Nerves that go from spinal cord to arms, legs, feet, and rest of body Sensory nerves are called afferent. Motor nerves are call efferent. Peripheral Nervous System Autonomic System 1. Sympathetic Division controls the Fight- Flight reaction state of arousal helping us deal with a threat. Autonomic System 1. Sympathetic Division controls the Fight- Flight reaction state of arousal helping us deal with a threat. 2.Parasympathetic Division returns the body to a normal, non-aroused state after a threat is no longer present. Autonomic System Clinical studies (surgery, autopsy, clinical, and neuropsychological tests) Imaging techniques Studying the CNS Imaging Techniques EEG Computerized Axial Tomography (CAT) Magnetic Resonance Imaging (MRI) Functional MRI Single Photon Emission Tomography (SPECT) Positron Emission Tomography (PET) Split-Brain studies were pioneered by Roger Sperry & Michael Gazzaniga. The procedure was done to relieve patients with intractable epilepsy. Follow-up research yielded a wealth of information. Michael Gazzaniga, Ph.D.Roger W. Sperry ( ) Split Brains In the split-brain procedure the corpus callosum, the major fibers connecting the two halves of the brain, are surgically disconnected. Thus, one hemisphere of the brain literally cannot communicate with the other half. 15 90% of all information that comes to our brain is VISUAL 40% of all nerve fibers connected to the brain are linked to the retina 36,000 visual messages per hour may be registered by the eyes The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling. 2/21/2016 Dr. Rex Shahriari 16 The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling. The brain performs many functions simultaneously. 2/21/2016 Dr. Rex Shahriari 17 The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling. The brain performs many functions simultaneously. Effective learning shouldorchestrateall the dimensions of parallel processing. 2/21/2016 Dr. Rex Shahriari 18 The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling. The brain performs many functions simultaneously. Effective learning shouldorchestrateall the dimensions of parallel processing. The more senses, intelligences, an learning styles that are tapped, the deeper and more long-lasting the learning will be. 2/21/2016 Dr. Rex Shahriari 19 2. Learning engages the whole physiology. 20 2. Learning engages the whole physiology. Like all others, the brain is a complex physiological organ. 21 2. Learning engages the whole physiology. Like all others, the brain is a complex physiological organ. Learning is as natural as breathing and it is possible to either inhibit or enhance it. 22 2. Learning engages the whole physiology. Like all others, the brain is a complex physiological organ. Learning is as natural as breathing and it is possible to either inhibit or enhance it. Stress and threat affect the brain, and it is influenced differently by peace, challenge, boredom, happiness, and contentment. 23 2. Learning engages the whole physiology. Like all others, the brain is a complex physiological organ. Learning is as natural as breathing and it is possible to either inhibit or enhance it. Stress and threat affect the brain, and it is influenced differently by peace, challenge, boredom, happiness, and contentment. Health, stress, nutrition, and the environment all affect learning. 24 3. The search for meaning is innate. 25 3. The search for meaning is innate. Making sense of our experiences is essential and basic to the human brain. 26 3. The search for meaning is innate. Making sense of our experiences is essential and basic to the human brain. The brain automatically registers the familiar. 27 3. The search for meaning is innate. Making sense of our experineces is essential and basic to the human brain. The brain automatically registers the familiar. Simultaneously it searches for and responds to the unfamiliar. 28 3. The search for meaning is innate. Making sense of our experiences is essential and basic to the human brain. The brain automatically registers the familiar. Simultaneously it searches for and responds to the unfamiliar. Rich and complex environments where creative solutions are encouraged allow for maximum productivity. 29 4. The search for meaning comes through patterning. 30 4. The search for meaning comes through patterning. The brain attempts to discern and understand patterns as they occur and give expression to unique and creative patterns of its own. 31 4. The search for meaning comes through patterning. The brain attempts to discern and understand patterns as they occur and give expression to unique and creative patterns of its own. Designed to perceive and generate patterns, the brain resists having meaningless patterns imposed on it. 32 4. The search for meaning comes through patterning. The brain attempts to discern and understand patterns as they occur and give expression to unique and creative patterns of its own. Designed to perceive and generate patterns, the brain resists having meaningless patterns imposed on it. The brain may not retain meaningless isolated bits of information but may process vast amounts of information that make sense as an integrated whole. 33 5. Emotions are critical to patterning. 34 5. Emotions are critical to patterning. Emotions and cognition can not be separated. 35 5. Emotions are critical to patterning. Emotions and cognition can not be separated. Feeling safe, accepted, and valued will enhance learning. 36 5. Emotions are critical to patterning. Emotions and cognition can not be separated. Feeling safe, accepted, and valued will enhance learning. Feeling threatened, bullied, unwelcome, or different will adversely affect learning. 37 5. Emotions are critical to patterning. Emotions and cognition can not be separated. Feeling safe, accepted, and valued will enhance learning. Feeling threatened, bullied, unwelcome, or different will adversely affect learning. The emotional tone of the environment, individual prejudices and biases, and attitudes toward cooperation and competition will affect learning. 38 6. The brain processes wholes and parts simultaneously. 39 6. The brain processes wholes and parts simultaneously. In the healthy brain all parts work together simultaneously. 40 6. The brain processes wholes and parts simultaneously. In the healthy brain all parts work together simultaneously. The notion of left brain/right brain is artificial. 41 6. The brain processes wholes and parts simultaneously. In the healthy brain all parts work together simultaneously. The notion of left brain/right brain is artificial. The brain simultaneously analyzes (left brain) and synthesizes parts into whole (right brain). 42 6. The brain processes wholes and parts simultaneously. In the healthy brain all parts work together simultaneously. The notion of left brain/right brain is artificial. The brain simultaneously analyzes (left brain) and synthesizes parts into whole (right brain). Vocabulary and grammar are best understood in the context of a rich whole language approach. 43 6. The brain processes wholes and parts simultaneously. In the healthy brain all parts work together simultaneously. The notion of left brain/right brain is artificial. The brain simultaneously analyzes (left brain) and synthesizes parts into whole (right brain). Vocabulary and grammar are best understood in the context of a rich whole language approach. Equations and scientific concepts are best learned in the context of living science and solving real problems. 44 7. Learning involves both focused attention and peripheral perception. 45 7. Learning involves both focused attention and peripheral perception. The brain absorbs information to which it is paying attention and is focused on. 46 7. Learning involves both focused attention and peripheral perception. The brain absorbs information to which it is paying attention and is focused on. The brain also takes in the myriad of information that it is peripherally bombarded with. 47 7. Learning involves both focused attention and peripheral perception. The brain absorbs information to which it is paying attention and is focused on. The brain also takes in the myriad of information that it is peripherally bombarded with. Maintaining an appropriately rich and interesting environment and changing it often makes a difference. 48 7. Learning involves both focused attention and peripheral perception. The brain absorbs information to which it is paying attention and is focused on. The brain also takes in the myriad of information that it is peripherally bombarded with. Maintaining an appropriately rich and interesting environment and changing it often makes a difference. We see a lot out of thecorner of our eyewhich is retained incidentally and may affect intentional learning. 49 8. Learning involves both conscious and unconscious processes. 50 8. Learning involves both conscious and unconscious processes. Learning occurs through ones whole experience not just what one is taught. 51 8. Learning involves both conscious and unconscious processes. Learning occurs through ones whole experience not just what one is taught. One can learn to do math well and yet hate it. One can learn to play the piano well but never play unless s/he has to. 52 8. Learning involves both conscious and unconscious processes. Learning occurs through ones whole experience not just what one is taught. One can learn to do math well and yet hate it. One can learn to play the piano well but never play unless s/he has to. It is the totality of the experience and incorporating and making meaning out of the experience that results in efficient learning. 53 9. We have two types of memory: spatial and rote. 54 9. We have two types of memory: spatial and rote. Spatial memory is natural and experiential. One does not have to try to remember what s/he had for dinner last night and one does not need to use mnemonics to remember the first date. 55 9. We have two types of memory: spatial and rote. Spatial memory is natural and experiential. One does not have to try to remember what s/he had for dinner last night and one does not need to use mnemonics to remember the first date. Isolated, abstract, and unfamiliar information require practice and rehearsal. 56 9. We have two types of memory: spatial and rote. Spatial memory is natural and experiential. One does not have to try to remember what s/he had for dinner last night and one does not need to use mnemonics to remember the first date. Isolated, abstract, and unfamiliar information require practice and rehearsal. Information processing theory tells us that new information must be worked onbefore it is retained. 57 10. We understand best when facts are embedded in natural, spatial memory. 58 10. We understand best when facts are embedded in natural, spatial memory. Individual and social interactions shaped by internal processes determine the efficacy of learning. 59 10. We understand best when facts are embedded in natural, spatial memory. Individual and social interactions shaped by internal processes determine the efficacy of learning. Demonstrations, projects, activities, and similar experiences can make learning more natural. 60 10. We understand best when facts are embedded in natural, spatial memory. Individual and social interactions shaped by internal processes determine the efficacy of learning. Demonstrations, projects, activities, and similar experiences can make learning more natural. Use of mnemonic strategies, learning to create meaning and patterns, and other cognitive strategies can enhance retention. 61 11. Learning is enhanced by challenge and inhibited by threat. 62 11. Learning is enhanced by challenge and inhibited by threat. Some tension and anxiety can enhance learning, what might be called anticipation or challenge. 63 11. Learning is enhanced by challenge and inhibited by threat. Some tension and anxiety can enhance learning, what might be called anticipation or challenge. Too much tension, anxiety, or fear will lead to narrowing of consciousness through a fight or flight reaction and cause learning to shut down. 64 11. Learning is enhanced by challenge and inhibited by threat. Some tension and anxiety can enhance learning, what might be called anticipation or challenge. Too much tension, anxiety, or fear will lead to narrowing of consciousness through a fight or flight reaction and cause learning to shut down. A person with a history of success may perceive an experience as a challenging opportunity for success. Another might perceive the same experience as an invitation to failure and embarrassment. The self- perception will influence the attitude and outcome. 65 12. Each brain is unique. 66 12. Each brain is unique. Although we may all have the same colors on our palate what we choose to create will be as varied as our unique genetic makeup, life experiences, and personal and social histories. 67 12. Each brain is unique. Although we may all have the same colors on our palate what we choose to create will be as varied as our unique genetic makeup, life experiences, and personal and social histories. To teach everyone in the same way is to ignore this reality. 68