Dementia and Alzheimer’s disease are terms almost everyone has heard about, but do we really understand what the specific terms mean? My goal for this blog is for you to understand neuroscience and to be able to apply it to your everyday life. The hallmark of dementia is the inability to carry out everyday activities as a consequence of diminished cognitive (thinking) ability.
Alzheimer’s disease is the most common form of dementia, and accounts for around two-thirds of dementia cases.
Alzheimer’s disease is characterised by two abnormalities in the brain – amyloid plaques and neurofibrillary tangles. Vascular dementia is cognitive impairment caused by damage to the blood vessels in the brain. Vascular dementia is diagnosed when there is evidence of blood vessel disease in the brain and impaired cognitive function that interferes with daily living. Lewy body disease is characterised by the presence of abnormal clumps of the protein alpha-synuclein, called Lewy bodies, that develop inside nerve cells. There are two main presentations of frontotemporal dementia – frontal (involving behavioural symptoms) and temporal (involving language impairments).
Because the frontal lobes of the brain control judgement and social behaviour, people with the frontal or behavioural variant of frontotemporal dementia often have problems maintaining socially appropriate behaviour.
Alzheimer’s Australia is an outstanding resource for more information on understanding dementia and memory loss, services and support (for carers and those with dementia), fundraising, and research. Another characteristic of concept maps is that the concepts are represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged hierarchically below. A final feature that may be added to concept maps is specific examples of events or objects that help to clarify the meaning of a given concept. Concept maps were developed in 1972 in the course of Novaka€™s research program at Cornell where he sought to follow and understand changes in childrena€™s knowledge of science (Novak & Musonda, 1991). In addition to the distinction between the discovery learning process, where the attributes of concepts are identified autonomously by the learner, and the reception learning process, where attributes of concepts are described using language and transmitted to the learner, Ausubel made the very important distinction between rote learning and meaningful learning. The material to be learned must be conceptually clear and presented with language and examples relatable to the learnera€™s prior knowledge. As noted above, it is important to recognize that because individuals vary in the quantity and quality of the relevant knowledge they possess, and in the strength of their motivation to seek ways to incorporate new knowledge into relevant knowledge they already possess, the rote-meaningful distinction is not a simple dichotomy but rather a continuum. Another important advance in our understanding of learning is that the human memory is not a single a€?vessela€? to be filled, but rather a complex set of interrelated memory systems.
While all memory systems are interdependent (and have information going in both directions), the most critical memory systems for incorporating knowledge into long-term memory are the short-term and a€?working memory.a€? All incoming information is organized and processed in the working memory by interaction with knowledge in long-term memory. This means that relationships among two or three concepts are about the limit of working memorya€™s processing capacity. It should be noted that retention of information learned by rote still takes place in long term memory, as does information learned meaningfully; the difference is that in rote learning, there is little or no integration of new knowledge with existing knowledge resulting in two negative consequences. Therefore, to structure large bodies of knowledge requires an orderly sequence of iterations between working memory and long-term memory as new knowledge is being received and processed (Anderson, 1992).
There are obvious differences between individuala€™s abilities, and some of these have been explored by Gardner (1983). While it is true that some students have difficulty building concept maps and using these, at least early in their experience, this appears to result primarily from years of rote-mode learning practice in school settings rather than as a result of brain structure differences per se.
To illustrate how difficult it can be for individuals to modify their ideas, especially if they learn primarily by rote, we cite the example of interviews done by the Private Universe Project (PUP) at Harvard University (Schneps, 1989). As indicated earlier, we defined concept as a perceived regularity (or pattern) in events or objects, or records of events or objects, designated by label. As defined above, concepts and propositions are the building blocks for knowledge in any domain.
While there is value in studying more extensively the process of human learning and human knowledge creation, this is beyond the scope of this document. In learning to construct a concept map, it is important to begin with a domain of knowledge that is very familiar to the person constructing the map. A good way to define the context for a concept map is to construct a Focus Question, that is, a question that clearly specifies the problem or issue the concept map should help to resolve. Given a selected domain and a defined question or problem in this domain, the next step is to identify the key concepts that apply to this domain.
It is important to help students recognize that all concepts are in some way related to one another. Students often comment that it is hard to add linking words onto the a€?linesa€? of their concept map. Finally, the map should be revised, concepts re-positioned in ways that lend to clarity and better over-all structure, and a a€?finala€? map prepared.
Thus, we see that concept maps are not only a powerful tool for capturing, representing, and archiving knowledge of individuals, but also a powerful tool to create new knowledge. The software allows the user to link resources (photos, images, graphs, videos, charts, tables, texts, WWW pages or other concept maps) located anywhere on the Internet or in personal files to concepts or linking words in a concept map through a simple drag-and-drop operation. CmapTools provides extensive support for collaborative work during concept map construction.
Through the storing of concept maps in CmapServers, CmapTools encourages collaboration among users constructing the maps. The extensive support that CmapTools provides for the collaborative construction of concept maps by groups, whether they are at the same location or in distant locations, has encouraged the increasing use of collaboration during map building. A Concept Map-Centered Learning Environment CmapTools provides a variety of features that make it possible for teachers to use concept maps for a variety of the tasks that students perform (CaA±as & Novak, 2005). A concept map-centered learning environment implies that concept maps are used throughout the development of a learning unit or module. Just as there are many possible uses of concept maps within the classroom activities, there are a variety of a€?starting pointsa€? for the construction of the initial concept maps by students.
Each student can construct the initial concept map individually, giving the teacher feedback on the level of understanding of every student.
The concept map can also be a class effort, using a projector, where all students give their opinion and participate in the construction of the map. Likewise, the starting point from which the map is constructed can vary depending on the expected previous understanding by the students, the difficulty and novelty of the topic, and the teachera€™s confidence in mastering the topic.
We refer to a list of concept waiting to be added to a concept map as the parking lot of concepts. Figure 11 is an a€?expert skeletona€? concept map that corresponds to the same topic as the a€?parking lota€? in Figure 10. The use of a€?expert skeletona€? concept maps is a research topic we are pursuing, and for which we dona€™t have as much experience as with the focus question and parking lot starting points. It is important to note that the a€?expert skeletona€? concept maps should be built by an expert on the topic.
We foresee a program of using a€?expert skeletona€? maps to scaffold learning beginning with the development of a series of concept maps in a discipline, starting with the most general, most inclusive ideas and then gradually moving to more specific concept maps that will guide the learners. Learners can also engage in laboratory or field studies that will add important concrete experiences needed for developing fuller meanings to concepts, and sometimes the excitement that comes with discovering new ideas or relationships. The extent of materials and ideas that can be built into knowledge structures using a€?expert skeletona€? concept maps, CmapTools, and WWW resources far surpass what any textbook or any teacher could provide. In 1966, Bobbs-Merrill published an elementary science textbook series, The World of Science, written largely by Novak with the objective of introducing basic science concepts to elementary school students and teachers.
Obviously, it would be a very deficient science program that did nothing more than have students copy and do some building on the a€?expert skeletona€? concept maps provided for grade two, or for any other grade. A pilot program effort is already in progress in Italy, where Giuseppe Valittuti (2004) and his colleagues are now working to translate The World of Science books into Italian.
The greatest challenge we may expect is to change the school situational factors in the direction of teacher as coach and learner from the prevailing model of teachers as disseminator of information. We might expect some oppositioin to implementation of the New Model of Education from individuals who believe that "inquiry" learningis the only way to improve education.
There is an enormous job of teacher education that needs to be done before the New Model can be implemented in schools. We are now beginning to see in many science textbooks the inclusion of concept mapping as one way to summarize understandings acquired by students after they study a unit or chapter. Using concept maps in planning a curriculum or instruction on a specific topic helps to make the instruction a€?conceptually transparenta€? to students.
One of the uses of concept maps that is growing at a fast rate is the use of concept maps to capture the a€?tacita€? knowledge of experts. While we expect that interviews, case study analyses, a€?critical incidenta€? analyses and similar techniques will have value in extracting and representing expert knowledge, it is likely that the end product of these studies might still be best represented in the form of concept maps, perhaps with some of the interview data and other information presented through icons on maps. At IHMC we continue to be very active in the area of capturing and representing expert knowledge (Coffey et al., 2002). In this paper we have tried to present the theoretical foundations and the origins of what we call concept maps. We also wish to use this document as a foundation for further experimentation, critique, and dialogue regarding the use of this tool. How many times did you have thoughts that you never wanted to share with anyone and have been constantly worried at the thought of someone ever finding out about these thoughts?  All of us have been through this process, and the new and improved technologies being developed around the world, supposedly to deal with crime and terrorism, and inadvertently intrude on one’s privacy, should probably bring us all to the brink of paranoia.  These technologies are funded by governments at the highest level and some of the countries involved include USA, UK, Spain, Germany and France.
The research studies have shown that the humanoid intellect thinks at a speed of about 5 kilobits per second and, therefore, does not have the capability to contest with supercomputers acting via satellites, implants and biotelemetry.
The entire system has been developed after about 50 years (!) of neuro-electromagnetic human experimentations, claimed to be involuntary, but there is no evidence to support this claim.  According to many scientists involved in this program (their names are not revealed for obvious reasons), within a few years it is expected that DNA microchips, under the guise of medical breakthroughs that will be presented to launch the disease cure processes on speed and efficiency, will be implanted in the humanoid cereberum, which would make it inherently controllable.
At present, around the world, supercomputers are watching millions of people at the same time, with the speed of 20 terabits per second, particularly in countries like USA, Japan, Israel and a number of European countries.  A similar program is supposedly under way in Russia. The signals intelligence system which applies electromagnetic frequencies (EMF), to excite the brain for the system and the electronic brain link (EBL). The Brain Stimulation system that has been planned as particle emission intelligence, which means receiving information from unintentionally created electromagnetic waves in the environment. The recording machines that have electronic equipment to examine electrical action in human beings from afar.
The machinery involved can, remotely and non-invasively, detect information by digitally decoding the evoked potentials in 30-50Hz, 5 mW electromagnetic emissions from the cerebrum.
The EMF emissions can be decoded into current thoughts and audiovisual perception, in the subject’s gumption. The mechanism needs to decrypt the resonance frequency of each specific site to modulate the input of information in that specific location of the cerebrum. With all the given paybacks for tracing the unlawful and traitorous activities, there are many alarms and dangers being pointed out by human rights advocates and scientists. Several countries have opposed it and refer to it as an offence on their human and civil rights. Hi, I’m a wondering artist with a troubled mind looking for answers in theoretical physics, astronomy, quantum mechanics and the little secrets of mind and soul.
And some people think they could thwart a case or switch a case or the witnessed situation to get rid of that person who witnessed the stuff by flipping memory using forced memory mind harassment NANO communication implant technology!
All of you are being deceived by a hidden technology that is capable of remotely stimulating your brains.
60 Minutes profiled Angelina Jolie on Sunday!Besides discussing her directorial debut for In the Land of Blood and Honey, the show probed into her definition of beauty. From her bad girl days with Billy Bob Thornton to today’s reformed mother of six, Angelina Jolie has come a long way in her forty years. A fresh face with nude gloss, a slinky black dress, a bold red lip with no other makeup—Angelina is the master of the simple, impactful look, and she’s all the better for it. We’ll never forget Angie’s signature ’90s look, crazy plucked brows and all, but it just goes to show how much a good set of well-groomed brows can change up your look.
Angelina has experimented with countless beauty looks over the years, some to more success than others, but at the end of it all she’s found a handful of hair and makeup looks that are totally foolproof for her. Angelina had her wild child days, during which we’re certain skin care was not her utmost priority, but throughout her reformed years she’s consistently showed off a glowy, gorgeous complexion that never looks like she’s caked with makeup—or, for that matter, just emerged from a fresh round of Botox.
If there’s anything we’ve learned from Angelina, it’s that her heart is what makes her truly outstanding—and that, yes, bad girls can go good. The other day, as I had my toenails pedicured as I sat in a vibrating vinyl chair, it occurred to me that three years ago, most Australian women didn’t do this, save for special occasions. But when she partnered up with the most desirable man in the world, turned earnest and adopted kids, we drifted. But, significantly, earlier this year Vanity Fair readers voted her the most beautiful woman in the world. Angelina Jolie represents authentic, straight-up beauty, says Jacque Lynn Foltyn, author of The Importance of Being Beautiful, and she thinks this type of beauty is what we’re crying out for right now. It’s always convenient to be able to reference a reality TV show to paint a point in the Zeitgeist. Last month, a study published in the Journal of Evolution & Technology argued that plastic surgery allows women to cheat the natural order. One of the things that surprises me time and time again is how we think our brains work and how they actually do. On many occasions, I find myself convinced that there is a certain way to do things, only to find out that actually that’s the completely wrong way to think about it. Recently, I came across more of these fascinating experiments and ideas that helped a ton to adjust my workflow towards how our brain actually works (instead of how I thought it does). So here are 10 of the most surprising things our brain does and what we can learn from this information.
If you’re tired, your brain is not as good at filtering out distractions and focusing on a particular task.
I bet you didn’t know stress is actually the most common cause of changes in brain function. One study used baby monkeys to test the effects of stress on development and long-term mental health. For the monkeys who had been removed from their mothers and cared for by their peers, areas of their brains related to stress were still enlarged, even after being in normal social conditions for several months. Although more studies are needed to explore this fully, it’s pretty scary to think that prolonged stress could affect our brains long term.
Another study found that in rats who were exposed to chronic stress, the hippocampuses in their brains actually shrank.
Multitasking is something we’ve long been encouraged to practice, but it turns out multitasking is actually impossible. When the brain tries to do two things at once, it divides and conquers, dedicating one-half of our gray matter to each task.
A study in Paris found that when a second task was required, the brains of the study volunteers split up, with each hemisphere working alone on a task. Much to the surprise of the researchers, the sleep group performed significantly better, retaining on average 85% of the patterns, compared to 60% for those who had remained awake. Taking a nap also helps to clear information out of your brain’s temporary storage areas, getting it ready for new information to be absorbed. Some recent research has found that the right side of the brain is far more active during a nap than the left side, which stays fairly quiet while we’re asleep. So while the left side of your brain takes some time off to relax, the right side is clearing out your temporary storage areas, pushing information into long-term storage and solidifying your memories from the day. In fact, vision is so powerful that the best wine tasters in the world have been known to describe a dyed white wine as a red. Not only is it surprising that we rely on our vision so much, but it actually isn’t even that good. I just recently realized that introversion and extroversion are not actually related to how outgoing or shy we are, but rather how our brains recharge. Research has actually found that there is a difference in the brains of extroverted and introverted people in terms of how we process rewards and how our genetic makeup differs. When the gambles they took paid off, the more extroverted group showed a stronger response in two crucial brain regions: the amygdala and the nucleus accumbens.
The nucleus accumbens is part of the dopamine system, which affects how we learn and is generally known for motivating us to search for rewards.
More research has actually shown that the difference comes from how introverts and extroverts process stimuli.
Apparently, making mistakes actually makes us more likable, due to something called the Pratfall Effect.
Those who never make mistakes are perceived as less likable than those who commit the occasional faux pas.
When we meditate, especially when we are just getting started with meditation, we weaken this neural connection. For example, when you experience pain, rather than becoming anxious and assuming it means something is wrong with you, you can watch the pain rise and fall without becoming ensnared in a story about what it might mean.
Researchers at Leiden University in the Netherlands studied both focused-attention and open-monitoring meditation to see if there was any improvement in creativity afterwards.
Meditation has also been linked to increasing compassion, decreasing stress, improving memory skills, and even increasing the amount of gray matter in the brain. A lifetime of exercise can result in a sometimes astonishing elevation in cognitive performance, compared with those who are sedentary. These endorphins tend to minimize the discomfort of exercise, block the feeling of pain, and are even associated with a feeling of euphoria.
I recently watched the first episode of Ricky Gervais’ “An Idiot Abroad” (Jan 2011), in which he sends his reluctant and culturally clueless friend Karl to China. One thing that freaked him out was the fact that he would make eye contact, smile and say “hello” to passing Chinese…but not a single person responded or smiled back (instead staring back with confused looks). One result is that the Chinese—consciously or otherwise—see the world in terms of two groups of people: Their own circle of relationships on one side, and everyone else on the other. This helps explain why the Chinese tend to view the solo traveler with a combination of curiosity, pity, and even envy. They feel vulnerable without their support group—it’s just bunch of Others who they can’t necessarily trust (and who don’t speak Chinese)! As I described in my Confucius 101 article, Chinese society has always had a strong focus on the family (as well as those in their guanxi network). What’s more, there was certainly no shortage of suffering throughout Chinese history (conflict, famine, natural disaster, cruel emperors, etc).
Even as recently as a generation ago—during the dark Mao days—the Chinese learned to survive by sticking together. One negative consequence of this In-Out group mindset is that many Chinese feel no obligation to treat strangers with the level of respect that Westerners take for granted.  As explained in my article on Chinese etiquette, the first-time visitor is typically hit with an ice-cold bucket of culture shock.
My point is that, the average Chinese person who you meet on the street can seem cold and unfriendly.  Bus driver and other civil servants in the cities who deal with the public on a daily basis can be especially dismissive and unhelpful (even abusive). Now I’m not trying to justify all these behaviors by saying that they’re just “cultural differences”. From the Chinese point of view, Western behavior and attitudes towards strangers is equally as puzzling. On the other hand, I’ve been told by many that they deeply admire the openness and kindness of Americans; they often lament the fact that Chinese society lacks a similar level of openness and trust. In any case, I hope to give you a better understanding of why the Chinese don’t smile at strangers, and other seemingly rude behavior.
For instance, many visitors are appalled by the way that the average Chinese person treats service people. Instead, their confused heads are probably trying to figure out why this grinning Laowai is talking to them in the first place (“What is this fool up to? A related societal downside to this Us versus Them mindset is that feelings of social and civic responsibility are somewhat lacking in Chinese culture. I remember reading a story told by an expat who was buying something on the street with his expat friend. People in most developing countries, such as India and China, are vigorous litterers–even in otherwise beautiful places like the beach. For the foreign traveler to China, this Us versus Them mindset is a bit of a double edged sword.
So for some Chinese—for instance taxi drivers or other service people—they’ll blatantly ignore foreigners, especially if they’ve had past experiences going around in frustrating circles trying to communicate with foreigners.
In fact, once the initial ice is broken, many will be exceedingly friendly and generous—inviting you to visit their home towns and wanting to exchange email and IM addresses (which to me, is odd since there’s barely any face-to-face communication going on in the first place). Similarly, many Chinese want to be helpful and friendly to foreigners as a point of national pride. They may experience personality changes, agitation, delusions or hallucinations. The exact symptoms experienced by a person with dementia depend on the areas of the brain that are damaged by the disease causing the dementia. This means that the disease gradually spreads through the brain and the person’s symptoms get worse over time.
It can be caused by vascular disease, a single stroke, or by several mini-strokes occurring over time.
Symptoms of vascular dementia can begin suddenly after a stroke, or may begin gradually as blood vessel disease worsens.
They can go from almost normal performance to severe confusion within periods ranging from minutes to days to weeks. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. The hierarchical structure for a particular domain of knowledge also depends on the context in which that knowledge is being applied or considered.
These are relationships or links between concepts in different segments or domains of the concept map.
Normally these are not included in ovals or boxes, since they are specific events or objects and do not represent concepts. During the course of this study the researchers interviewed many children, and they found it difficult to identify specific changes in the childrena€™s understanding of science concepts by examination of interview transcripts. These are acquired by children during the ages of birth to three years, when they recognize regularities in the world around them and begin to identify language labels or symbols for these regularities (Macnamara, 1982).
Concept maps can be helpful to meet this condition, both by identifying large general concepts held by the learner prior to instruction on more specific concepts, and by assisting in the sequencing of learning tasks though progressively more explicit knowledge that can be anchored into developing conceptual frameworks. This condition can be met after age 3 for virtually any domain of subject matter, but it is necessary to be careful and explicit in building concept frameworks if one hopes to present detailed specific knowledge in any field in subsequent lessons. The one condition over which the teacher or mentor has only indirect control is the motivation of students to choose to learn by attempting to incorporate new meanings into their prior knowledge, rather than simply memorizing concept definitions or propositional statements or computational procedures.


Creativity can be seen as a very high level of meaningful learning, and we will discuss this further. Both direct presentation and discovery teaching methods can lead to highly rote or highly meaningful learning by the learner, depending on the disposition of the learner and the organization of the instructional materials.
The Rote-Meaningful learning continuum is not the same as the Reception-Discovery instructional continuum. Concept maps are also effective in identifying both valid and invalid ideas held by students, and this will be discussed further in another section.
Figure 4 illustrates the memory systems of the human mind, and interactions with inputs from our affective and psychomotor inputs.
The limiting feature here is that working memory can process only a relatively small number of psychological units (five to nine) at any one moment (Miller, 1956).
For example, if a person is presented with a list of 10-12 letters or numbers to memorize in a few seconds, most will recall only 5 to 9 of these.
We believe one of the reasons concept mapping is so powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it, even though the structure must be built up piece by piece with small units of interacting concept and propositional frameworks.
While the latter are the principal elements that make up our knowledge structures and form our cognitive structure in the brain, we pause briefly to discuss other forms of learning. So-called a€?learning stylea€? differences are, to a large extent, derivative from differences in the patterns of learning that students have employed varying from high commitment to continuous rote-mode learning to almost exclusive commitment to meaningful mode learning.
The staff of PUP interviewed 23 Harvard graduates, alumni and faculty, asking each a€?Why do we have seasons?a€? Only eleven concepts, properly organized are needed to understand why we have seasons, and one arrangement of these concepts is shown in Figure 5.
One representation of the knowledge structure required required for understanding why we have seasons. It is coming to be generally recognized now that the meaningful learning processes described above are the same processes used by scientists and mathematicians, or experts in any discipline, to construct new knowledge. We can use the analogy that concepts are like the atoms of matter and propositions are like the molecules of matter. Since concept map structures are dependent on the context in which they will be used, it is best to identify a segment of a text, a laboratory or field activity, or a particular problem or question that one is trying to understand. Every concept map responds to a focus question, and a good focus question can lead to a much richer concept map. These are links between concepts in different segments or domains of knowledge on the map that help to illustrate how these domains are related to one another.
A a€?stringa€? map created by a fourth grade student following a class field trip to a paper mill. Therefore, it is necessary to be selective in identifying cross-links, and to be as precise as possible in identifying linking words that connect concepts. This is because they poorly understand the relationship between the concepts, or the meanings of the concepts, and it is the linking words that specify this relationship. When computer software is used, one can go back, change the size and font style, and add colors to a€?dress upa€? the concept map.
The software not only makes it easy for users of all ages to construct and modify concept maps in a similar way that a word processor makes it easy to write text, it allows users to collaborate at a distance in the construction in their maps, publish their concept maps so anybody on the Internet can access them, link resources to their maps to further explain their contents, and search the WWW for information related to the map. Links to these resources are displayed as icons underneath the concepts, as shown in Figure 7. Vygotsky (1978) introduced the idea that language and social dialogue can support learning, especially when members of the social group are at about the same Zone of Proximal Development (ZPD). When maps are stored in a server on the Internet, users with appropriate permissions (CaA±as et al., 2003c) can edit shared concept maps at the same time (synchronously) or at their convenience (asynchronously).
Concept maps within this environment are likely to be used as the mechanism to determine the level of understanding students have about the topic being studied before the topic is introduced. The whole spectrum of learning activities can be integrated using CmapTools, incorporating various learning activities recorded via the software creating a digital portfolio as a product of the learning. For example, a€?How do we measure time?a€? can be given to the students as the question to answer through the construction of the concept map.
The staring point for the construction of the concept map can be a list of concepts that the teacher wants to make sure all students include in their map.
The beginning of a concept map with a focus question and a parking lot with concepts to be included in the map. An a€?expert skeletona€? concept map has been previously prepared by an expert on the topic, and permits both students and teachers to build their knowledge on a solid foundation.
Observe that in this example, some of the concepts were left in the a€?parking lota€? for the student to add to the concept map.
Oa€™Donnell, Dansereau, & Hall (2002) have shown that a€?knowledge mapsa€? can act as scaffolds to facilitate learning. The intention is that the expert will be better at selecting the small number of concepts that are key to understanding the topic, and express accurately the relationships between these concepts. But the expected final number of concepts in the map is a function of the number of concepts in the a€?skeletona€?. For example, Figure 11 shows a a€?expert skeletona€? concept map for the sciences that encompasses key major concepts needed to understand science. An Energy transformation Cmap that could be accessed by linking it to the a€?Energya€? concept in the concept map in Figure 11, and a Photosynthesis Cmap that may be linked to it.
Thus if one clicks on a concept such as a€?electrical energya€? in Figure 12 and selects one of the a€?searcha€? menu options, CmapTools will retrieve WWW resources that not only deal with electricity, but also relate to other concepts in the map.
In fact, teachers supervising this kind of study are likely to learn as many new things as their students. Unlike most elementary science textbooks, this series presents in-depth instruction in basic concepts at all grade levels, including instruction in concepts dealing with the nature of science, nature of matter, energy and energy transformations. Schema showing the New Model for Education with an a€?expert skeletona€? concept map that can serve as the a€?backbonea€? for an emerging portfolio in science.
It would be important for the teacher to help students perform these activities, and similar related activities, some of which might by suggested in WWW resources. Schema showing the New Model for Education with concepts and resources added to the a€?expert skeletona€? concept map, plus a page from a World of Science book providing relevant reading and activities.
Students need concrete, hands on experiences with real things and to observe real phenomena to put meaning into the concept labels provided in the concept maps and other resources.
Valittuti and his colleagues have obtained funding from the Italian Ministry of Education for teacher training and a number of elementary school teams began working with the World of Science concept maps and other resources during the 2005-2006 year.
We know that we need to engage teachers and administrators in training programs that can model the new educational approaches, and we need to seek their counsel on ways to improve on the New Model for Education. Teachers need to become familiar with the use of CmapTools software and the various tools it contains. Change in school practices is always slow, but it is likely that the use of concept maps in school instruction will increase substantially in the next decade or two. Many students have difficulty identifying the important concepts in a text, lecture or other form of presentation. A concept map prepared cooperatively by the faculty of the College of Veterinary Medicine at Cornell University to show the over-all structure for a revised curriculum. In fact, these methods continue to be highly popular with many cognitive scientists, most of whom are unfamiliar with Ausubela€™s work and the kind of epistemological ideas on which concept mapping is based.
As the CmapTools software has evolved, it has become an increasingly useful tool for this work, as illustrated by the remarkable resources on Mars prepared at NASA Amesa€™ Center for Mars Exploration (Briggs et al., 2004). An example of a concept map that can be accessed via clicking on one of the resources attached to a concept on Figure 16. While at first glance concept maps may appear to be just another graphic representation of information, understanding the foundations for this tool and its proper use will lead the user to see that this is truly a profound and powerful tool. The CmapTools web site provides opportunities for lively exchanges among users and researchers. This computer-generated brain charting can always record all electrical events in the cerebrum. It sends complicated cyphers and electromagnetic pulse signals to activate evoked potentials inside the mind, consequently generating sound and visual input in the neural circuits. The agencies of human rights, worldwide, have criticized the system as an affront to the basic human rights because it violates privacy and the dignity of considerations and events of life. Gunn, PhD, Arbor, Michigan, NSA clinical psychologist currently indicted for human and Constitutional rights violations of Mind Control. I have a bachelor in applied nuclear technology and a master in computer science but nothing beats my bass guitar. Not only has she gone from one of Hollywood’s most dangerous players to a respected actress, director, and human rights advocate, but she’s also made a huge mark on the beauty world.
Some may call her beauty choices safe, given that she rarely experiments with trends, but we prefer to say that they’re just smart. A simple cat eye, a subtle smokey eye, classic updos, glowing skin, and touchable bombshell hair, are all integral to Angie’s sexy yet soft signature look. She is genetically blessed, to be fair, but skin that radiant doesn’t come without some effort. She’s a big-time humanitarian, a passionate philanthropist, a mother of six (!), and more recently, an outspoken supporter of cancer prevention treatment based on her own experiences. We’ve been fed models with gaps in their teeth, Roman proboscises, too-wide eyes and cocaine-damaged septums.
The way we work, in particular, actually has a lot to do with the cycles of our body clocks.
Using your brain to solve problems, answer questions and make decisions is best done when you’re at your peak. It’s also a lot less efficient at remembering connections between ideas or concepts. Half the monkeys were cared for by their peers for six months, while the other half remained with their mothers. While we try to do both Action A and Action B at the same time, our brain is never handling both simultaneously.
The brain was overloaded by the second task and couldn’t perform at its full capacity, because it needed to split its resources.
After memorizing a set of cards, they had a 40-minute break wherein one group napped and the other stayed awake. A study from the University of California asked participants to complete a challenging task around midday, which required them to take in a lot of new information.
Despite the fact that 95% of the population is right-handed, with the left side of their brains being the most dominant, the right side is consistently the more active hemisphere during sleep. Our brain sees words as lots of tiny pictures, and we have to identify certain features in the letters to be able to read them.
In a three-dimensional world, the light actually falls on our retina in a two-dimensional fashion.
It shows you how much of your brain is dedicated just to vision and how it affects other parts of the brain. The difference in the dopamine system in the extrovert’s brain tends to push them towards seeking out novelty, taking risks and enjoying unfamiliar or surprising situations more than others. That is, the stimulation coming into our brains is processed differently, depending on your personality. I thought meditation was only good for improving focus and helping me stay calm throughout the day, but it actually has a whole bunch of great benefits. The more we meditate, the less anxiety we have, and it turns out this is because we’re actually loosening the connections of particular neural pathways.
This means that we don’t react as strongly to sensations that might have once lit up our Me Centers. They found that people who practiced focused-attention meditation did not show any obvious signs of improvement in the creativity task following their meditation. Catherine Kerr, a researcher at the Martinos Center for Biomedical Imaging and the Osher Research Center found that people who practiced mindful meditation were able to adjust the brain wave that screens out distractions and increase their productivity more quickly that those who did not meditate. Well apparently there’s a link between exercise and mental alertness, in a similar way that happiness and exercise are related.
Exercisers outperform couch potatoes in tests that measure long-term memory, reasoning, attention, problem-solving, even so-called fluid-intelligence tasks. As your heart pressure increases, the brain thinks you are either fighting the enemy or fleeing from it. On the flip side, however, the Chinese tend to be indifferent—suspicious or sometimes hostile even—towards strangers and those outside their network.
I imagine that there must have been many thieves and con men who traveled around pulling scams and robbing overly-trusting country bumpkins. When faced with this survival-of-the-fittest mode, kindness towards strangers tends to takes a back-seat to taking care of your own. For instance, in China, many even litter in their own building—in common areas, like the lobby and hallways (sometimes you’ll see huge red stains in stairwells from betel nut, a kind of Asian chewing tobacco).
In the same episode of “An Idiot Abroad,” the clueless traveler is dumbfounded because he assumes that Chinese people don’t use toilet paper after they drop a deuce. Brain function is affected enough to interfere with the person’s normal social or working life. With many types of dementia, some of the nerve cells in the brain stop functioning, lose connections with other cells, and die. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. Therefore, it is best to construct concept maps with reference to some particular question we seek to answer, which we have called a focus question. Cross-links help us see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map.
This early learning of concepts is primarily a discovery learning process, where the individual discerns patterns or regularities in events or objects and recognizes these as the same regularities labeled by older persons with words or symbols.
The indirect control over this choice is primarily in instructional strategies used and the evaluation strategies used.
They can be as effective as more time-consuming clinical interviews for identifying the relevant knowledge a learner possesses before or after instruction (Edwards & Fraser, 1983). However, if the letters can be grouped to form a know word, or word-like unit, or the numbers can be related to a phone number or something known, then 10 or more letters or numbers can be recalled. Second, the knowledge structure or cognitive structure of the learner is not enhanced or modified to clear up faulty ideas. Iconic learning involves the storage of images of scenes we encounter, people we meet, photos, and a host of other images. His work has received much attention in education and has served to draw attention to the broad range of differences in human abilities for various kinds of learning and performance. It is not easy to help students in the former condition move to patterns of learning of the latter type.
The PUP interviewers found that 21 of the 23 interviewed could not explain why we have seasons, a topic that is taught repeatedly in school. In fact, Novak has argued that new knowledge creation is nothing more than a relatively high level of meaningful learning accomplished by individuals who have a well organized knowledge structure in the particular area of knowledge, and also a strong emotional commitment to persist in finding new meanings (Novak, 1977, 1993, 1998). There are only around 100 different kinds of atoms, and these make up an infinite number of different kinds of molecules.
Some important considerations for construction of better concept maps and facilitation of learning will be discussed further below. This creates a context that will help to determine the hierarchical structure of the concept map. When learning to construct concept maps, learners tend to deviate from the focus question and build a concept map that may be related to the domain, but which does not answer the question.
These concepts could be listed, and then from this list a rank ordered list should be established from the most general, most inclusive concept, for this particular problem or situation at the top of the list, to the most specific, least general concept at the bottom of the list. Post-its allow a group to work on a whiteboard or butcher paper and to move concepts around easily. Cross-links are important in order to show that the learner understands the relationships between the sub-domains in the map. The class identified concepts in the parking lot on the left, but this student was not successful in using many of these and her map makes little sense. Cross-links are key to show that the learner understands the relationships between the sub-domains in the map. In addition, one should avoid a€?sentences in the boxesa€?, that is, full sentences used as concepts, since this usually indicates that a whole subsection of the map could be constructed from the statement in the box. Once students begin to focus-in on good linking words, and on the identification of good cross-links, they can see that every concept could be related to every other concept.
Clicking on one of these icons will display a list of links from which the user can select to open the linked resource. Many of the CmapServers are a€?publica€?, allowing anybody (no authorization needed) to publish their collections of concept maps and resources (CaA±as et al., 2004a).
Concept maps are now beginning to be used in corporations to help teams clarify and articulate the knowledge needed to solve problems ranging from the design of new products to marketing to administrative problem resolution. The concept map can thus become an artifact around which the various activities of the learning process can be centered, as shown in Figure 8. The maps are then developed, extended and refined as the students develop other activities on the topic and increase their understanding, possibly concluding with complex knowledge models that link resources, results, experiments, etc., and that can be used if desired as a final presentation by the students.
The concept map can be constructed by students working in couples or small groups, where the teacher must pay attention to the level of participation of every student. The list of propositions on the top right window are automatically derived from the Cmap, and those with a a€?pina€? have been a€?publisheda€?. The type of focus question makes a difference in the type of concept maps that the student builds.
For example, a a€?skeleton mapa€? that consists of five concepts should be expanded by the student to a map with 15 to 20 concepts. Learners can begin with such a map, add concepts from the parking lot, link digital resources and also construct more specific submaps. The program tries to figure out what the Cmap is about and prepare a query for Web search engines that will generate results that are relevant to the ideas being developed in the concept map. Moreover, beginning with the a€?expert skeletona€? maps as starting points reduces the chance that misconceptions or faulty ideas held by learners or teachers will be reinforced and maximize the chance that they will build knowledge structures that in time remove or diminish misconceptions (Novak, 2002). Learners would also add their own concepts to the a€?expert skeletona€? concept map, as well as resources identified in readings and from the Internet. The plan is to have four sets of schools focus on different aspects of The World of Science series and produce photos and videos of students doing projects that illustrate and utilize the various science concepts.
There is also the challenge of changing assessment practices that now rely primarily on multiple-choice tests that measure mainly rote recall of information, to performance-based tests that require students to demonstrate that they understand basic concepts and can use these concepts in novel problems solving, and that they can use Internet resources to grow and modify their concepts and learn new concepts. They also need to learn about the theory underlying concept mapping, including the ideas in this paper.
Other innovative practices for assessing student understanding of subject matter are also available (Mintzes et al., 2000).
The hierarchical organization of concept maps suggests more optimal sequencing of instructional material. Part of the problem stems from a pattern of learning that simply requires memorization of information, and no evaluation of the information is required. This tacit knowledge is acquired over years of experience and derives in part from activities of the expert that involve thinking, feeling and acting. We also used a€?clinical interviewsa€? in our early work, as noted above, but we found it necessary to invent a better way to represent what our learners knew and how their knowledge was changing over time. Figure 16 shows a a€?Homea€? concept map for the knowledge portfolio that Briggs created and Figure 17 shows one of the many submaps he created.
It may at first look like a simple arrangement of words into a hierarchy, but when care is used in organizing the concepts represented by the words, and the propositions or ideas are formed with well-chosen linking words, one begins to see that a good concept map is at once simple, but also elegantly complex with profound meanings. This document itself should be a a€?livinga€? document, with revisions occurring periodically as we gain new knowledge and experiences with the use of this tool.
The effects of cooperative, competitive and individualistic goal structure on achievement: A meta-analysis.
The information available in brief visual presentations, Psychological Monographs: General and Applied, 74(11), 1-30. The interesting part about this is that the entire exercise is carried out without any physical contact with the subject. Angelina’s ability to back up her physical beauty with her interest in helping others is something that really inspires, rather than just pleases the eye.
When I was editing Cosmopolitan, you had to play her carefully when deciding to put her on the cover.
It tracks a bunch of beautiful people who are duped into competing in what they think is a beauty contest. Well, according to the latest research studies, it’s literally impossible for our brains to handle two tasks at the same time. It’s one of the reasons why great ideas often happen in the shower after a long day of work. These are both good things when it comes to creative work, since this kind of work requires us to make new connections, be open to new ideas, and think in new ways. Afterwards, the monkeys were returned to typical social groups for several months before the researchers scanned their brains. It has been debated before whether Post-traumatic Stress Disorder (PTSD) can actually shrink the hippocampus, or people with naturally smaller hippocampuses are just more prone to PTSD. That is, we’re quickly switching back and forth between different tasks, rather than doing them at the same time. Part of this is simply genetic, but it’s partly the difference of their dopamine systems as well. The amygdala is responsible for processing emotional stimuli, which gives extroverts that rush of excitement when they try something highly stimulating, which might overwhelm an introvert.
Normally the neural pathways from the bodily sensation and fear centers of the brain to the Me Center are really strong.
As we weaken this connection, we simultaneously strengthen the connection between what’s known as our Assessment Center (the part of our brains known for reasoning) and our bodily sensation and fear centers.
For those who did open-monitoring meditation, however, they performed better on a task that asked them to come up with new ideas. To protect yourself and your brain from stress, you release a protein called BDNF (Brain-Derived Neurotrophic Factor).
Once you know how it works, you can trick your brain into thinking time is moving more slowly.


We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The concept map may pertain to some situation or event that we are trying to understand through the organization of knowledge in the form of a concept map, thus providing the context for the concept map.
In the creation of new knowledge, cross-links often represent creative leaps on the part of the knowledge producer. The fundamental idea in Ausubela€™s cognitive psychology is that learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner. This is a phenomenal ability that is part of the evolutionary heritage of all normal human beings. Instructional strategies that emphasize relating new knowledge to the learnera€™s existing knowledge foster meaningful learning. In a related test, if we give learners 10-12 familiar but unrelated words to memorize in a few seconds, most will recall only 5-9 words. It is good that schools are recognizing that there are important human capabilities other than the recall of specific cognitive information so often the only form of learning represented in multiple-choice tests used commonly in schools and corporations.
While concept maps can help, students also need to be taught something about brain mechanisms and knowledge organization, and this instruction should accompany the use of concept maps.
Included in this group was a graduate who had recently taken a course in the Physics of Planetary Motion, who also believed erroneously that seasons were caused by the earth moving closer to the sun in summer and further away in the winter. Epistemology is that branch of philosophy that deals with the nature of knowledge and new knowledge creation. There are now about 460,000 words in the English language (most of which are concept labels), and these can be combined to form an infinite number of propositions. It is often stated that the first step to learning about something is to ask the right questions.
Although this rank order may be only approximate, it helps to begin the process of map construction. This is necessary as one begins to struggle with the process of building a good hierarchical organization. This student was a good oral reader, but she had very poor reading comprehension and was a committed rote learner (see Novak & Gowin, 1984, page 108).
This also produces some frustration, and they must choose to identify the most prominent and most useful cross-links. Using CmapTools, it is possible to use concept maps to access any material that can be presented digitally, including materials prepared by the mapmaker. When students work cooperatively in groups and use concept maps to guide their learning, significantly greater learning occurs (Preszler, 2004).
Through CmapServers, users of all ages and working in many disciplines have published thousands of maps on all topics and domains.
The high degree of explicitness of concept maps makes them an ideal vehicle for exchange of ideas or for the collaborative construction of new knowledge. CmapTools has a recorder feature tht allows recording and playback of steps in map construction, including identification of each contributor. The lower right window shows propositions from other participants in Soup, some of which have discussion threads attached questioning or commenting on the proposition. A question like a€?What are plants?a€? will lead to a declarative, more classificatory concept map than the question a€?Why do we need plants?a€? Experiments show that not only the focus question, but also the root concept of a concept map have a strong influence on the quality of the resulting concept map (Derbentseva et al., 2004, 2006). Figure 10 presents the focus question and parking lot for the focus question a€?What is the structure of the Universe?a€? The student, group of students, or class is expected to build a concept map that answers the question and includes at least the concepts in the list. If the a€?skeletona€? map contains 20 concepts, which makes it more of a complete map, the final map could be expected to contain about 50 to 60 concepts. Of course, the learner still needs to select new concepts from the material and construct new propositions on the concept map that add meanings and clarity to the map. Our plan is to use The World of Science books as a starting point for a demonstration project for A New Model for Education. There will be much feedback from classrooms helping the teams to refine their work, sharing a€?electronic portfoliosa€? using CmapTools.
There remains in the New Model plenty of room for acquisition of specific facts and procedures, but now these should be learned within the context of powerful conceptual frameworks. Since the fundamental characteristic of meaningful learning is integration of new knowledge with the learnersa€™ previous concept and propositional frameworks, proceeding from the more general, more inclusive concepts to the more specific information usually serves to encourage and enhance meaningful learning. Such students fail to construct powerful concept and propositional frameworks, leading them to see learning as a blur of myriad facts, dates, names, equations, or procedural rules to be memorized. Concept mapping has been shown to help learners learn, researchers create new knowledge, administrators to better structure and manage organizations, writers to write, and evaluators assess learning.
Some interrelationships between constructivist models of learning and current neurobiological theory, with implications for science education. Alternative instructional systems and the development of problem solving skills in physics. Experiments on the effect of map structure and concept quantification during concept map construction. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education.
Human constructivism: A unification of psychological and epistemological phenomena in meaning making.
Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations.
Meaningful learning: The essential factor for conceptual change in limited or appropriate propositional hierarchies (liphs) leading to empowerment of learners.
It can also perform electrical mapping of the cerebrum’s activity from the visual center, which is achieved by avoiding the eyes and optic nerves, consequently projecting imageries from the subject’s mind onto a video display. As international trend forecaster Faith Popcorn has said, “No one likes perfect any more. When single and going through her weird stage about six years ago (remember the Billy Bob split and the ill-conceived tatts?), she walked off shelves. That spread she did in W magazine last year, shot by partner Brad Pitt, wearing no make-up and exposing a smattering of imperfections helped. There are mathematical equations that prove Christy Turlington’s face is the definition of beauty. As Adam Ferrier says, we are entering nicer times and are seeking a take on beauty beyond the messy, shifting parameters and the scientists’ critical and weirdly obsessed gaze. This wider scope gives us access to more alternatives and diverse interpretations, thus fostering innovation and insight. It runs through an area where taste, touch, visual, and auditory sensory processing takes place.
When participants were asked to rate the quizzers on likability, the coffee-spill group came out on top. When you experience a scary or upsetting sensation, it triggers a strong reaction in your Me Center, making you feel scared and under attack.
So when we experience scary or upsetting sensations, we can more easily look at them rationally. BDNF has a protective and also reparative element to your memory neurons and acts as a reset switch. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. There are two features of concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a good map and the ability to search for and characterize new cross-links. This knowledge structure as held by a learner is also referred to as the individuala€™s cognitive structure. After age 3, new concept and propositional learning is mediated heavily by language, and takes place primarily by a reception learning process where new meanings are obtained by asking questions and getting clarification of relationships between old concepts and propositions and new concepts and propositions. Evaluation strategies that encourage learners to relate ideas they possess with new ideas also encourage meaningful learning.
The reality is that unless students possess at least a rudimentary conceptual understanding of the phenomenon they are investigating, the activity may lead to little or no gain in their relevant knowledge and may be little more than busy work. If the words are unfamiliar, such as technical terms introduced for the first time, the learner may do well to recall correctly two or three of these. While the alphanumeric images Sperling used in his studies were quickly forgotten, other kinds of images are retained much longer. Studies by Penfield and Perot (1963), among others, indicate that regions of our brain that are activated when we hear sounds are the same regions that are active when we recall sounds. One reason we encourage the integration of the broad range of activities represented in our New Model for Education is to provide opportunities for these other abilities to be represented and expressed. The information in the above paragraphs should become part on the instructional program for skillful use of concept maps. In fact, the earth is slightly closer to the sun when it is winter in Massachusetts, rather than in summer. There is an important relationship between the psychology of learning, as we understand it today, and the growing consensus among philosophers and epistemologists that new knowledge creation is a constructive process involving both our knowledge and our emotions or the drive to create new meanings and new ways to represent these meanings. Although most combinations of words might be nonsense, there is still the possibility of creating an infinite number of valid and meaningful propositions. We refer to the list of concepts as a parking lot, since we will move these concepts into the concept map as we determine where they fit in.
Computer software programs are even better in that they allow moving of concepts together with linking statements and the moving of groups of concepts and links to restructure the map. This process involves what Bloom (1956) identified as high levels of cognitive performance, namely evaluation and synthesis of knowledge.
In this way, concept maps can serve as the indexing and navigational tools for complex domains of knowledge, as will be illustrated later with NASA materials on Mars (Briggs et al., 2004). In our work with both teachers and students, small groups working cooperatively to construct concept maps have proven to be useful in many contexts. While concept maps on these public servers are only a sample of concept maps submitted by persons using CmapTools, and some do not meet our criteria of good concept maps, they nevertheless serve to illustrate diverse applications. We have also found that the obstacles deriving from personal insecurities and fear of embarrassment are largely circumvented, since critical comments are directed at the concept map, not at the person(s) building the map. Experienced concept mappers agree with researchers that the most challenging and difficult aspect of constructing a concept map is constructing the propositions; that is, determining what linking phrases will clearly depict the relationship between concepts.
In this case, we are probably referring to using a relatively complete (not skeleton) map as a scaffold, expecting students to go deeper into the topic by creating several submaps that are linked to the starting point map. Here we also see a submap that might be created by a group of learners, and a sample of two resources that could be accessed via icons on the submap. Thus, the learner or team of learners is very actively engaged in the meaning building process, an essential requirement for meaningful learning to occur.
To begin, a€?expert skeletona€? concept maps have been prepared for some sections of the grade two book and the whole of the grade four book of the World of Science entitled The Expanding World of Science. This feedback should help us to rapidly refine concept maps, techniques and approaches for improving practice of the New Model for Education.
Research (Bransford et al., 1999) has shown that factual information acquired in a context of meaningful learning is not only retained longer, but this information can be used much more successfully to solve new problems.
Teachers should work collaboratively to build on some of the simpler concept maps dealing with education ideas and perhaps add resources to some of the more complex concept maps.
There is nothing written in stone that says multiple choice tests must be used from grade school through university, and perhaps in time even national achievement exams will utilize concept mapping as a powerful evaluation tool.
Thus, in curriculum planning, we need to construct a global a€?macro mapa€? showing the major ideas we plan to present in the whole course, or in a whole curriculum, and also more specific a€?micro mapsa€? to show the knowledge structure for a very specific segment of the instructional program. For these students, the subject matter of most disciplines, and especially science, mathematics, and history, is a cacophony of information to memorize, and they usually find this boring. In fact, the biography of one Nobel Lauriat in biology (Barbara McClintock) was entitled, A Feeling for the Organism (Keller, 1983). However, when we began to concept map the expert knowledge of a cardiologist who literally a€?wrote the booka€? on this technology, it was evident that there were concepts missing in the map and that the a€?tacit knowledgea€? of our expert was not fully expressed in his book or in our interviews.
In addition to submaps, a wide variety of digital resources can be accessed via the concept maps. Knowledge modeling and the creation of el-tech: A performance support system for electronic technicians. She was beautiful but her tendency to make ill-judged life decisions brought her closer to us. Beautiful people, according to the boffins, are cheaters, get better jobs and are liked more by babies … and other animosity-inducing results. The genetically flawed but surgically corrected person gets around this and moves along the mating chain undeservedly, procreates and passes on undesirable genes. For introverts, stimuli runs through a long, complicated pathway in areas of the brain associated with remembering, planning, and solving problems.
Because of this in-out group mindset, the Chinese also don’t feel guilty about walking away, or even completely ignoring someone who approaches them on the street. Propositions are statements about some object or event in the universe, either naturally occurring or constructed.
Out of the necessity to find a better way to represent childrena€™s conceptual understanding emerged the idea of representing childrena€™s knowledge in the form of a concept map. This acquisition is mediated in a very important way when concrete experiences or props are available; hence the importance of a€?hands-ona€? activity for science learning with young children, but this is also true with learners of any age and in any subject matter domain. Typical objective tests seldom require more than rote learning (Bloom, 1956; Holden, 1992). Our brains have a remarkable capacity for acquiring and retaining visual images of people or photos. While we can locate regions of the brain that are active in learning or recall of information using positron emission tomography (PET) scans, the specific mechanisms by which neurons store this information is not known. Nevertheless, we seen the organizing opportunities afforded by associating the various activities with an explicit knowledge structure as very beneficial.
The primary reason we have seasons in latitudes away from the equator is due to the tilt of the earth on its axis toward the sun in summer resulting in longer days and more direct radiation, thus greater heating.
Learners struggling to create good concept maps are themselves engaged in a creative process, and this can be challenging, especially to learners who have spent most of their life learning by rote. Some concepts may remain in the parking lot as the map is completed if the mapmaker sees no good connection for these with other concepts in the map. When CmapTools is used in conjunction with a computer projector, two or more individuals can easily collaborate in building a concept map and see changes as they progress in their work. Concept mapping is an easy way to encourage very high levels of cognitive performance, when the process is done well. In the early 1990s, Latin America, students using the IBM Net (before the Internet) were very successful in creating concept maps both with students in their classroom and with students in other countries (CaA±as et al., 2001). When a concept map is saved to a CmapServer, a a€?web pagea€? version of the map is also stored, so a WWW browser is sufficient to browse through all the published concept maps. Having learners comment on each othera€™s concept maps, whether they are in the same classroom or in different schools, is an effective form of peer-review and collaboration.
So giving the student some of the concepts does not take away from the difficulty in the map construction, although it may somewhat limit the creativity of the student in selecting the concepts to include. The CmapTools Network may serve as a clearinghouse for some of these efforts through its Public servers in Italy and other countries. Even with the current state of technology and pedagogical understandings, it is possible for schools, states or countries to mount a New Model for Education. This is a chicken-and-egg problem because concept maps cannot be required on national achievement tests if most students have not been given opportunities to learn to use this knowledge representation tool. Faculty working independently or collaboratively can redesign course syllabi or an entire curriculum.
Nonaka and Takeuchi (1995) stress the importance of capturing and using the knowledge of corporate experta€™s tacit knowledge if a company wants to become a€?the knowledge creating companya€?. Thus, the concept map not only allowed us to represent the experta€™s knowledge, but also to find gaps in the knowledge structure we were procuring through interviews. Paper presented at the Seventh World Conference on Artificial Intelligence in Education, Washington DC. Online concept maps: Enhancing collaborative learning by using technology with concept maps.
Paper presented at the Symposium at the 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Cyprus. A case study in the research paradigm of human-centered computing: Local expertise in weather forecasting.
Why minimal guidance during iInstruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and iInquiry-based teaching.
Angie’s 40th birthday, we’d like to pay tribute to some of the biggest beauty lessons we’ve learned from her over the years. Which giraffe-limbed pawn gives money to the homeless man on the way to the catwalk casting?
Propositions contain two or more concepts connected using linking words or phrases to form a meaningful statement. In fact, the worst forms of objective tests, or short-answers tests, require verbatim recall of statements and this may be impeded by meaningful learning where new knowledge is assimilated into existing frameworks, making it difficult to recall specific, verbatim definitions or descriptions. For example, in one study (Shepard, 1967) presented 612 pictures of common scenes to subjects, and later asked which of two similar pictures shown was one of the 612 seen earlier?
Other ideas for improving instruction to achieve understanding of the subject is available elsewhere (Mintzes et al., 1998).
In winter, the axis of the earth points away from the sun, thus resulting in shorter days and less intense radiation. Rote learning contributes very little at best to our knowledge structures, and therefore cannot underlie creative thinking or novel problem solving. CmapTools also allows for collaboration between individuals in the same room or anywhere in the world, and the maps can be built synchronously or asynchronously, depending on the mapmakersa€™ schedules. This is one reason concept mapping can also be a very powerful evaluation tool (Edmondson, 2000). In our own classes and workshops, and in classes taught by our students and colleagues, small groups of students working collectively to construct concept maps can produce some remarkably good maps.
Whenever a concept map is made with CmapTools and then saved, the maker is asked to provide a focus question, as well as key concepts for this concept map.
It does provide the teacher with insight into which concepts the student(s) had trouble integrating into the concept map, indicating little or no understanding of these concepts.
The a€?expert skeletona€? concept maps would serve as a starting point for students and teachers for each section illustrated in the book, and then students would use these Cmaps together with CmapTools to search the WWW for pertinent resources and ideas. We anticipate that an abundance of both anecdotal and empirical data will flow from these efforts in a few years.
On the other hand, if state, regional, and national exams would begin to include concept maps as a segment of the exam, there would be a great incentive for teachers to teach students how to use this tool. For example, faculty working together to plan instruction in veterinary medicine at Cornell University constructed the concept map shown in Figure 15. That’s what I’m encouraging my girls—that if they can make their inside and who they are really, really stunning then everything falls together.” But there’s one person whose opinion counts the most, “As long as Brad thinks I’m beautiful,” she laughs. This kind of problem was recognized years ago in Hoffmana€™s (1962) The Tyranny of Testing. What is interfering with these 21 Harvard people is confusion with the common experience that when we are closer to a fire or lamp, the heat is more intense than when we are further away. As people create and observe new or existing objects or events, the creative people will continue to create new concents and new knowledge. Figure 13 illustrates one of the a€?expert skeletona€? concept maps that could be used as the starting point for building a knowledge model, preferably students working in teams and sharing ideas. Based on the solid theoretical and related research findings now available, there is every reason to be optimistic that these innovative efforts will be successful. The execution is appalling, but I wonder if its existence reflects a genuine yearning for true beauty?
Figure 1 shows an example of a concept map that describes the structure of concept maps and illustrates the above characteristics. Three days later, they were still 92% correct, and three months later they were correct 58% of the time.
Thus, these people have failed to recognize that this same phenomenon is not operating to give seasons on Earth.
Creating new methods of observing or recording events usually opens up new opportunities for new knowledge creation. Currently there are a number of projects in the USA and elsewhere that are doing research to see if better evaluation tools can be developed, including the use of concept maps. Boumedine (Ed.), Proceedings of IKS 2002 - the IASTED international conference on information and knowledge sharing (pp.
This and many other studies have shown that humans have a remarkable ability to recall images, although they soon forget many of the details in the images. For example, the creation of the concept mapping method for recording subjecta€™s understandings has led new opportunities to study the process of learning and new knowledge creation. Considering how often we look at pennies, it is interesting that the subjects asked to draw a penny in a study by Nickerson and Adams (1979) omitted more than half of the features or located them in the wrong place. This is commonly observed in many, many examples of a€?misconceptionsa€? in every field of study. Some features of the latest versions of CmapTools also facilitate the use of concept maps for assessment. We believe that integrating various kind of images into a conceptual framework using concept mapping software like CmapTools (described below) could enhance iconic memory, and we hope research on this will be done. The only solution to the problem of overcoming misconceptions is to help learners learn meaningfully, and using concept maps can be very helpful. For example, the a€?Compare concept mapsa€? tool allows the comparison of an a€?experta€? concept map for a topic with maps constructed by students, and all similar or different concepts and propositions are shown in color.




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