Download Free Medical The New Science of Learning PowerPoint Presentation

The New Science of Learning PowerPoint Presentation

DOWNLOAD MEDICAL POWERPOINT PRESENTATION

About This Presentation

Description : Check out this medical presentation on Neurology, which is titled "The New Science of Learning", to know about neuroscience.

Tags : Neurology, neuroscience

Published on : Aug 18, 2021 | Views : 3050 | Downloads : 2

Shareable Url :

Embed Code :

Comment

Transcript

Slide 1-

A The New Science of Learning Developed by Professor Terry Doyle Ferris State University www.learnercenteredteaching.wordpress.com doylet@ferris.edu
Slide 2-

Slides are available for download at: www.learnercenteredteaching.wordpress.com
Slide 3-

ppt slide no 3 content not found
Slide 4-

Neuron Connections
Slide 5-

Neuron Networks
Slide 6-

A New Paradigm A new paradigm is needed for how students see their responsibilities for learning— 1. The behaviors that are needed to be ready to learn. 2. Following the research for how they take in, process and retrieve information.
Slide 7-

Preparing to Learn Findings from neuroscience over the past decade has led to a new paradigm concerning improving students’ learning. The simple but important shift is our understanding is ---that if the brain is prepared to learn greater success can be expected.
Slide 8-

Preparation for Learning Means Learners Have Addressed these Five Areas The brain needs to function effectively: 1. Hydration 2. Diet (glucose) 3. Exercise 4. Sleep 5. Oxygen
Slide 9-

Hydration and the Brain One of the most fascinating aspects of neurons is that they store water in tiny balloon-like structures called vacuoles. Water is essential for optimal brain health and function (Norman ,2012)
Slide 10-

Hydration and the Brain Water is needed for the brain's production of hormones and neurotransmitters which key the brain’s communication system. Nerve transmission requires one-half of all the brain’s energy. (Allen, Advanced Learning and Development Institute)
Slide 11-

Hydration and the Brain Even mild dehydration can influence mood, energy levels and the ability to think clearly. (Armstrong, 2012).
Slide 12-

Why the Brain Needs Water Dehydration can impair short-term memory function and the recall of long-term memory. (Gowin, 2010)
Slide 13-

Diet and Learning The brain requires about 22 times as much energy to run as the equivalent in muscle tissue. The energy required to run every bodily process comes from the food we eat. (Navarrete and colleagues, 2011).
Slide 14-

The Brains Energy Source The foods we consume greatly affect brain function, including everything from learning and memory to emotions. (Molteni R, Barnard RJ, Ying Z, Roberts CK, Gómez-Pinilla F., 2002).
Slide 15-

Diet and Learning Diets that are high in saturated fat have been shown to reduce molecular substrates that support cognitive processing and increasing the risk of neurological dysfunction in humans. (Molteni R, Barnard RJ, Ying Z, Roberts CK, Gómez-Pinilla F., 2002).
Slide 16-

Diet and Learning A high-fat, refined sugar diet reduces hippocampal brain-derived neurotrophic factor, neuronal plasticity, and learning (Molteni R, Barnard RJ, Ying Z, Roberts CK, Gómez-Pinilla F., 2002).
Slide 17-

Diet and Learning In the May 2001 issue of Neurobiology of Learning and Memory, Gold, and McNay reported "Glucose enhances learning and memory not only in rats but also in humans.”
Slide 18-

Diet and Learning For learners, this research implies that the contents and timing of meals may need to be coordinated to have the most beneficial cognitive effects that enhance learning. (Gold, and McNay,2001)
Slide 19-

Web MD Food Recommendations for Health Brain Function Blueberries Avocadoes Dark Chocolate Nuts and seeds Beans Fresh brewed Tea Whole Grains Wild Salmon
Slide 20-

Exercise, Learning and Memory
Slide 21-

Movement and Learning Natural selection developed a human brain to solve problems of survival in outdoor, unstable environments while in almost constant motion. (Medina, 2008)
Slide 22-

Movement and Learning Our brains were shaped and sharpened by movement We continue to require regular physical activity in order for our brains to function optimally. (Raichlen and Polk, 2013)
Slide 23-

Exercise and Learning Exercise is the single most important thing a person can do to improve their learning. (John Ratey, 2008, Spark, The Revolutionary New Science of Exercise and the Brain)
Slide 24-

FNDC5 and Breaking a Sweat Research has discovered that exercise stimulates the production of a protein called FNDC5 that is released into the bloodstream. FNDC5 stimulates the production of another protein in the brain BDNF, which in turns stimulates the growth of new nerve cells and synapses – the connection points between nerve cells whose capacity and efficiency underlie superior intelligence. (Journal of Cell Metabolism, 2013)
Slide 25-

Exercise Stimulates Synaptic Growth . “It thus provides more generalizable benefits “
Slide 26-

Breaking a Sweat And Learning In particular, your memory and ability to learn get a boost from exercise. Journal of Cell Metabolism, 2013
Slide 27-

How does Exercise Boost Learning? Exercise increases production of neurotransmitters that help: 1.Attention/Focus/Concentration 2. Motivation for learning 3. Patience/time on task 4. Mood (more optimistic) (Ratey, 2008) Energy Calm
Slide 28-

Exercise Increases Production of BDNF BDNF (Brain-derived neurotrophic factor ) Enhances the wiring of neurons. (Ratey, 2008) Miracle Gro for the Brain
Slide 29-

Exercise Produces BDNF Make new learning easier Improves brain health Is a stress inoculator Makes the brain cells more resilient (Ratey, 2008)
Slide 30-

BDNF and Exercise “In particular BDNF seems to be important for long term memories” (Ratey, 2008)
Slide 31-

Cognitive Benefits in a Pill Researchers from the Dana-Farber Cancer Institute at Harvard Medical School (HMS) have also discovered that it may be possible to capture these benefits o f BDNF in a pill. The same protein that stimulates brain growth via exercise could potentially be bottled and given to patients experiencing cognitive decline, including those in the beginning stages of Alzheimer’s and Parkinson’s. (Bruce Spiegelman of Dana-Farber and HMS and Michael E. Greenberg, PhD, chair of neurobiology at HMS.)
Slide 32-

Exercise, Stress and Learning Toxic levels of stress erode the connections between the billions of nerve cells in the brain. Also chronic depression shrinks certain areas of the brain. (Jesper Mogensen , Department of Psychology, University of Copenhagen.
Slide 33-

Exercise, Stress and Learning Conversely exercise unleashes a cascade of neurochemicals and growth factors that can reverse this process, physically bolstering the brain's infrastructure. (Jesper Mogensen , Department of Psychology, University of Copenhagen.
Slide 34-

Exercise and Stress "In fact, the brain responds like muscles do, growing with use and withering with inactivity. Exercise causes neurons (dendrites) to grow and bloom, thus enhancing brain function at a fundamental level." Jesper Mogensen ,Department of Psychology, University of Copenhagen
Slide 35-

Short Term Stress Acute stress activates selective CRH molecules (corticotropin) releasing hormones, which disrupt the process by which the brain collects and stores memories. (Baram,2010)
Slide 36-

ppt slide no 36 content not found
Slide 37-

How Sleep Affects Learning and Memory
Slide 38-

Sleep, Memory and Learning 50 to 70 million adults in the United States alone have a sleep or wakefulness disorder, according to the Centers for Disease Control and Prevention.
Slide 39-

How Sleep Affects Learning and Memory
Slide 40-

Sleep and Brain Health 1n 2012 University of Rochester neurosurgeon Maiken Nedergaard, identified the brain’s waste-removal mechanism the “glymphatic system.” The glymphatic system relies on cerebrospinal fluid (CSF) to flush out neurotoxins via pathways separate from the lymphatic system. (Journal of Science, 2013)
Slide 41-

Sleep and Brain Health Among the toxins that are flushed is beta amyloid, a protein that’s found in clumps in the brains of Alzheimer’s sufferers.
Slide 42-

Sleep and Brain Health In 2013, Nedergaard’s research team followed up on this discovery by identifying “hidden caves” that open in the brain while we sleep, allowing cerebrospinal fluid to flush out neurotoxins through the spinal column. (Journal of Science, 2013)
Slide 43-

Sleep and Brain Health The implications of this research can’t be overstated: failing to get enough sleep isn’t just a bad idea for all of the reasons we already know, but over time it could also lead to neurological disorders like Alzheimer’s.
Slide 44-

Sleep and Brain Health Sleep loss undermines our ability to think clearly. Studies have shown that one night without sleep, for example, impairs a person's driving ability nearly as much as if they were legally drunk. Dr. Ron Szymusiak, a sleep neurobiologist at the University of California-Los Angeles-
Slide 45-

Memories are Made During Sleep Most sleep researchers now agree that sleep plays an important role in the formation of long term memories . (Stickgold, 2005).
Slide 46-

Memories and Sleep Cortical cells that carry weak memory traces seem to become particularly active when we sleep. As these cells fire and burst repeatedly, it is likely that they are going over what has been learned during the day. (Steriade, 2000)
Slide 47-

Memories and Sleep This rehearsal seems to go on all night as a region that encodes and holds short-term memories, called the hippocampus, relays what it has learned into the cortex (Steriade, 2000)
Slide 48-

Sleep Impacts Learning Readiness During sleep “sleep spindles," which are bursts of brain waves, may be networking between key regions of the brain to clear a path to learning. (Walker, 2010).
Slide 49-

Learning Readiness and Sleep These electrical impulses help to shift memories from the brain's hippocampus -- which has limited storage space -- to the nearly limitless prefrontal cortex's , thus freeing up the hippocampus to take in fresh data (new learning) the next day. (Walker, 2010) Sleep is the key to having a brain that is ready to learn
Slide 50-

Learning Readiness and Sleep "A lot of that spindle-rich sleep is occurring the second half of the night, so if you sleep six hours or less, you are shortchanging yourself and impeding your learning“ (Mander, 2011)
Slide 51-

Rehearsal of Learning before Sleep A 2012 study out of the University of Notre Dame confirms that sleeping directly after learning something new is beneficial for memory. (Payne, Tucker, Ellenbogen, Wamsley, 2012 )
Slide 52-

Rehearsal of Learning before Sleep “it would be a good thing to rehearse any information you need to remember just prior to going to bed. (Payne, Tucker, Ellenbogen, Wamsley, 2012 )
Slide 53-

Sleep and Creativity Sleep also seems to reorganize memories, extracting the emotional details and reconfiguring the memory to help us produce new and creative ideas. (Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004).
Slide 54-

Awake but Off Line New findings suggest that when the brain is sleep deprived even though the person is fully awake the neurons used for important mental task switch off. (Chiara Corelli,2011 Nature)
Slide 55-

Awake but Off Line This is likely to have consequences on mental performance and we likely function less well the longer we’ve been awake. (Chiara Corelli,2011, Nature)
Slide 56-

Less Sleep Equals Lower GPA 2012 study from the University of Arkansas Sleep and Learning Lab concluded that students that consistently got less than the recommended 7-8 hours of sleep each night had lower GPA’s than students with 7-8 hours of sleep.
Slide 57-

No Eight O’clock Classes The University of Arkansas study went so far as to recommend that colleges and universities consider not offering 8 am classes.
Slide 58-

Naps Help Learning Humans are supposed to nap daily. Twenty to thirty minutes is ideal. (Dement, 2009) A NASA study found pilots who napped for 27 minutes in the afternoon improved their flying performance by 34% . (Dinges, 2005). Dinges, D. (
Slide 59-

Oxygen Use by the Brain Although the brain represents only 2% of the body weight, it receives 15% of the cardiac output and 20% of total body oxygen consumption. ( Magistretti, Pellerin, 1996 )
Slide 60-

Oxygen Use by the Brain As learning challenges increases, so too does the brain's demand for energy in the form of oxygen and glucose. (Scholey, Harper and Kennedy, 2001).
Slide 61-

Oxygen and Learning To keep up with the high energy demand of the brain, oxygen delivery and blood flow to this organ is essential for learning (Stuart, 1996).
Slide 62-

Oxygen Use by the Brain Physical activity is a reliable way to increase blood flow, and hence oxygen, to the brain. (Eric Jensen, 2005)
Slide 63-

References REFERENCES http://www.brainadvance.org/ Allen, Corinne (Water and Brain health, Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives (Complete ed.). New York, New York: Longman. Andrews, J. D. (1980). The verbal structure of teacher questions: Its impact on class discussion. POD Quarterly, 2, 130-163. Arnsten, A. F. T., Paspalas, C. D., Gamo, N. J., Yang, Y., & Wang, M. (2010). Dynamic network connectivity: A new form of neuroplasticity. Trends in Cognitive Sciences, 4, 365-75. Aronson, J. (2007). In ‘The secret to raising smart kids’ by Carol Dweck. Scientific American. 29 Jul. Retrieved November 5, 2010 from http://homeworkhelpblog.com/the-secret-to-raising-smartkids/ Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago, Illinois: University of Chicago Press. Atkins, D. (2010). Response to the article ‘Fixed mindset vs. growth mindset: Which one are you?’ by Michael Graham Richard. Retrieved May 5, 2010 from http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/ Banaszynski, J. (2000). Teaching the American revolution: Scaffolding to success. Education World: The Educator’s Best Friend. Retrieved November 1, 2010 from http://www.educationworld.com/a_curr/curr218.shtml Bandura, A. (1997). Self-efficacy: The exercise of control. New York, New York: W.H. Freeman. Baram, T. Z., Chen, Y., Dubé, C. M., & Rice, C. J. (2008). Rapid loss of dendritic spines after stress involves derangement of spine dynamics by corticotropin-releasing hormone. Journal of Neuroscience, 28, 2903-11. Barrett, N. F. Cognitive styles and strategies. Unpublished. Retrieved January 22, 2011 from http://barrett-evaluations.com/_pdfs/cogstrategies.pdf Barton, J., Heilker, P., & Rutkowsk, D. (2008). Fostering effective classroom discussions. Retrieved February 12, 2011 from http://www.utoledo.edu/centers/ctl/teaching_resources/Fostering_Effective_Classroom_Discussions.html Bibb, J. A., Mayford, M. R., Tsien, J. Z., & Alberini, C. M. (2010). Cognition enhancement strategies. The Journal of Neuroscience, 10 November, 30(45), 14987-14992. doi:10.1523/JNEUROSCI.4419-1. Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research and Practice, 8(2). Bjork, D. R. (1994). Memory and metamemory: Considerations in the training of human beings. Metacognition: Knowing about knowing, J. Metcalfe and A. Shimamura (Eds.). 185-205. Cambridge, Massachusetts: MIT Press. Bjork, D. (2001). How to succeed in college: Learn how to learn. APS Observer, 14(3), 9. health: Key roles of growth factor cascades and inflammation. Trends in Neurosciences, 30(10), 489. : Alliance. Address: Learning in school and out. Educational Researcher, 16(9), 13-20.
Slide 64-

References Bligh, D. A. (2000). What’s the use of lectures? San Francisco, California: Jossey-Bass. Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York, New York: Longmans. Bohn, R., & Short, J. E. (2009). How much information? 2009 report on American consumers. Retrieved October 15, 2010 from http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton, New Jersey: Princeton University Press. Bottge, B. A., Rueda, E., Serlin, R., Hung, Y. H., & Kwon, J. (2007). Shrinking achievement differences with anchored math problems: Challenges and possibilities. Journal of Special Education, 41, 31-49. Brain seeks patterns where none exist. (2008). Scientific American. Retrieved November 13, 2010 from http://www.scientificamerican.com/podcast/episode.cfm?id=brain-seeks-patterns-where-none-exi- Brainard, J., & Fuller, A. (2010). Graduation rates fall at one-third of 4-year colleges. Chronicle of Higher Education. Retrieved December 12, 2010 from http://chronicle.com/article/Graduation-Rates-Fall-at/125614/ Bransford, J., National Research Council, Committee on Developments in the Science of Learning, National Research Council, & Committee on Learning Research and Educational Practice. (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, D.C.: National Academy Press. Bransford, J. D., Brown, A. L., & Cocking, R. R. (ed.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, D.C.: The National Academies Press. Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco, California: Jossey-Bass. Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London: Methuen. Brown, J. (1958). Some tests of the decay theory of immediate memory. Quarterly Journal of Experimental Psychology, 10, 12-21. Brown, J. S., Collins , A., & Duguid, P. (1989.) Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Brown, J. S. (1999). Learning, working & playing in the digital age: A speech given at the 1999 Conference on Higher Education of the American Association for Higher Education. Retrieved October 18, 2010 from http://www.ntlf.com/html/sf/jsbrown.pdf Bruffee, K. (1993). Collaborative learning: Higher education, interdependence and the authority of knowledge. Baltimore, Maryland: Johns Hopkins University Press. Bruffee, K. (1984). Collaborative learning and the conversation of mankind. College English. 46(7), 635-652. Caine, G., & Caine, R. (2006). Meaningful learning and the executive functions of the human brain. In Johnson, S., & Taylor, K. (eds.), The Neuroscience of Adult Learning, 53-62. San Francisco, California: Jossey-Bass. Caine, G., McClintic, C., & Klimek, K. (2009). 12 Brain/Mind learning principles in action. Thousand Oaks, California: Corwin Press. Caine, R., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, Virginia: Association for Supervision and Curriculum Development. Carles, S. Jr., Curnier, D., Pathak, A., Roncalli, J., Bousquet, M., Garcia, J., . . . Senard, J. (2007). Cardiac rehabilitation: Brief report effects of short-term exercise and exercise training on cognitive function among patients with cardiac disease. Journal of Cardiopulmonary Rehabilitation & Prevention, 27(6), 395-399. doi:10.1097/01.HCR.0000300268.00140.e6. Carmichael, M. (2007). Stronger, faster, smarter. Newsweek, March 26. Carnegie Mellon Learning Principles. Retrieved January 24, 2011, from http://www.cmu.edu/teaching/principles/learning.html Cashman, T. G. (2007). Issues-centered projects for classrooms in the United States and Mexico borderlands. Journal of Authentic Learning, 4(1), 9-24. Cassady, J. C., & Johnson, R. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295. Chamberlin, S. A., & Moon, S. (2005). Model-eliciting activities: An introduction to gifted education. Journal of Secondary Gifted Education, 17, 37-47. Chan, J. C., McDermott, K. B., & Roediger, H. L. (2007). Retrieval-induced facilitation. Journal of Experimental Psychology: General, 135(4), 553-571. Charbonnier, E., Huguet, P., Brauer, M., & Monte, J. (1998). Social loafing and self-beliefs: People’s collective effort depends on the extent to which they distinguished themselves as better than others. Social Behavior and Personality, 26(4), 329-340. doi:10.2224/sbp.1998.26.4.329. Chickering, A. W., & Gamson, Z. F. (1991). Applying the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 47. San Francisco, California: Jossey Bass. Collier, K. G. (1980). Peer-group learning in higher education: The development of higher-order skills. Studies in Higher Education, 5(1), 55-62. Cooke, S. F., & Bliss, T.V. (2006). Plasticity in the human central nervous system. Brain, 129(7), 1659–73. doi:10.1093/brain/awl082. PMID 16672292. Cooper, J., & Associates. (1990). Cooperative learning and college instruction. Long Beach, California: Institute for Teaching and Learning, California State University. Cooperative Institutional Research Program. (1995). 1994 Nine year follow-up survey (of 1985 freshmen). Higher Education Research Institute at UCLA. Retrieved October 18, 2010 from http://www.jstor.org/stable/3211250 Cotm, C., Carl, W., Berchtold, N., & Christie, L. A. (2007). Corrigendum: Exercise builds brain
Slide 65-

References REFERENCES http://www.brainadvance.org/ Allen, Corinne (Water and Brain health, Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives (Complete ed.). New York, New York: Longman. Andrews, J. D. (1980). The verbal structure of teacher questions: Its impact on class discussion. POD Quarterly, 2, 130-163. Arnsten, A. F. T., Paspalas, C. D., Gamo, N. J., Yang, Y., & Wang, M. (2010). Dynamic network connectivity: A new form of neuroplasticity. Trends in Cognitive Sciences, 4, 365-75. Aronson, J. (2007). In ‘The secret to raising smart kids’ by Carol Dweck. Scientific American. 29 Jul. Retrieved November 5, 2010 from http://homeworkhelpblog.com/the-secret-to-raising-smartkids/ Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago, Illinois: University of Chicago Press. Atkins, D. (2010). Response to the article ‘Fixed mindset vs. growth mindset: Which one are you?’ by Michael Graham Richard. Retrieved May 5, 2010 from http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/ Banaszynski, J. (2000). Teaching the American revolution: Scaffolding to success. Education World: The Educator’s Best Friend. Retrieved November 1, 2010 from http://www.educationworld.com/a_curr/curr218.shtml Bandura, A. (1997). Self-efficacy: The exercise of control. New York, New York: W.H. Freeman. Baram, T. Z., Chen, Y., Dubé, C. M., & Rice, C. J. (2008). Rapid loss of dendritic spines after stress involves derangement of spine dynamics by corticotropin-releasing hormone. Journal of Neuroscience, 28, 2903-11. Barrett, N. F. Cognitive styles and strategies. Unpublished. Retrieved January 22, 2011 from http://barrett-evaluations.com/_pdfs/cogstrategies.pdf Barton, J., Heilker, P., & Rutkowsk, D. (2008). Fostering effective classroom discussions. Retrieved February 12, 2011 from http://www.utoledo.edu/centers/ctl/teaching_resources/Fostering_Effective_Classroom_Discussions.html Bibb, J. A., Mayford, M. R., Tsien, J. Z., & Alberini, C. M. (2010). Cognition enhancement strategies. The Journal of Neuroscience, 10 November, 30(45), 14987-14992. doi:10.1523/JNEUROSCI.4419-1. Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research and Practice, 8(2). Bjork, D. R. (1994). Memory and metamemory: Considerations in the training of human beings. Metacognition: Knowing about knowing, J. Metcalfe and A. Shimamura (Eds.). 185-205. Cambridge, Massachusetts: MIT Press. Bjork, D. (2001). How to succeed in college: Learn how to learn. APS Observer, 14(3), 9. health: Key roles of growth factor cascades and inflammation. Trends in Neurosciences, 30(10), 489. : Alliance. Address: Learning in school and out. Educational Researcher, 16(9), 13-20.
Slide 66-

References Crisp, B. (2007). Is it worth the effort? How feedback influences students’ subsequent submission of assessable work. Assessment & Evaluation in Higher Education, 32(5), 571-581. Cull, W. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215-235. Customer Service Training. McDonald’s developed by 3dsolve.com. Retrieved December 12, 2010 from http://www.3dsolve.com/ Schacter, D. (2001). The seven sins of memory. Boston, Massachusetts: Houghton Mifflin. Dale, E. (1969). Cone of experience, in educational media: Theory into practice. Wiman, R.V. (ed). Columbus, Ohio: Charles Merrill. Damasio, A. R. (2001). Fundamental feelings. Nature, 413, 781. Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, New York: Grosset/Putnam. Davachi, L., & Bernhard, P. S., (2009). Mind the gap: Binding experiences across space and time in the human hippocampus. Neuron, 63(2), 267-276. doi:10.1016/j.neuron.2009.06.024. Davachi. L., Tambini, A. & Ketz, N. (2010). Enhanced brain correlations during rest are related to memory for recent experiences. Neuron, 65(2), 280–290. De Byl, P. (2009). Is there an augmented reality future for e-learning? Proceedings of the IADIS International Conference on e-Learning Algarve, Portugal 17-20 June. Retrieved March 12, 2011 from http://www.iadisportal.org/e-learning-2009-proceedings De Groot, A. D. (1965). Thought and choice in chess. Amsterdam: Noord-Hollandsche Uitgeversmaatschappij. Deheane, S. (2009). Reading in the brain. New York, New York: Penguin Publishing. Devlin, K. (2002). In PBS literacy links program synopses, p.12. Retrieved February 12, 2011 from http://www.ketadultlearning.org/pdf/ged_synopses.pdf Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, Massachusetts: D.C. Heath. Diefes-Dux, H., Follman, D., Imbrie, P.K., Zawojewski, J., Capobianco, B., & Hjalmarson, M. (2004). Model eliciting activities: An in-class approach to improving interest and persistence of women in engineering. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition. American Society for Engineering. Retrieved October 29, 2010 from http://www.iwitts.com/html/022diefes-dux.pdf Diekelmann, S., & Born, J. (2010). Slow-wave sleep takes the leading role in memory reorganization. Nature Reviews Neuroscience, 11, 218. doi:10.1038/nrn2762-c2 Dondlinger, M. J. (2007). About serious games. Journal of Applied Educational Technology, 4(1). Retrieved January 17, 2011 from http://www.abfirstresponse.co.uk/Aybee/serious%20games.html Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press. Doyle, T. (2008). Helping students learn in a learner centered environment: A guide to teaching in higher education. Sterling, Virginia: Stylus. Duclukovic, N. M., & Wagner, A. D. (2006). Attending to remember and remembering to attend. Neuron, 49, 784-787. Duncan, N. (2007). Feed-forward: Improving students’ use of tutor comments. Assessment & Evaluation in Higher Education, 32(3), 271-283. Dux, P. E., Ivanoff, J., Asplund, C. L. O., & Marois, R. (2006). Isolation of a central bottleneck of information processing with time-resolved fMRI. Neuron, 52(6), 1109-1120. Dweck, C. S. (2006). Mindset: The new psychology of success. New York, New York: Random House. Dweck, C. S. (2007). Interview in Stanford News. Retrieved March 11, 2011 from http://news.stanford.edu/news/2007/february7/videos/179_flash.html Dweck, C. S. (2009). ‘Mindset: Powerful insights’ from interview on the Positive Coaching Alliance website. Retrieved October 28, 2010 from http://www.positivecoach.org/carol-dweck.aspx Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York, New York: Teachers College, Columbia University.
Slide 67-

References Bligh, D. A. (2000). What’s the use of lectures? San Francisco, California: Jossey-Bass. Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York, New York: Longmans. Bohn, R., & Short, J. E. (2009). How much information? 2009 report on American consumers. Retrieved October 15, 2010 from http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton, New Jersey: Princeton University Press. Bottge, B. A., Rueda, E., Serlin, R., Hung, Y. H., & Kwon, J. (2007). Shrinking achievement differences with anchored math problems: Challenges and possibilities. Journal of Special Education, 41, 31-49. Brain seeks patterns where none exist. (2008). Scientific American. Retrieved November 13, 2010 from http://www.scientificamerican.com/podcast/episode.cfm?id=brain-seeks-patterns-where-none-exi- Brainard, J., & Fuller, A. (2010). Graduation rates fall at one-third of 4-year colleges. Chronicle of Higher Education. Retrieved December 12, 2010 from http://chronicle.com/article/Graduation-Rates-Fall-at/125614/ Bransford, J., National Research Council, Committee on Developments in the Science of Learning, National Research Council, & Committee on Learning Research and Educational Practice. (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, D.C.: National Academy Press. Bransford, J. D., Brown, A. L., & Cocking, R. R. (ed.). (2000). How people learn: Brain, mind, experience, and school (Expanded ed.). Washington, D.C.: The National Academies Press. Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). San Francisco, California: Jossey-Bass. Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London: Methuen. Brown, J. (1958). Some tests of the decay theory of immediate memory. Quarterly Journal of Experimental Psychology, 10, 12-21. Brown, J. S., Collins , A., & Duguid, P. (1989.) Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Brown, J. S. (1999). Learning, working & playing in the digital age: A speech given at the 1999 Conference on Higher Education of the American Association for Higher Education. Retrieved October 18, 2010 from http://www.ntlf.com/html/sf/jsbrown.pdf Bruffee, K. (1993). Collaborative learning: Higher education, interdependence and the authority of knowledge. Baltimore, Maryland: Johns Hopkins University Press. Bruffee, K. (1984). Collaborative learning and the conversation of mankind. College English. 46(7), 635-652. Caine, G., & Caine, R. (2006). Meaningful learning and the executive functions of the human brain. In Johnson, S., & Taylor, K. (eds.), The Neuroscience of Adult Learning, 53-62. San Francisco, California: Jossey-Bass. Caine, G., McClintic, C., & Klimek, K. (2009). 12 Brain/Mind learning principles in action. Thousand Oaks, California: Corwin Press. Caine, R., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, Virginia: Association for Supervision and Curriculum Development. Carles, S. Jr., Curnier, D., Pathak, A., Roncalli, J., Bousquet, M., Garcia, J., . . . Senard, J. (2007). Cardiac rehabilitation: Brief report effects of short-term exercise and exercise training on cognitive function among patients with cardiac disease. Journal of Cardiopulmonary Rehabilitation & Prevention, 27(6), 395-399. doi:10.1097/01.HCR.0000300268.00140.e6. Carmichael, M. (2007). Stronger, faster, smarter. Newsweek, March 26. Carnegie Mellon Learning Principles. Retrieved January 24, 2011, from http://www.cmu.edu/teaching/principles/learning.html Cashman, T. G. (2007). Issues-centered projects for classrooms in the United States and Mexico borderlands. Journal of Authentic Learning, 4(1), 9-24. Cassady, J. C., & Johnson, R. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295. Chamberlin, S. A., & Moon, S. (2005). Model-eliciting activities: An introduction to gifted education. Journal of Secondary Gifted Education, 17, 37-47. Chan, J. C., McDermott, K. B., & Roediger, H. L. (2007). Retrieval-induced facilitation. Journal of Experimental Psychology: General, 135(4), 553-571. Charbonnier, E., Huguet, P., Brauer, M., & Monte, J. (1998). Social loafing and self-beliefs: People’s collective effort depends on the extent to which they distinguished themselves as better than others. Social Behavior and Personality, 26(4), 329-340. doi:10.2224/sbp.1998.26.4.329. Chickering, A. W., & Gamson, Z. F. (1991). Applying the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 47. San Francisco, California: Jossey Bass. Collier, K. G. (1980). Peer-group learning in higher education: The development of higher-order skills. Studies in Higher Education, 5(1), 55-62. Cooke, S. F., & Bliss, T.V. (2006). Plasticity in the human central nervous system. Brain, 129(7), 1659–73. doi:10.1093/brain/awl082. PMID 16672292. Cooper, J., & Associates. (1990). Cooperative learning and college instruction. Long Beach, California: Institute for Teaching and Learning, California State University. Cooperative Institutional Research Program. (1995). 1994 Nine year follow-up survey (of 1985 freshmen). Higher Education Research Institute at UCLA. Retrieved October 18, 2010 from http://www.jstor.org/stable/3211250 Cotm, C., Carl, W., Berchtold, N., & Christie, L. A. (2007). Corrigendum: Exercise builds brain
Slide 68-

References Crisp, B. (2007). Is it worth the effort? How feedback influences students’ subsequent submission of assessable work. Assessment & Evaluation in Higher Education, 32(5), 571-581. Cull, W. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215-235. Customer Service Training. McDonald’s developed by 3dsolve.com. Retrieved December 12, 2010 from http://www.3dsolve.com/ Schacter, D. (2001). The seven sins of memory. Boston, Massachusetts: Houghton Mifflin. Dale, E. (1969). Cone of experience, in educational media: Theory into practice. Wiman, R.V. (ed). Columbus, Ohio: Charles Merrill. Damasio, A. R. (2001). Fundamental feelings. Nature, 413, 781. Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, New York: Grosset/Putnam. Davachi, L., & Bernhard, P. S., (2009). Mind the gap: Binding experiences across space and time in the human hippocampus. Neuron, 63(2), 267-276. doi:10.1016/j.neuron.2009.06.024. Davachi. L., Tambini, A. & Ketz, N. (2010). Enhanced brain correlations during rest are related to memory for recent experiences. Neuron, 65(2), 280–290. De Byl, P. (2009). Is there an augmented reality future for e-learning? Proceedings of the IADIS International Conference on e-Learning Algarve, Portugal 17-20 June. Retrieved March 12, 2011 from http://www.iadisportal.org/e-learning-2009-proceedings De Groot, A. D. (1965). Thought and choice in chess. Amsterdam: Noord-Hollandsche Uitgeversmaatschappij. Deheane, S. (2009). Reading in the brain. New York, New York: Penguin Publishing. Devlin, K. (2002). In PBS literacy links program synopses, p.12. Retrieved February 12, 2011 from http://www.ketadultlearning.org/pdf/ged_synopses.pdf Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, Massachusetts: D.C. Heath. Diefes-Dux, H., Follman, D., Imbrie, P.K., Zawojewski, J., Capobianco, B., & Hjalmarson, M. (2004). Model eliciting activities: An in-class approach to improving interest and persistence of women in engineering. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition. American Society for Engineering. Retrieved October 29, 2010 from http://www.iwitts.com/html/022diefes-dux.pdf Diekelmann, S., & Born, J. (2010). Slow-wave sleep takes the leading role in memory reorganization. Nature Reviews Neuroscience, 11, 218. doi:10.1038/nrn2762-c2 Dondlinger, M. J. (2007). About serious games. Journal of Applied Educational Technology, 4(1). Retrieved January 17, 2011 from http://www.abfirstresponse.co.uk/Aybee/serious%20games.html Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press. Doyle, T. (2008). Helping students learn in a learner centered environment: A guide to teaching in higher education. Sterling, Virginia: Stylus. Duclukovic, N. M., & Wagner, A. D. (2006). Attending to remember and remembering to attend. Neuron, 49, 784-787. Duncan, N. (2007). Feed-forward: Improving students’ use of tutor comments. Assessment & Evaluation in Higher Education, 32(3), 271-283. Dux, P. E., Ivanoff, J., Asplund, C. L. O., & Marois, R. (2006). Isolation of a central bottleneck of information processing with time-resolved fMRI. Neuron, 52(6), 1109-1120. Dweck, C. S. (2006). Mindset: The new psychology of success. New York, New York: Random House. Dweck, C. S. (2007). Interview in Stanford News. Retrieved March 11, 2011 from http://news.stanford.edu/news/2007/february7/videos/179_flash.html Dweck, C. S. (2009). ‘Mindset: Powerful insights’ from interview on the Positive Coaching Alliance website. Retrieved October 28, 2010 from http://www.positivecoach.org/carol-dweck.aspx Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York, New York: Teachers College, Columbia University.
Slide 69-

References Ebbinghaus, H. (1913). A contribution to experimental psychology. New York, New York: Teachers College, Columbia University. Edwards, J., & Fraser, K. (1983). Concept maps as reflections of conceptual understanding. Research in Science Education, 13, 19-26. E-Health MD. (2011). What is AIDS? Retrieved October 15, 2010 from http://ehealthmd.com/library/aidswomen/AID_whatis.html Eriksson, P., Perfilieva, E., Bjork-Eriksson, T., Alborn, A. M., Nordborg, C., Peterson, D., & Gage, F. H. (1998). Neurogenesis in the adult human hippocampus. Nature Medicine, 4(11), 1313-1317. Ewell, P. T. (1997). Organizing for learning: A point of entry. Discussion proceedings at the 1997 AAHE Summer Academy at Snowbird. National Center for Higher Education Management Systems (NCHEMS). Examples of Authentic Assessment. Northern Illinois University. Retrieved October 5, 2010 from jove.geol.niu.edu/faculty/kitts/GEOL401/inquiryassessment401.pp Farah, M. (2011). Analyzing successful ways to build better brains and improve cognitive performance. Retrieved January 03, 2011 from http://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.html Ferris, S. (2003.) Insufficient memory: Can a pill boost your brain’s ability to hold information? Newsday.com. Retrieved October 17, 2010 from http://www.cognitiveliberty.org/dll/memory_drugs_newsday.html Ferry, B., Kervin, L., Carrington, L., & Prcevich, K. (2007). The need for choice and control: Preparing the digital generation to be teachers. ICT: Providing choices for learners and learning. Proceedings ASCILITE Conference, Singapore. Retrieved October 11, 2010 from http://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdf Ferry, B., Kervin, L., Carrington, L., & Prcevich, K. (2007). The need for choice and control: Preparing the digital generation to be teachers. ICT: Providing choices for learners and learning. Proceedings ASCILITE Conference, Singapore. Retrieved January 12, 2011 from http://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdf Foerde, K., Knowlton, B. J., & Poldrack, R. A. (2006). Modulation of competing memory systems by distraction. Retrieved September 11, 2010 from http://www.pnas.org/content/103/31/11778.abstract Foerde, K., Knowlton, B. J., & Poldrack, R. A. (2006.) Modulation of competing memory systems by distraction. Retrieved January 12, 2011 from http://www.poldracklab.org/Publications/pdfs/Proc%20Natl%20Acad%20Sci%20USA%202006%20Foerde-1.pdf Frank, L. M., Karlsson, M. P. (2009). Awake replay of remote experiences in the hippocampus. Nature Neuroscience, 12(7), 913-8. Franklin Institute. (2004). Early movement in animals. Retrieved February, 2011 from http://www.fi.edu/learn/brain/exercise.html Functions of the Human Brain in Johnson, S. and Taylor, K. (eds.) The Neuroscience of Adult Learning, 53-62. San Francisco: Jossey-Bass. Gage, F. H., Small, S. A., Pereira, A. C., Huddleston, D.E., Brickman, A. M., Sosunov, A. A., . . . Brown, T. R. (2007). An in vivo correlate of exercise-induced neurogenesis in the adult dentate gyrus. Proceedings of the National Academy of the Sciences of the United States of America, 104(13), 5638-43. Gardiner, L. F. (1994). Redesigning higher education: Producing dramatic gains in student learning. Report No. 7. Washington, D.C. Gee, J. (2003). What videogames have to teach us about learning and literacy. New York, New York and Houndmills, Basingstoke: Palgrave MacMillan. Genetics Science Learning Center. University of Utah. (2010). Retrieved January 7, 2011 from http://learn.genetics.utah.edu/ Glasser, C. (1998). The quality world series. Chatsworth, California: The William Glasser Institute. Gould, E. (2008). In John J. Ratey, MD, Spark: The revolutionary new science of exercise and the brain. New York, New York: Little Brown. Grabulosa, J., Serra, M., Adan, A., Falcón, C., & Bargalló, N. (2010). Glucose and caffeine effects on sustained attention: An exploratory fMRI study. Human Psychopharmacology: Clinical and Experimental. doi:10.1002/hup.1150. Grasha, A. (1996). Teaching with style. Pittsburgh, Pennsylvania
Slide 70-

References Hart, P. (2006). How should colleges prepare students to succeed in today’s global economy? Retrieved April 24, 2010, from http://www.aacu.org/advocacy/leap/documents/Re8097abcombined.pdf Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59–71. Retrieved April 24, 2010, from http://www.ascilite.org.au/ajet/ajet19/herrington.html Heuer, F., & Reisberg, D. (1990). Vivid memories of emotional events: The accuracy of remembered minutiae. Memory & Cognition, 18, 496–50. Hillman, C. H., Castelli, D. M., Buck, S. M., & Erwin, H. (2007). Physical fitness and academic achievement in 3rd & 5th Grade Students. Journal of Sport & Exercise Psychology, 29, 239-252. Hillman, C. H., Pontifex, M. B., Raine, L. B., Castelli, D. M., Hall, E. E., & Kramer, A. F. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience, 31; 159(3), 1044-54. Hillman, C. H., & Castelli D. M. (2007). Physical education performance outcome and cognitive function. Journal of Sport and Exercise Psychology, 19, 249-277. Hillman, C. H., Erickson, K., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience, 9, 58-65. doi:10.1038/nrn2298. Hillman, C., & Castelli, D. M. (2007). Physically fit children appear to do better in classroom. Research Quarterly for Exercise and Sport, 64, 178-188. Hillman, C., Motl, R. W., Pontifex, M. B., Iversiteit, V., Boomsma,D., De Geus, E. J. C., Posthuma, D., & Stubbe, J. (2006). Exercise appears to improve brain function among younger people. Science Daily. Retrieved March 13, 2011, from http://www.sciencedaily.com /releases/2006/12/061219122200.htm Institute of Education Sciences. (2007). Organizing instruction and study to improve student learning. Washington, DC: National Center for Education Research. Isaac, J. T., Buchanan, K. A., Muller, R. U., & Mellor, J. R. (2009). Hippocampal place cell firing patterns can induce long-term synaptic plasticity in vitro. Journal of Neuroscience, May 27; 29(21), 6840-50. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. Jha, A. (2011). Meditation improves brain anatomy and function. Psychiatry Research: Neuroimaging on Science Direct, 191(1), 1-86. Retrieved January 30, 2011 from www.sciencedirect.com/science/journal/09254927 Jukes, I., & Dosa, A. J. (2003). The InfoSavvy Group, as quoted on www.apple.com. Retrieved November 15, 2010 from /au/education/digitalkids/disconnect/landscape.html Kempton KJ, et al. Dehydration affects brain structure and function in healthy adolescents. Human Brain Mapping 24 March 2010 Kaner, S., Lind, L., Toldi, C., Fisk, S., & Berger, D. (2007). Facilitator's guide to participatory decision-making. San Francisco, California: Jossey-Bass. Karp, D. A., & Yoels, W. C. (1976). The college classroom: Some observation on the meaning of student participation. Sociology and Social Research, 60, 421-39. Kensinger, E. A. (2004). Remembering emotional experiences: The contribution of valence and arousal. Reviews in the Neurosciences, 15, 241-251.
Slide 71-

References Kerr, N.L. (1989). Illusions of efficacy: The effects of group size on perceived efficacy in social dilemmas. Journal of Experimental Social Psychology, 25, 287-313. Khatri, P., Blumenthal, J. A., Babyak, M. A., Craighead, W. E., Herman, S., Baldewicz, T., Madden, D. J., . . . Krishnan, K. R. (2001). Effects of exercise training on cognitive functioning among depressed older men and women. Journal of Aging and Physical Activity, 9, 43-57. Kilbourne, J. (2009). Sharpening the mind through movement: Using exercise balls as chairs in a university class. Retrieved October 12, 2010 from www.balldynamics.com/research/a1237990661.pdf Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. Klopfer, E. (2008). Augmented learning research and design of mobile educational games. London, England: The MIT Press Cambridge. Kohn, A. (1993).Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston, Massachusetts: Houghton Mifflin. Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning in C. Cooper (ed.). Theories of Group Process. London, England: John Wiley. Krakovsky, M. ( 2007). The effort effect. Stanford Magazine, March/April, (Quote by Dweck came from this article). Retrieved September 14, 2010 from http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.html Kramer, A. F., Hahn, S., Cohen, N. J., Banich, M. T., McAuley, E., Harrison, C. R., . . . Colcombe, A. (1999). Ageing, fitness and neurocognitive function. Nature, 400, 418–419. Kramer, A. F., Voss, M. W., Ericjson, K. I., Prakash, R. S., Chaddock, L., Malkowski, E., . . . McAuley, E.. (2010). Functional connectivity: A source of variance in the association between cardiorespiratory fitness and cognition? Neuropsychologia, 48, 13943-1406. LaBar, K. S., & Phelps, E. A. (1998). Arousal-mediated memory consolidation: Role of the medial temporal lobe in humans. Psychological Science, 9, 490-493. Larson, B. E. (2000). Classroom discussion: A method of instruction and a curriculum outcome. Teaching and Teacher Education, 16(5-6), 661-677. Latane, B., Williams, K., & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of Personal Sociology and Psychology, 37, 822-832. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, Massachusetts: Cambridge University Press. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, Massachusetts: Cambridge University Press. Lepper, M. R., Woolverton, M., Mumme, D. L., & Gurtner, J. L. (1993). Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors. In S. P. Lajoie & S. J. Derry (Eds.), Computers as Cognitive Tools, 75–105. Hillsdale, New Jersey: Erlbaum. Lesh, R. (1998). The development of representational abilities in middle school mathematics: The development of student's representations during model eliciting activities. In I.E. Sigel (Ed.), Representations and Student Learning. Mahwah, New Jersey: Lawrence Erlbaum. Lesh, R., Hoover, M., Hole, B., Kelly, A., & Post, T. (2000). Principles for developing thought-revealing activities for students and teachers. In A. Kelly & R. Lesh (Eds.), Handbook of Research Design in Mathematics and Science Education. Mahwah, NJ: Lawrence Erlbaum. Levy, F., & Murnane, R. (2005). The new division of labor: How computers are creating the next job market. Princeton, New Jersey: Princeton University Press. Loftus, E. (2010). Explanations for forgetting: Reasons why we forget. In about.com Psychology. Retrieved December 13, 2010 from http://psychology.about.com/od/cognitivepsychology/tp/explanations-for-forgetting.htm
Slide 72-

References Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. ELI Paper 1. Retrieved November 5, 2010 from http://www.educause.edu/ELI/AuthenticLearningforthe21stCen/156769 Lowinson, J., Ruiz, P., Millman, R., & Langrod, J. (1997). Substance abuse: A comprehensive textbook (3rd ed.). Baltimore, Maryland: Williams & Wilkens. Lowman, J. (1995). Mastering the techniques of teaching (2nd ed.). San Francisco, California: Jossey-Bass. Lwin, M. O., Morrin, W., & Krishna, A. (2010). Exploring the superadditive effects of scent and pictures on verbal recall: An extension of dual coding theory. Journal of Consumer Psychology, 20, 317–326. MacKay, W. A. (2010). Neuro 101, neurophysiology without tears (6th ed.). Toronto, Ontario: Sefalotek. Marra, T. (2010). Authentic learning environments. Retrieved November 10, 2010 from ? Mattson, M. P., Duan, W., Wan, R., & Guo, Z. (2004). Prophylactic activation of neuroprotective stress response pathways by dietary and behavioral manipulations. NeuroRx, 111-116, online. Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490. Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational 84(4), 444-452. Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726. Mayer, R. E., & Moreno, R. (2001). A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory. Journal of Educational Psychology, 90, 000-000. Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401. Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240-246. Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), 14-19. Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, New York: Cambridge University Press. Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43, 31-44. McAleese, R. R. (1994). A theoretical view on concept mapping. ALT, 2(2), 38-48. McCabe, S. E., Knight, J. R., Teter, C. J., & Wechsler, H. (2005). Nonmedical use of prescription stimulants among U.S. college students: Prevalence and correlates from a national survey. Addiction, 99, 96–106. McDaniel, M. A., Roediger, H. L. III, & McDermo, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206. McFarlene, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. Technical Report, TEEM. Retrieved October 19, 2010 from www.teem.org.uk/publications/teem_gamesined_full.pdf
Slide 73-

References McKeachie, W. (1994). Teaching tips: Strategies, research, and theory for college and university teachers (9th ed.). Lexington, Massachusetts: DC Heath. McKeachie, W. J. (1978). Teaching tips: A guidebook for the beginning college teacher, (7th ed.). Lexington, Massachusetts: Heath. McKenzie, J. (1999). Scaffolding for success. From now on: The Educational Journal, (9), 4. Retrieved November 1, 2010, from http://www.fno.org/dec99/scaffold.html McKone, E. (1998). The decay of short-term implicit memory: Unpacking lag. Memory and Cognition, 26(6), 1173–86. Medina, J. (2008). Brain rules. Seattle, Washington: Pear Press. Mevarech, Z. R., & Kramarski, B. (2003). The effects of metacognitive training versus worked-out examples on students' mathematical reasoning. British Journal of Educational Psychology, 73, 449-471. Michigan State University Career Services Network. 12 Essentials for success. Retrieved October 12, 2010 from http://careernetwork.msu.edu/pdf/Competencies.pdf Microsoft Training. (2010). How a good smell can induce a better learning environment with PowerPoint. Retrieved September 12, 2010 from http://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.html Middendorf, J., & Kalish, A. (1996). The "Change-Up" in lectures. Teaching Resources Center, Indiana University. Retrieved March 1, 2011 from http://www.ntlf.com/html/pi/9601/article1.htm Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2000). Assessing science understanding: A human constructivist view. San Diego: Academic Press. Modie, J. (2003). 'Good' chemical: Neurons in brain elevated among exercise addicts. Oregon Health & Science University (September 29). ScienceDaily. Retrieved March 13, 2011, from http://www.sciencedaily.com /releases/2003/09/030929053719.htm Mohs, R. C. (2010). How human memory works. Retrieved January 11, 2011 from http://health.howstuffworks.com/human-body/systems/nervous-system/human-memory4.htm Muller, J. Authentic tool box. Retrieved January 15, 2011 from http://jfmueller.faculty.noctrl.edu/toolbox Najjar, L. J. (1998). Principles of educational multimedia user interface design. Human Factors, 40(2): 311 – 323 National Library of Medicine. Visible human project. Retrieved December 12, 2010 from http://www.nlm.nih.gov/research/visible/visible_human.html Nellis, B. (2006). Mayo clinic obesity researchers test classroom of the future. Pediatrics/Children's Health, Retrieved October 15, 2010 from http://www.medicalnewstoday.com/articles/39630.php New Horizons for Learning. Johns Hopkins University School of Education, Definition of Authentic Learning. Retrieved February 14, 2011 http://education.jhu.edu/newhorizons/strategies/topics/index.html Newell, F., Bulthoff, H. H., & Ernst, M. (2003). Cross-modal perception of actively explored objects. Proceedings EuroHaptics, 291 – 299. Nicol, D., & Draper, S. (2008). Redesigning written feedback to students when class sizes are large. Paper presented at the Improving University Teachers Conference, July, Glasgow. Nidich, S. I., Fields, J. Z., Rainforth, M. V., Pomerantz, R., Cella, D., Kristeller J., . . . Schneider, R.H. (2009). A Randomized controlled trial of the effects of transcendental meditation on quality of life in older breast cancer patients. Integrative Cancer Therapies, 8(3), 228-234. Nilson, L. (1996). Leading effective discussions. Teaching at its best, 69-76. Nashville, Tennessee: Vanderbilt University.
Slide 74-

References North Central Regional Education Laboratory. (2011). Traits of Authentic Education. Retrieved October 14, 2010 from www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm Novak, J. D. (1990). Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19, 29-52. Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, New York: Cambridge University Press. Novak, J. D., & Cañas, A. J. (2006). The theory underlying concept maps and how to construct and use them. Retrieved Dec 7, 2010 from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm Oberlander, E. M., Oswald, F. L., Hambrick, D. Z., & Jones, L. A. (2007). Individual differences as predictors of error during multitasking. Technical Report for Navy Personnel Research, Studies, and Technology (NPRST-TN-07-9). Millington, Tennessee. Ochsner, K. N. (2000). Are affective events richly recollected or simply familiar? The experience and process of recognizing feelings past. Journal of Experimental Psychology. General, 129, 242-261. emotional valence Orts, E. W. (2010). Tragedy of the Tuna, Retrieved December 12, 2010 from http://www.wharton.upenn.edu/learning/tragedy-of-the-tuna.cfm Overbaugh, R. C., & Schultz, L. Examples of Bloom’s taxonomy. Retrieved November 17, 2010 from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, England: Oxford University Press. Pashler, H., Cepeda, N., Wixted, J., & Rohrer, D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 3-8. Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin and Review, 14, 187-193. Payne,J, Matthew A. Tucker, Jeffrey M. Ellenbogen, Erin J. Wamsley, Matthew P. Walker, Daniel L. Schacter, Robert Stickgold. Memory for Semantically Related and Unrelated Declarative Information: The Benefit of Sleep, the Cost of Wake. PLoS ONE, 2012; 7 (3): e33079 DOI: 10.1371/journal.pone.0033079 Perry, D. J. (2002). Unit 5: Cognitive development theories. Retrieved November 16, 2010, from http://www.education.indiana.edu/~p540/webcourse/develop.html Pert, C. B. (1997). Molecules of emotion: The science behind mind-body medicine. New York, New York: Simon & Schuster. Piaget, J. (1954). The construction of reality in the child. New York, New York: Basic Books. Piezon, S. L., & Donaldson, R.L. (2005). Online groups and social loafing: Understanding student-group interactions. Online Journal of Distance Learning Administration, 8(4). Retrieved online July 7, 2010 from http://www.westga.edu/~distance/ojdla/winter84/piezon84.htm Polaris: An online portfolio system for undergraduate engineering students at the University of Texas at Austin, innovations and implementations. (2006). Exemplary practices in Teaching and Learning Educause. Retrieved September 2006 from http://net.educause.edu/ir/library/pdf/ELI5015.pdf Prensky, M. (2001). What readers are saying about digital game-based learning. New York, New York: McGraw-Hill. Price, K. H., & Harrison, D. A. (2006). Withholding inputs in team context: Member composition, interaction process, evaluation structure, and social loafing. Journal of Applied Psychology, 91(6). Psychology, 84, 444-452. Pytel, B. (2007). No more classroom chairs, students are sitting on exercise balls. Suite101.com. Retrieved November 11, 2010 from http://www.balldynamics.com/research/a1235761967.pdf Rasch, B., Buchel, C., Gais, S., & Born, J. (2007). Odor cues during slow wave sleep prompt declarative memory consolidation. Science 9 March 2007, 1333. doi:10.1126/science.315.5817.1333k. Ratey, J. (2001). A user’s guide to the brain. New York, New York. Pantheon Books. Ratey, J. (2008). Spark: The new science of exercise and the brain. New York, New York: Little Brown. Rawson, K. (2010). Tests really do improve learning: Study practice tests really do improve learning: Study. The Journal Science Practice. Retrieved November 1, 2010 from http://health.usnews.com/health-news/family-health/brain-and-behavior/articles/2010/10/14/practice-tests-really-do-improve-learning-study.html Resnick, L. B. (1987). The 1987 Presidential
Slide 75-

References Ribeiro, S., Gervasoni, D., Soares, E. S., Zhou, Y., Lin, S. C., Pantoja, J., Lavine, M., Nicolelis, M. A. (2004). Long-lasting novelty-induced neuronal reverberation during slow-wave sleep in multiple forebrain areas. PLoS Biology, 2(1): e24. doi:10.1371/journal.pbio.0020024. Ribeiro, S. (2004). Sleeper effects: Slumber may fortify memory, stir insight. Science News, 165(4). Rinck, M. (1999). Memory for everyday objects: Where are the digits on numerical keypads? Applied Cognitive Psychology, 13(4), 329-350. Robert, B. C. (2000). Patterns, the brain, and learning. The Science of Learning, 4(3). Roediger, H. L., III, & Karpicke, J. D. (2006). The power of testing memory: Implications for educational practice. Unpublished manuscript, Washington University in St. Louis. Rogers, S., Ludington, J., & Graham, S. (1998). Motivation and Learning. Evergreen, Colorado: Peak Learning Systems. Rogers, S., Renard, L. (1999). Relationship-driven teaching. Educational Leadership. September, 34-37. Ruggerio, V. (1995). Oral presentation on Thinking Critically, given at Ferris State University, March, 1995. Rule, A. C. (2006). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1-10. Sahakian, B., & Morein-Zamir, S. (2007). Professor’s little helper. Nature, 450, 1157-1159. Retrieved December 7, 2010 from http://www.nature.com/nature/journal/v450/n7173/full/4501157a.html San Francisco Edit. (2010). Research related questions. Retrieved October 11, 2010 http://www.sfedit.net/index.html Schacter, D. L., & Dodson, C. S. (2001). Misattribution, false recognition and the sins of memory. Philosophical Transactions of the Royal Society of London B: Biological Sciences, September 29; 356(1413), 1385–1393. doi: 10.1098/rstb.2001.0938. Schacter, D. (2001). Seven sins of memory how the mind forgets. Boston, Massachusetts: Houghton Mifflin. Schwarz, R. (2002). The skilled facilitator: A comprehensive resource for consultants, facilitators, managers, trainers, and coaches. San Francisco, California: Jossey-Bass. Seitz, A. R., Kim, R., & Shams, L. (2006). Sound facilitates visual learning. Current Biology, 16(14) 1422-1427. Shams, L., & Seitz, A. (2008). Benefits of multisensory learning. Trends in Cognitive Science, 12(11), 411-417. Shankardass, A. (2009). A second opinion on learning disorders (TED). Retrieved September 9, 2010 from http://www.ted.com/talks/aditi_shankardass_a_second_opinion_on_learning_disorders.html Simon, P. (1966). I am a Rock, I am an Island [Simon & Garfunkel]. Simon & Garfunkel Collected Works, [LP]. New York, New York: Columbia Records. (1981). Smagorinsky, P. (2007). Vygotsky and the social dynamic of classrooms. English Journal, 97(2), 61-66. Smallwood, J., & Schooler, J. (2006). The restless mind. Psychological Bulletin, 132(6), 946–958. Smith, C. N., & Squire, L. R. (2009). Medial temporal lobe activity during retrieval of semantic memory is related to the age of the memory. The Journal of Neuroscience, Jan 28, 29(4), 930-938. doi:10.1523/JNEUROSCI.4545-08. Smith, F. (1985). Reading without nonsense. New York, New York: Teacher College Press. Smith, M. K. (2001, 2009). Facilitating learning and change in groups. The Encyclopedia of Informal Education. Retrieved October 17, 2010 from http://www.infed.org/encyclopedia.htm Snyder, P. (2010). Can you build a better brain? Newsweek. Retrieved October 25, 2010 from http://www.newsweek.com/2011/01/03/can-you-build-a-better-brain.html
Slide 76-

References Soanes, C., Stevenson, A., & Hawker, S. (2006). Concise Oxford English dictionary (computer software) (11th ed.). Oxford University Press. Entry mnemonic. Spiller, D. (2009). Assessment: Feedback to promote student learning. Retrieved Nov 1, 2010 from http://www.docstoc.com/docs/24436889/Assessment-Feedback-to-promote-student-learning Stark, L. A. (2010). The new science of addiction. Genetics Science Learning Center, University of Utah. Retrieved October 4, 2010 from http://learn.genetics.utah.edu/units/addition/index.cfm Stenberg, G. (2006). Conceptual and perceptual factors in the picture superiority effect. The European Journal of Cognitive Psychology, 18(6), 813-847(35). Stern, Y. (2006). The concept of cognitive reserve: A catalyst for research. In Stern, Y. (Ed), Cognitive Reserve: Theory and Applications, 1-4, 44. Stern, P., (2010) Can you build a better brain? In Newsweek, Retrieved October 25, 2010 from http://www.newsweek.com/2011/01/03/can-you-build-a-better-brain.html Sweller, J., Krischner, P. A., & Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115-121. Swing, E. L., Gentile, D. A., Anderson, C. A., & Walsh, D. A. (2010). Television and video game exposure and the development of attention problems. Pediatrics. doi: 10.1542/peds.2009-1508. Sylwester, R. (1995). A celebration of neurons: An educator’s guide to the human brain. Alexandria, Virginia: Association for Supervision and Curriculum Development. Kuhn, T. S. (1962). The structure of scientific revolutions (1st ed.). Chicago, Illinois: University of Chicago Press. Tambini, A., Ketz, N., & Davachi, L. (2010). Enhanced brain correlations during rest are related to memory for recent experiences. Neuron, Jan., 280-290. Taras, M. (2003). To feedback or not to feedback in student self-assessment. Assessment and Evaluation in Higher Education, 28(5), 549-565. Taylor, D. (2009). Modern myths of learning: The creative right brain. Training Zone. Retrieved Feb 19, 2011 from http://donaldhtaylor.wordpress.com/writing/modern-myths-of-learning-the-creative-right-brain/ Thompson, C. J. (2009).Educational Statistics Authentic Learning CAPSULES: Community action projects for students utilizing leadership and e-based statistics. Journal of Statistics Education, 17(1). Thompson, D. (2006). Summit on educational games: Harnessing the power of video games for learning. Washington, D.C.: Federation of American Scientist. Retrieved December 7, 2010 from http://www.adobe.com/resources/elearning/pdfs/serious_games_wp.pdf U.S. Bureau of Labor Statistics. (2008). Number of jobs, labor market experience, and earnings growth: Results from a national longitudinal survey news release, June 2008. Retrieved November 18, 2010 from http://www.bls.gov/news.release/archives/nlsoy_06272008.htm U.S. Department of Education. (2001). The national commission of the high school senior year. U.S. Department of Education. Retrieved November 16, 2010 from http://www.ecs.org/html/Document.asp?chouseid=2929 U.S. Department of Education. (2001). The national commission of the high school senior year. U.S. Department of Education. Retrieved January 12, 2010 from http://www.ecs.org/html/Document.asp?chouseid=2929 UNC Center for Teaching and Learning. (1992). The guided discussion: Ground rules for in-class small group discussion, for your consideration… Suggestions and reflections on teaching and learning, CTL Number 12. Retrieved February 19, 2011 from http://cfe.unc.edu/pdfs/FYC12.pdf
Slide 77-

References Underwood, B. J., & Postman, L. (1960). Extra-experimental sources of interference in forgetting. Psychological Review, 67, 73-95. Voss, J., Gonsalves, B., Federmeier, K., Tranel, D., & Cohen, Neal. (2010). Hippocampal brain-network coordination during volitional exploratory behavior enhances learning. Nature Neuroscience. doi: 10.1038/nn.2693. Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004). Sleep inspires insight. Nature, 427, 352-355. Weimer, M. (2002). Learner-centered teaching. San Francisco, California: Jossey-Bass. Weuve, J., Kang, J., Manson, J., Breteler, M., Ware, J., & Grodstein, F. (2008). Physical activity, including walking, and cognitive function in older women. Retrieved January 23, 2011 from http://jama.ama-assn.org/content/292/12/1454.abstract Whitebread, D. (1997). ‘Developing children's problem-solving: The educational uses of adventure games', in McFarlane, A. (ed). Information Technology and Authentic Learning. London, England: Routledge. Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2). Retrieved March 8, 2011 from http://PAREonline.net/getvn.asp?v=2&n= Wiggins, G. Assessment as Feedback. New Horizons for Learning: Johns Hopkins University School of Education. Retrieved February14, 2011 http://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/wiggins.htm Williams, M. (2005). A technology-based model for learning. Journal on Systemics, Cybernetics, and Informatics, 2(6). Ying, Z., Vaynman, S., & Gomez-Pinilla, F. (2004). Exercise induces BDNF and synapses to specific hippocampal subfields. Journal of Neuroscientific Research, 76(3), 356-62. Zadina, Janet. (2010). Neuroscience and learning. Oral presentation at San Jacinto Community College, Houston, Texas. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: what does the research say? New York, New York: Teachers College Press. Zull, J. (2002).The art of changing the brain. Sterling, Virginia: Stylus
Slide 78-

Baker, C. (2001). Foundations of bilingual education and bilingualism. Clevedon [England]: Multilingual Matters Ltd. Horgan, J. (2009). The myth of mind control. Discover Presents the Brain, William C. Hostetter, NY. Koenig, O., Reiss, L. P., & Kosslyn, S. M. (1990). The development of spatial relation representations: Evidence from studies of cerebral lateralization. Journal of Experimental Child Psychology, 50, 119-130. Lindsay, D., Hagan, L., Read, J., Wade, K., & Garry, M. (2004). True photographs and false memories. Psychological Science, 15, 149-154. Marian, V., Spivey, M., & Hirsch, J. (2003). Shared and separate systems in bilingual language processing: Converging evidence from eyetracking and brain imaging. Brain and Language, 86, 70-82. Brain Energy Metabolism An Integrated Cellular Perspective Pierre J. Magistretti, Luc Pellerin, and Jean-Luc Martin http://www.acnp.org/g4/gn401000064/ch064.html Water enhances mental function and is essential to survival Published on October 15, 2010 by Joshua Gowin, Ph.D. in You, Illuminated http://www.psychologytoday.com/blog/you-illuminated/201010/why-your-brain-needs-water Feeding the Brain for Academic Success: How Nutrition and Hydration Boost Learning Philippa Norman MD, MPHhttp://www.healthybrainforlife.com/articles/school-health-and-nutrition/feeding-the-brain-for-academic-success-how The Handbook of Brain Theory and Neural Networks: Second Edition By Michael A. Arbib 2003
Slide 79-

Caffeine and Depression The analysis showed that the risk of suicide among adults drinking 2-4 cups of coffee (the equivalent of about 400 mg of caffeine) a day was 50% less than the risk for adults who drank decaffeinated coffee or one cup or less of caffeinated coffee. Drinking more than 4 cups of coffee wasn’t associated with lower suicide risk. The neurochemistry behind the finding makes sense. As discussed in a previous article, caffeine acts as an expert mimic of a chemical called adenosine in the brain and other parts of the body. Adenosine is a sort of checks-and-balances chemical produced by neurons as they fire throughout the day; the more adenosine is produced, the more the nervous system ratchets down activity, until we eventually fall asleep and reboot the process. By mimicking adenosine, caffeine blocks receptors in the nervous system from receiving the signals to decrease energy expenditure. When that happens, levels of the brain’s homegrown neuro-stimulants—dopamine and glutamate—increase, and we experience the brain stimulating effects associated with drinking a big cup of java. Those effects may be a potent counterbalance to depression for a segment of the coffee-drinking population.
Slide 80-

Do you ever complain that your students can’t think critically? Some recent research indicates that frontal lobes don’t fully develop until around ages 18-25. Just like other brain processes, however, experience is necessary to develop this region. Instead of expecting your students to just have this ability, help them develop it through scaffolding and explicit instruction. Also keep in mind that many of the activities we give students are actually activities involving working memory (what can be held “online” for a short period of time). If students fail to comprehend lengthy directions or long sentences or passages, it may not be a reading or language comprehension problem, but a working memory problem. Shorter sentences can be helpful.
Slide 81-

Next is the Language pathway. Of course we are using it in our language classrooms! Neuroscientists are convinced that the earlier a second language is learned in school the better, and express concern that the field of education has not changed significantly in response to this information. We know that becoming fluent enough in a second language to perform academic tasks in that language actually enhances one’s overall thinking, with improved cognition in classification skills, concept formation, analogical reasoning, visual-spatial skills, and creativity (Baker, 2001).
Slide 82-

The End