"ler/ 2550 )oediger R =arpi!(e/

011;b T"ompson/ 3enger/ R&artling/ 25?3enger/ T"ompson/ R &artling/ 2513"eeler/ Ewers/ R &uonanno/ 011B

%owever/ if t"e gopra!ti!e is long*teretention of !oursmaterial/ !ramminappears to be an

irrationalbe"avior#

T"e T"ree )ules of 'emory


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T"ree )ules

2#)epetition over time.distributive pra!ti!e8

0#Elaboration of material

B# 3anting to )emember

Listen to t"e 'usi!


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Do you (now t"e lyri!s to

songs t"at you did not try tolearn and do not want to (nowt"e lyri!s to

ES

3"y Students Forget


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"eview helps to li#it the $ %Sins& o' (e#or

co##only occur a#ong students). *loc+ing , in'or#ation stored -ut cant -

accessed /Schacter0 122)3

1. (isattri-ution , attri-uting a #e#ory to

wrong situation or source /4ola0 12213

$. 5ransience , #e#ory lost over ti#e , 678lecture is lost in the 9rst hour/Schacter0 122)3

)eferen!es


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"E:E"E;ES

"ttp6GGwww#brainadvan!e#orgG Allen/ Corinne .3ater and &rain "ealt"/Anderson/ L# 3#/ R =rat"wo"l/ D# )# .Eds#8# .01128#A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives !omplete ed"8# New or(/ Andrews/ ># D# .2518# T"e verbal stru!ture of tea!"er uestions6 Jts impa!t on !lass dis!ussion# #$% &uarterly, ,2B1*2;B#Arnsten/ A# F# T#/ Paspalas/ C# D#/ :amo/ N# >#/ ang/ #/ R 3ang/ '# .01218# Dynami! networ( !onne!tivity6 A new form of neuroplasti!ity# (rends in !ognitive )ciences, *,B;7*?7#Aronson/ ># .011?8# Jn VT"e se!ret to raising smart (ids< by Carol Dwe!(# )cienti+c American# 05 >ul# )etrieved November 7/ 0121 from "ttp6GG"omewor("elpblog#!omGt"e*se!ret*to*raising*Arum/ )#/ R )o(sa/ ># .01228# Academically adrift: imited learning on college campuses# C"i!ago/ Jllinois6 University of C"i!ago Press#At(ins/ D# .01218# )esponse to t"e arti!le VFi,ed mindset vs# growt" mindset6 3"i!" one are you< by 'i!"ael :ra"am )i!"ard# )etrieved 'ay 7/ 0121 from "ttp6GGmi!"aelgr#!omG011?G1mindset*w"i!"*one*are*youG&anas-yns(i/ ># .01118# Tea!"ing t"e Ameri!an revolution6 S!a+olding to su!!ess# -ducation .orld: (he -ducator/s Best 0riend# )etrieved November 2/ 0121 from "ttp6GGwww#edu!ationwo&andura/ A# .255?8# )elf1e2cacy: (he exercise of control# New or(/ New or(6 3#%# Freeman#*ara#0 5. 4.0 C"en/ #/ DubX/ C# '#/ R )i!e/ C# >#/122anuary 00/ 0122 from "ttp6GGbarrett*evaluations#!omGWpdfsG!ogstrategies#pdf&arton/ >#/ %eil(er/ P#/ R )ut(ows(/ D# .0118# Fostering e+e!tive !lassroom dis!ussions# )etrieved February 20/ 0122 from"ttp6GGwww#utoledo#eduG!entersG!tlGtea!"ingWresour!esGFosteringWE+e!tiveWClassroomWDis!ussions#"tml&ibb/ ># A#/ 'ayford/ '# )#/ Tsien/ ># @#/ R Alberini/ C# '# .01218# Cognition en"an!ement strategies#(he 3ournal of 4euroscience/ 56 4ovember,76.78/ 25?*2550# doi621#270BG>NEU)&irbili/ '# .011;8# 'apping (nowledge6 Con!ept maps in early !"ild"ood edu!ation# -arly !hildhood 8esearch and #ractice/ 9.08#&or(/ D# )# .2558# 'emory and metamemory6 Considerations in t"e training of "uman beings# etacognition: ;no


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&lig"/ D# A# .01118# .hat/s the use of lectures>San Fran!is!o/ California6 >ossey*&ass#

&loom/ S#/ R =rat"wo"l/ D# )# .257;8# (axonomy of educational objectives: (he classi+cation of educational goals, by a committee of college and university examiners"?andboo= 5: !ognitive domain# New or(/

&o"n/ )#/ R S"ort/ ># E# .01158# %ow mu!" information 0115 report on Ameri!an !onsumers# )etrieved !tober 27/ 0121 from"ttp6GG"mi#u!sd#eduGpdfG%'JW0115WConsumer)eportWDe!5W0115#pdf

&o(/ D# .011;8# $ur underachieving colleges: A candid loo= at ho< much students learn and #/ R Fuller/ A# .01218# :raduation rates fall at one*t"ird of *year !olleges# !hronicle of ?igher -ducation" )etrieved De!ember 20/ 0121 from "ttp6GG !"roni!le#!o mGarti!le G:raduation*)ates*Fall*atG207;2G &ransford/ >#/ National )esear!" Coun!il/ Committee on Developments in t"e S!ien!e of Learning/ National )esear!" Coun!il/ R Committee on Learning )esear!" and Edu!ational Pra!ti!e# .01118# ?o< people learn

.E,panded ed#8# 3as"ington/ D#C#6 National A!ademy Press#

&ransford/ ># D#/ &rown/ A# L#/ R Co!(ing/ )# )# .ed#8# .01118#?o< people learn:Brain, mind, experience, and school -xpanded ed"@"3as"ington/ D#C#6 T"e National A!ademies Press#

&roo(eld/ S# D#/ R Pres(ill/ S# .01178# %iscussion as a # .2578# Some tests of t"e de!ay t"eory of immediate memory# &uarterly 3ournal of -xperimental #sychology, 56, 20*02#

&rown/ ># S#/ Collins / A#/ R Duguid/ P# .255#8 Situated !ognition and t"e !ulture of learning# -ducational 8esearcher/ 59.28/ B0*0#

&rown/ ># S# .25558# earning, r#/ Curnier/ D#/ Pat"a(/ A#/ )on!alli/ >#/ &ousuet/ '#/ :ar!ia/ >#/ # # # Senard/ ># .011?8# Cardia! re"abilitation6 &rief report e+e!ts of s"ort*term e,er!ise and e,er!ise training on !ognitive fun!tion among pat!ardiopulmonary 8ehabilitation #revention/ E.;8/ B57*B55# doi621#215?G12#%C)#1111B110;#1121#e;#

Carmi!"ael/ '# .011?8# Stronger/ faster/ smarter# 4eossey &ass#

Collier/ =# :# .2518# Peer*group learning in "ig"er edu!ation6 T"e development of "ig"er*order s(ills# )tudies in ?igher -ducation,G.28/ 77*;0#

Coo(e/ S# F#/ R &liss/ T#Q# .011;8# Plasti!ity in t"e "uman !entral nervous system# Brain, 5H.?8/ 2;75O?B#doi621#215BGbrainGawl10# P'JD2;;?0050.

Cooper/ >#/ R Asso!iates# .25518# !ooperative learning and college instruction" Long &ea!"/ California6 Jnstitute for Tea!"ing and Learning/ California State University#

Cooperative Jnstitutional )esear!" Program# .25578# 255 Nine year follow*up survey .of 257 fres"men8# ?igher -ducation 8esearch Institute at J!A# )etrieved !tober 2/ 0121 from "ttp6GGwww#stor#orgGstableGB

Cotm/ C#/ Carl/ 3#/ &er!"told/ N#/ R C"ristie/ L# A# .011?8 .Corrigendum6 E,er!ise builds brain

)eferen!es
http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://www.aahe.org/welcome.htmhttp://www.aahe.org/welcome.htmhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.sciencedirect.com/science/journal/0361476Xhttp://en.wikipedia.org/wiki/Digital_object_identifierhttp://en.wikipedia.org/wiki/Digital_object_identifierhttp://en.wikipedia.org/wiki/Digital_object_identifierhttp://dx.doi.org/10.1093/brain/awl082http://en.wikipedia.org/wiki/PubMed_Identifierhttp://www.ncbi.nlm.nih.gov/pubmed/16672292http://www.ncbi.nlm.nih.gov/pubmed/16672292http://www.ncbi.nlm.nih.gov/pubmed/16672292http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0V-4PRRH55-2&_user=1536291&_coverDate=10/31/2007&_rdoc=1&_fmt=high&_orig=browse&_origin=browse&_zone=rslt_list_item&_cdi=4872&_sort=d&_docanchor=&view=c&_ct=1&_refLink=Y&_acct=C000053314&_version=1&_urlVersion=0&_userid=1536291&md5=f46aac3f00b255e23292f4cd51ada797&searchtype=ahttp://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0V-4PRRH55-2&_user=1536291&_coverDate=10/31/2007&_rdoc=1&_fmt=high&_orig=browse&_origin=browse&_zone=rslt_list_item&_cdi=4872&_sort=d&_docanchor=&view=c&_ct=1&_refLink=Y&_acct=C000053314&_version=1&_urlVersion=0&_userid=1536291&md5=f46aac3f00b255e23292f4cd51ada797&searchtype=ahttp://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0V-4PRRH55-2&_user=1536291&_coverDate=10/31/2007&_rdoc=1&_fmt=high&_orig=browse&_origin=browse&_zone=rslt_list_item&_cdi=4872&_sort=d&_docanchor=&view=c&_ct=1&_refLink=Y&_acct=C000053314&_version=1&_urlVersion=0&_userid=1536291&md5=f46aac3f00b255e23292f4cd51ada797&searchtype=ahttp://www.ncbi.nlm.nih.gov/pubmed/16672292http://en.wikipedia.org/wiki/PubMed_Identifierhttp://dx.doi.org/10.1093/brain/awl082http://en.wikipedia.org/wiki/Digital_object_identifierhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.aahe.org/welcome.htmhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf


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"ttp6GGwww#brainadvan!e#orgG Allen/ Corinne .3ater and &rain "ealt"/Anderson/ L# 3#/ R =rat"wo"l/ D# )# .Eds#8# .01128#A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives !omplete ed"8# New or(/ Andrews/ ># D# .2518# T"e verbal stru!ture of tea!"er uestions6 Jts impa!t on !lass dis!ussion# #$% &uarterly, ,2B1*2;B#Arnsten/ A# F# T#/ Paspalas/ C# D#/ :amo/ N# >#/ ang/ #/ R 3ang/ '# .01218# Dynami! networ( !onne!tivity6 A new form of neuroplasti!ity# (rends in !ognitive )ciences, *,B;7*?7#Aronson/ ># .011?8# Jn VT"e se!ret to raising smart (ids< by Carol Dwe!(# )cienti+c American# 05 >ul# )etrieved November 7/ 0121 from "ttp6GG"omewor("elpblog#!omGt"e*se!ret*to*raising*Arum/ )#/ R )o(sa/ ># .01228# Academically adrift: imited learning on college campuses# C"i!ago/ Jllinois6 University of C"i!ago Press#At(ins/ D# .01218# )esponse to t"e arti!le VFi,ed mindset vs# growt" mindset6 3"i!" one are you< by 'i!"ael :ra"am )i!"ard# )etrieved 'ay 7/ 0121 from "ttp6GGmi!"aelgr#!omG011?G1mindset*w"i!"*one*are*youG&anas-yns(i/ ># .01118# Tea!"ing t"e Ameri!an revolution6 S!a+olding to su!!ess# -ducation .orld: (he -ducator/s Best 0riend# )etrieved November 2/ 0121 from "ttp6GGwww#edu!ationwo&andura/ A# .255?8# )elf1e2cacy: (he exercise of control# New or(/ New or(6 3#%# Freeman#*ara#0 5. 4.0 C"en/ #/ DubX/ C# '#/ R )i!e/ C# >#/122anuary 00/ 0122 from "ttp6GGbarrett*evaluations#!omGWpdfsG!ogstrategies#pdf&arton/ >#/ %eil(er/ P#/ R )ut(ows(/ D# .0118# Fostering e+e!tive !lassroom dis!ussions# )etrieved February 20/ 0122 from"ttp6GGwww#utoledo#eduG!entersG!tlGtea!"ingWresour!esGFosteringWE+e!tiveWClassroomWDis!ussions#"tml&ibb/ ># A#/ 'ayford/ '# )#/ Tsien/ ># @#/ R Alberini/ C# '# .01218# Cognition en"an!ement strategies#(he 3ournal of 4euroscience/ 56 4ovember,76.78/ 25?*2550# doi621#270BG>NEU)&irbili/ '# .011;8# 'apping (nowledge6 Con!ept maps in early !"ild"ood edu!ation# -arly !hildhood 8esearch and #ractice/ 9.08#&or(/ D# )# .2558# 'emory and metamemory6 Considerations in t"e training of "uman beings# etacognition: ;no


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Crisp/ .011?8# Js it wort" t"e e+ort %ow feedba!( inYuen!es students< subseuent submission of assessable wor(#Assessment -valuation in ?igher -ducation, 7

Cull/ 3# .01118# Untangling t"e benets of multiple study opportunities and repeated testing for !ued re!all#Applied !ognitive #sychology, 5*/ 027*0B7#

Customer Servi!e Training# '!Donald#/ Capobian!o/ / R %almarson/ '# .0118# 'odel eli!iting a!tivities6 An in*!lass approa!" to improving interest aengineering# #roceedings of the 66* American )ociety for -ngineering -ducation Annual !onference -xposition" Ameri!an So!iety for Eng ineering# )etrieved !tobe"ttp6GGwww#iwitts#!omG"tmlG100diefes*du,#pdf

Die(elmann/ S#/ R &orn/ > # .01218# Slow*wave sleep ta(es t"e leading role in memory reorgani-ation# 4ature 8evie# D#/ R Pellegrino/ ># 3# .Eds#8# .25558# ?o< people learn: Bridging research and practice# 3as"ington/ DC6 National A!ademy Press# Doyle/ T# .0118# ?elping students learn in a learner centered environment: A guide to teaching in higher education # Sterling/ Qirginia6 Stylus#

Du!lu(ovi!/ N# '#/ R 3agner/ A# D# .011;8# Attending to remember and remembering to attend# 4euron, *H,?*??#

Dun!an/ N# .011?8# Feed*forward6 Jmproving students< use of tutor !omments#Assessment -valuation in ?igher -ducation/ 7B8/ 0?2*0B#

Du,/ P# E#/ Jvano+/ >#/ Asplund/ C# L# #/ R 'arois/ )# .011;@" Jsolation of a !entral b ottlene!( of information pro!essing wit" time*resolved f')J"4euron,G.;8/ 2215*220

Dwe!(/ C# S# .011;8# 'indset6 T"e new psy!"ology of su!!ess# New or(/ New or(6 )andom %ouse#

Dwe!(/ C# S# .011?8# Jnterview in Stanford News# )etrieved 'ar!" 22/ 0122 from "ttp6GGnews#stanford#eduGnewsG011?Gfebruary?GvideosG2?5WYas"#"tml

Dwe!(/ C# S# .01158# Vindset: #o


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&lig"/ D# A# .01118# .hat/s the use of lectures>San Fran!is!o/ California6 >ossey*&ass#&loom/ S#/ R =rat"wo"l/ D# )# .257;8# (axonomy of educational objectives: (he classi+cation of educational goals, by a committee of college and university examiners"?andbor(/ New or(6 Longmans#&o"n/ )#/ R S"ort/ ># E# .01158# %ow mu!" information 0115 report on Ameri!an !onsumers# )etrieved !tober 27/ 0121 from "ttp6GG"mi#u!sd#eduGpdfG%'JW0115WConsumer)epo&o(/ D# .011;8# $ur underachieving colleges: A candid loo= at ho< much students learn and # D#/ &rown/ A# L#/ R Co!(ing/ )# )# .ed#8# .01118# ?o< people learn:Brain, mind, experience, and school -xpanded ed"@"3as"ington/ D#C#6 T"e National A!ademies P&roo(eld/ S# D#/ R Pres(ill/ S# .01178# %iscussion as a # .2578# Some tests of t"e de!ay t"eory of immediate memory# &uarterly 3ournal of -xperimental #sychology, 56,20*02#&rown/ ># S#/ Collins / A#/ R Duguid/ P# .255#8 Situated !ognition and t"e !ulture of learning# -ducational 8esearcher/ 59.28/ B0*0#&rown/ ># S# .25558# earning, r#/ Curnier/ D#/ Pat"a(/ A#/ )on!alli/ >#/ &ousuet/ '#/ :ar!ia/ >#/ # # # Senard/ ># .011?8# Cardia! re"abilitation6 &rief report e+e!ts of s"ort*term e,er!ise and e,er!ise training on !ognitive fun!tion among patients wit" !ardia! disease# 3ournal of !ardiopulmonary 8ehabilitation #revention / E.;8/ B57*B55# doi621#215?G12#%C)#1111B110;#112

Carmi!"ael/ '# .011?8# Stronger/ faste r/ smarter# 4eossey &ass#

Collier/ =# :# .2518# Peer*group learning in "ig"er edu!ation6 T"e development of "ig"er*order s(ills# )tudies in ?igher -ducation, G.28/ 77*;0#

Coo(e/ S# F#/ R &liss/ T#Q# .011;8# Plasti!ity in t"e "uman !entral nervous system# Brain, 5H.?8/ 2;75O?B#doi621#215BGbrainGawl10#P'JD 2;;?0050.

Cooper/ >#/ R Asso!iates# .25518# !ooperative learning and college instruction" Long &ea!"/ California6 Jnstitute for Tea!"ing and Learning/ California State University#

Cooperative Jnstitutional )esear!" Program# .25578# 255 Nine year follow*up survey .of 257 fres"men8# ?igher -ducation 8esearch Institute at J!A# )etrieved !tober 2/ 0121 from "ttp6GGwww#stor#orgGstableGB022071

Cotm/ C#/ Carl/ 3#/ &er!"told/ N#/ R C"ristie/ L# A# .011?8.Corrigendum6 E,er!ise builds brain

)eferen!es
http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://www.aahe.org/welcome.htmhttp://www.aahe.org/welcome.htmhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.sciencedirect.com/science/journal/0361476Xhttp://en.wikipedia.org/wiki/Digital_object_identifierhttp://en.wikipedia.org/wiki/Digital_object_identifierhttp://dx.doi.org/10.1093/brain/awl082http://en.wikipedia.org/wiki/PubMed_Identifierhttp://www.ncbi.nlm.nih.gov/pubmed/16672292http://www.ncbi.nlm.nih.gov/pubmed/16672292http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0V-4PRRH55-2&_user=1536291&_coverDate=10/31/2007&_rdoc=1&_fmt=high&_orig=browse&_origin=browse&_zone=rslt_list_item&_cdi=4872&_sort=d&_docanchor=&view=c&_ct=1&_refLink=Y&_acct=C000053314&_version=1&_urlVersion=0&_userid=1536291&md5=f46aac3f00b255e23292f4cd51ada797&searchtype=ahttp://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0V-4PRRH55-2&_user=1536291&_coverDate=10/31/2007&_rdoc=1&_fmt=high&_orig=browse&_origin=browse&_zone=rslt_list_item&_cdi=4872&_sort=d&_docanchor=&view=c&_ct=1&_refLink=Y&_acct=C000053314&_version=1&_urlVersion=0&_userid=1536291&md5=f46aac3f00b255e23292f4cd51ada797&searchtype=ahttp://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0V-4PRRH55-2&_user=1536291&_coverDate=10/31/2007&_rdoc=1&_fmt=high&_orig=browse&_origin=browse&_zone=rslt_list_item&_cdi=4872&_sort=d&_docanchor=&view=c&_ct=1&_refLink=Y&_acct=C000053314&_version=1&_urlVersion=0&_userid=1536291&md5=f46aac3f00b255e23292f4cd51ada797&searchtype=ahttp://www.ncbi.nlm.nih.gov/pubmed/16672292http://en.wikipedia.org/wiki/PubMed_Identifierhttp://dx.doi.org/10.1093/brain/awl082http://en.wikipedia.org/wiki/Digital_object_identifierhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.aahe.org/welcome.htmhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf


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Crisp/ .011?8# Js it wort" t"e e+ort %ow feedba!( inYuen!es students< subseuent submission of assessable wor(#Assessment -valuation in ?igher -ducation, 7

Cull/ 3# .01118# Untangling t"e benets of multiple study opportunities and repeated testing for !ued re!all#Applied !ognitive #sychology, 5*/ 027*0B7#

Customer Servi!e Training# '!Donald#/ Capobian!o/ / R %almarson/ '# .0118# 'odel eli!iting a!tivities6 An in*!lass approa!" to improving interest aengineering# #roceedings of the 66* American )ociety for -ngineering -ducation Annual !onference -xposition" Ameri!an So!iety for Eng ineering# )etrieved !tobe"ttp6GGwww#iwitts#!omG"tmlG100diefes*du,#pdf

Die(elmann/ S#/ R &orn/ > # .01218# Slow*wave sleep ta(es t"e leading role in memory reorgani-ation# 4ature 8evie# D#/ R Pellegrino/ ># 3# .Eds#8# .25558# ?o< people learn: Bridging research and practice# 3as"ington/ DC6 National A!ademy Press# Doyle/ T# .0118# ?elping students learn in a learner centered environment: A guide to teaching in higher education # Sterling/ Qirginia6 Stylus#

Du!lu(ovi!/ N# '#/ R 3agner/ A# D# .011;8# Attending to remember and remembering to attend# 4euron, *H,?*??#

Dun!an/ N# .011?8# Feed*forward6 Jmproving students< use of tutor !omments#Assessment -valuation in ?igher -ducation/ 7B8/ 0?2*0B#

Du,/ P# E#/ Jvano+/ >#/ Asplund/ C# L# #/ R 'arois/ )# .011;@" Jsolation of a !entral b ottlene!( of information pro!essing wit" time*resolved f')J"4euron,G.;8/ 2215*220

Dwe!(/ C# S# .011;8# 'indset6 T"e new psy!"ology of su!!ess# New or(/ New or(6 )andom %ouse#

Dwe!(/ C# S# .011?8# Jnterview in Stanford News# )etrieved 'ar!" 22/ 0122 from "ttp6GGnews#stanford#eduGnewsG011?Gfebruary?GvideosG2?5WYas"#"tml

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Ebbing"aus/ %# .252B8#A contribution to experimental psychology# New or(/ New or(6 Tea!"erColumbia University#

Edwards/ >#/ R Fraser/ =# .25B8# Con!ept maps as reYe!tions of !on!eptual understanding# 8ese-ducation, 57/ 25*0;#

E*%ealt" 'D# .01228# .hat is AI%)>)etrieved !tober 27/ 0121 from"ttp6GGe"ealt"md#!omGlibraryGaidswomenGAJDWw"atis#"tml

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Ewell/ P# T# .255?8# $rganiMing for learning: A point of entry# Dis!ussion pro!eedings at t"e 255? A!ademy at Snowbird# National Center for %ig"er Edu!ation 'anagement Systems .NC%E'S8#

E,amples of Aut"enti! Assessment# Nort"ern Jllinois University# )etrieved !tober 7/ 0121 fromjove"geol"niu"eduDfacultyD=ittsDF-$*65Dinquiryassessment*65"pp

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Oins, 3" -", .eissberg, 8" #", .ang, " !", .alberg, ?" 3" 66*@# Building academic success on social and emoNew or(/ New or(6 Tea!"ers College Press#

@ull/ ># .01108#(he art of changing the brain# Sterling/ Qirginia6 Stylus
http://dx.doi.org/10.1038/nn.2693http://jama.ama-assn.org/search?author1=Jennifer+Weuve&sortspec=date&submit=Submithttp://jama.ama-assn.org/search?author1=Jae+Hee+Kang&sortspec=date&submit=Submithttp://jama.ama-assn.org/search?author1=JoAnn+E.+Manson&sortspec=date&submit=Submithttp://jama.ama-assn.org/search?author1=Monique+M.+B.+Breteler&sortspec=date&submit=Submithttp://jama.ama-assn.org/search?author1=James+H.+Ware&sortspec=date&submit=Submithttp://jama.ama-assn.org/search?author1=Francine+Grodstein&sortspec=date&submit=Submithttp://jama.ama-assn.org/content/292/12/1454.abstracthttp://pareonline.net/getvn.asp?v=2&nhttp://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/index.htmlhttp://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/wiggins.htmhttp://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/wiggins.htmhttp://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/index.htmlhttp://pareonline.net/getvn.asp?v=2&nhttp://jama.ama-assn.org/content/292/12/1454.abstracthttp://jama.ama-assn.org/search?author1=Francine+Grodstein&sortspec=date&submit=Submithttp://jama.ama-assn.org/search?author1=James+H.+Ware&sortspec=date&submit=Submithttp://jama.ama-assn.org/search?author1=Monique+M.+B.+Breteler&sortspec=date&submit=Submithttp://jama.ama-assn.org/search?author1=JoAnn+E.+Manson&sortspec=date&submit=Submithttp://jama.ama-assn.org/search?author1=Jae+Hee+Kang&sortspec=date&submit=Submithttp://jama.ama-assn.org/search?author1=Jennifer+Weuve&sortspec=date&submit=Submithttp://dx.doi.org/10.1038/nn.2693


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&a(er/ C# .01128# 0oundations of bilingual education and bilingualism# Clevedon _England`6 'ultilingual 'a

%organ/ ># .01158# T"e myt" of mind !ontrol# %iscover #resents the Brain/ 3illiam C# %ostetter/ N#

=oenig/ #/ )eiss/ L# P#/ R =osslyn/ S# '# .25518# T"e development of spatial relation representations6 Eviden

of !erebral laterali-ation#3ournal of -xperimental !hild #sychology/ 71/ 225*2B1# Lindsay/ D#/ %agan/ L#/ )ead/ >#/ 3ade/ =#/ R :arry/ '# .0118# True p"otograp"s and false memories# #sych

27/ 25*27#

'arian/ Q#/ Spivey/ '#/ R %irs!"/ ># .011B8# S"ared and separate systems in bilingual language pro!essing6 eviden!e from eyetra!(ing and brain imaging# Brain and anguage/ ;/ ?1*0#

&rain Energy 'etabolism An Jntegrated Cellular Perspe!tive

Pierre ># 'agistretti/ Lu! Pellerin/ and >ean*Lu! 'artin

"ttp6GGwww#a!np#orgGgGgn121111;G!"1;#"tml

3ater en"an!es mental fun!tion and is essential to survival

Publis"ed on !tober 27/ 0121 by>os"ua :owin/ P"#D#inou/ Jlluminated

"ttp6GGwww#psy!"ologytoday#!omGblogGyou*illuminatedG012121Gw"y*your*brain*needs*water

:eeding the *rain 'or Bcade#ic Success How utrition and Hydration *oost Learning Philippa(PHhttpFFwww.healthy-rain'orli'e.co#FarticlesFschool=health=and=nutritionF'eeding=the=-rain='success=how

5he Hand-oo+ o' *rain 5heory and eural etwor+s Second Edition

&y 'i!"ael A# Arbib 011B

Ca+eine and Depression
http://www.acnp.org/g4/gn401000064/ch064.htmlhttp://www.psychologytoday.com/experts/joshua-gowin-phdhttp://www.psychologytoday.com/blog/you-illuminatedhttp://www.psychologytoday.com/blog/you-illuminated/201010/why-your-brain-needs-waterhttp://www.psychologytoday.com/blog/you-illuminated/201010/why-your-brain-needs-waterhttp://www.psychologytoday.com/blog/you-illuminatedhttp://www.psychologytoday.com/experts/joshua-gowin-phdhttp://www.acnp.org/g4/gn401000064/ch064.html


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T"e analysis s"owed t"at t"e ris( of sui!ide among adults drin(ing 0* !ups oeuivalent of about 11 mg of !a+eine8 a day was 714 less t"an t"e ris( for dran( de!a+einated !o+ee or one !up or less of !a+einated !o+ee# Drin(ing m!ups of !o+ee wasn


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Do you ever !omplain t"at your students !an


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Ne,t is t"e Languagepat"way# f!ourse we are using it in our language!lassrooms Neuros!ientists are!onvin!ed t"at t"e earlier a se!ondlanguage is learned in s!"ool t"e better/and e,press !on!ern t"at t"e eld ofedu!ation "as not !"anged signi!antlyin response to t"is information# 3e (nowt"at be!oming Yuent enoug" in ase!ond language to perform a!ademi!tas(s in t"at language a!tually en"an!es

one


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T"e End


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%ow mu!" sleep is enoug"/ varies from person to person# JtIs usually si, to eig"t "!ould range from ve to 21 "ours#

T"e (ey is nding t"e rig"t amount of sleep t"at allows your brain to !omplete its

before rebooting for t"e ne,t day# Jf you get tired during t"e day/ lose !on!entration or fo!us/ even o!!asionally/ ea!

!"an!es are youIre not getting enoug" sleep#

U3*'adison sleep resear!"er Dr# C"iara Cirelli said#

Cirelli "as been !alled a ro!( star of sleep# S"eIs one of t"e leading sleep resear!"eworld

)ead more6"ttp6GGwww#wisn#!omGnewsGsleep*is*more*about*resting*brain*t"an*body*uw*resear!;?BBi,--0uSB,n5S

)ead more6"ttp6GGwww#wisn#!omGnewsGsleep*is*more*about*resting*brain*t"an*body*uw*resear!;?BBi,--0uSBal?l
http://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98Shttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98Shttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3al74lhttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98Shttp://www.wisn.com/news/sleep-is-more-about-resting-brain-than-body-uw-researcher-says/24673384#ixzz2uS3xn98S

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