educational neuroscience theories

• What was Karl Lashley known for?

  Research into neural connections
• What theory did Hebb formulate?

  A theory explaining simultaneous and repeated activity of nerve cells
• What does Hebb claim happens when nerve cells are simultaneously and repeatedly active?

  It creates synapses that lead to cell assemblies
• How does Hebb illustrate his theory using a baby hearing footsteps?

  The baby reacts positively or negatively based on their feelings towards the person making the footsteps
• What is Hebbian learning?

  • It is the explanation of associative learning
  • It remains the accepted model in modern neuroscience
• What are the two ways learning affects the brain according to Hebb's theory?

  It creates new synapses or rearranges existing ones
• What is the most common way learning affects the brain in younger people?

  It creates brand new synapses
• What is the most common way learning affects the brain in adults?

  It rearranges existing synapses
• What should you accept about learners when applying Hebb's theory?

  People learn differently and have varying capacities to organize knowledge
• How can you develop a strategy for different levels of learners in a class?

  By encouraging connections with what they already know
• What happens to learners with less-developed neural connections?

  They struggle to assimilate new data due to the energy required to create new synapses
• What analogy does Hebb use to explain the relationship between neural connections and intelligence?

  The computer analogy, comparing operational specifications
• What does the phrase ‘cells that wire together, fire together’ mean in Hebb's theory?

  It describes how neural connections strengthen through simultaneous activation
• How can teachers use Hebb's theory in the classroom?

  • Accept different learning approaches
  • Differentiate lesson plans for varying abilities
  • Use materials that stimulate multiple senses
• What critical perspective is suggested regarding Hebb's claim about neural connections?

  Consider how this influences teaching methods
• What mental processes did Miller focus on in his studies?

  Miller focused on memory and span of attention.
• What did Miller suggest about our capacity for processing information?

  He suggested that there are limits on our capacity for processing information.
• What number did Miller become obsessed with in his studies?

  The number 7 (plus or minus 2).
• What is the process of working memory according to Miller?

  • Information is processed by a filter known as working memory.
  • Working memory can retain about 7 (plus or minus 2) bits of information.
  • Organizing bits into meaningful patterns makes them easier to store.
• What did later studies argue about the capacity of working memory?

  They argued that the capacity was probably less than 7, depending on data length and complexity.
• What significant contribution did Miller's debate over memorizing processes make?

  It contributed to our understanding of the brain as an information processor.
• What is the longest town name in the UK?

  Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch.
• How can Miller's theory of 7 (plus or minus 2) be applied to remembering the town name?

  By breaking down the name into bite-size chunks and sub-chunks.
• How can you chunk the name Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch?

  • Llanfairpwll (clan-fair-pwill)
  • Gwyngyll (gwyn-gill)
  • Gogery (go-gery)
  • Cwyyrn (kwern)
  • Drobwyillanti (drob-will-aunty)
  • Silio (silly-o)
  • Gogogoch (go-go-gock)
• What is the purpose of breaking down complicated material into bite-size chunks in the classroom?

  To avoid overloading learners and accommodate varying spans of attention.
• What are the three main parts of the cognitive process described by Sweller?

  Sensory memory, working memory, and long-term memory
• How can you test Miller's theory in a teaching scenario?

  By breaking down complicated material into bite-size chunks of 7 (plus or minus 2).
• How does sensory memory function in Sweller's cognitive process model?

  • Filters out most sensory information
  • Retains important items long enough for them to enter working memory
• What happens to information when it reaches working memory?

  It is either processed or discarded
• According to Miller’s claim, how many items can working memory hold at one time?

  Between five and nine items
• What are the three types of cognitive load according to Sweller?

  1. Intrinsic cognitive load: effort associated with a specific topic
  2. Extraneous cognitive load: how information or tasks are presented
  3. Germane cognitive load: work put into creating a permanent store of knowledge
• What does intrinsic cognitive load refer to?

  The effort associated with a specific topic
• What is extraneous cognitive load?

  The way information or tasks are presented to a learner
• What does germane cognitive load involve?

  The work put into creating a permanent store of knowledge
• How can individual differences affect cognitive processing capacity?

  Differences may be determined by age, skills, knowledge levels, or socioeconomic status
• What strategies can teachers use to avoid overloading learners' working memory?

  • Identify learners' processing capacity and adapt teaching
  • Break problems into parts and use worked examples
  • Merge multiple sources of visual information
  • Use both visual and auditory channels
  • Avoid unnecessary repetition
  • Use technology only when it enhances learning
  • Encourage group work in problem-solving
• Why is it important to arrange desks in the classroom?

  To minimize distractions from external influences
• When should learners use technological devices in the classroom?

  Only if it adds to their understanding or assists with assignments
• What should learners do to create a conducive environment for homework?

  Find a distraction-free environment
• What is a critical perspective on cognitive load in teaching?

  • Heavy cognitive load can negatively affect task completion
  • Cognitive load experiences vary among individuals
  • Consider age and socioeconomic status in teaching approaches