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Thanks to Twitter will be also repeatedly made aware of nice videos on YouTube, in this sense RT @ filter space (+ recommendation Tweet this follow).

Peter Fox in Mini Interview:

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Brain Research and Education Part 6: Learning from a neuroscience perspective

Good morning ladies and gentlemen,

in the series brain research and education, it now goes to the nitty, the core of my discussion of brain research. It's about learning about brain research and what it knows or believes to know.

This chapter took in my graduate work, a understandably the most space, but in the transfer to the medium Weblog me some difficulties. In fact, I know that time is not how can I reduce the wealth of material in order to preserve the readability of the screen (it would be also have been useful to the entire material as a PDF and upload to refer to it), with copy and paste "it is not done at this point. Despite all this, it is to me worth a try and you can read this article in the introduction to this chapter as well as the outline for the following article yet.

Introduction

After I have shown in previous articles the basics of neuroscience and brain research, I would like the following respect to those very findings remove from the neurosciences, which are, according to the neuroscientists and neuro-didactics to pedagogy, especially school education, are relevant. What neuroscientists know about actually learning? And how does their understanding of learning

for educational views?

dominate in the education of science psychological learning theories. After Gudjons, which refers to the definition of Bower and Hilgard, as well, learning ...

"... the change in behavior or behavior potential an organism in a specific situation, which is due to repeated experiences of organism in this situation Gudjons 2003 ..."( p.213)

implied by these Gudjons definition of two things: First, it includes " innate response tendencies " and the second is the actual learning is not observable, since it means the permanent change in behavior

is least inferred based on experience (. ibid p.314)

Neuroscience define learning in the same way. The difference is that they make learning observable, the "black - box open and show where and how learning takes place in the brain. Accordingly, found in the neuro-scientific definition of learning, some differences in psychological:

"learning based on a specific amplification of certain nerve cells in the central nervous system, namely an electrical signal transmission at the synapses by biochemical and structural modification (Long-term potentiation, synaptic plasticity). (...) Learning is both a process (information gathering, - processing and storage), and a product (the disposition to orient future conduct of the experience and possibly modify or refrain) "(Encyclopedia. of neuroscience vol 2)

for education or school education is that definition inadequate because it excludes the meaningful, problem-solving, discovery learning and personality changing. Gudjons but points out that " learning ... different education a value-neutral term " was. It's about the identification of changes (to improve nicht. ..) (Gudjons 2003 p. 314) This definition, I can take in terms of educational practice and theory do not connect, as learning from a pedagogical perspective can never do without evaluative aspects. Ultimately, it's also about, what is to be learned, and why it is to be learned. A purely technological approach of the learning concept, must therefore be short.

on a comparison between the relevant neuroscience and neuro-didactic literature on the subject were as follows educationally relevant points: brain maturation, neuronal plasticity and learning at the cellular level, learning and memory, as well as important factors for successful learning: attention, motivation, emotions and the role of social relations.

put the following articles I these points individually with reference to the current literature on learning from a neuroscience perspective dar. The results arising from them, I take in a conclusion to this chapter together for me then in a Conclusion critically comment on them.

As always, best regards

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Brain Research and Education Part 5 1 / 2: The functional and anatomical structure of the brain

Good day ladies and gentlemen,

in Part 5 addressed I close today with the anatomical and functional structure of the brain.

The limbic system

The limbic system was first considered as the anatomical basis of emotional reactions. Comparative neuro-anatomical, physiological and clinical studies have then shown that the limbic system is involved in addition to the control of affective behavior in learning processes and plays an important role in storing memories. Thus, the limbic system, now regarded as an association system that processes the meaning and impetus to the individual physical needs can take place. (See Dictionary of Biology 2000 Vol 2 p. 309)

Development Historically older limbic regions add information about taste, smell and pain. The anterior cingulate cortex is an important link between the neocortex and the centers, which are indeed involved in the development of consciousness, work itself, however unconsciously. These centers are called "subcortical" because they are outside or below the cortex. There are also those brain centers with messengers (so-called "neurotransmitters") such as adrenaline for "excitement" care in our brain when we fall in threatening or stressful situations. The limbic system has very different functions, but they are all involved in the creation and unconscious in the regulation of physical needs, emotions and feelings.

An important part of the limbic system is the hypothalamus. It is located in the lower part of the forebrain. He is the main control center for basic biological functions such as food and fluid intake, sleep and wakefulness, temperature and cardiovascular regulation, offensive and defensive behavior as well as sexual behavior. Therefore, it is also the origin the associated drive and affect states. The hypothalamus is connected with almost all behavioral parts of the rest of the brain. (Cf. Roth 2007, p. 43-48)

The emergence of unconscious emotions in the strict sense is primarily the responsibility of the amygdala and the mesolimbic system . The amygdala is at the lower edge of the temporal lobe. It occupies a central role in the emergence of predominantly negative emotions or strong and moving in emotional learning. It is considered as a center of fear and anxiety behavior led assessment. An opponent of the amygdala, at least as fear, anxiety and stress affects the mesolimbic system. (Cf. ibid) has

The mesolimbic system has three functions: First, it is the reward system is the brain because the brain's own opiates are here particularly effective, which can lead to positive feelings to the euphoria. Second, it is the system, the positive consequences of events or actions recorded and this makes the basis for the third function, namely to motivate the people so that he repeated the done, which has

previously brought to a satisfactory condition. ( ibid.)

The hippocampus is an important institution of the preconscious and takes an intermediate position between the corresponding neocortex and the limbic system. He is the organizer of consciousness capable and declarative memory linguistically formulated. He determines which consciously experienced events such as in which of the many "drawers" of this memory system are stored. The hippocampus is indeed the organizer, but not the place of declarative memory, which is located in the cerebral cortex. In this case, is that each memory is localized at the site of the cerebral cortex, in which also the related sensory information is processed. So the place is for the visual memory there, where visual information is processed. The hippocampus cooperates fully

unconsciously. (Vgl.ebd.)

Closely associated with the hippocampus, the amygdala, the mesolimbic system and the entire cortex, the septal region, which together with adjacent structures of the basal forebrain. The basal forebrain has also affective - vegetative functions, eg in the field of reproduction and feeding, but in cooperation with the hippocampus and cerebral cortex is exercising cognitive and motivational functions associated with learning, attention control and memory. (Ibid.)

diencephalon and brain stem

The diencephalon consists of the top to the bottom of Epithalamus, dasalen thalamus, ventral thalamus and hypothalamus. (Ibid. p. 48-52)

dasale The thalamus is a complex of functionally very different areas of closely packed nerve cells and is associated with the cerebral cortex on ascending and descending fibers, the thalamus - are cortical system. ends in the nuclei of the thalamus dasalen from the eye, the ear, the organ of balance in the skin and muscles and sensory pathways come to be redirected to other paths to the cerebral cortex. Similarly, motor Paths of the cerebral cortex, which take their way to the medulla and spinal cord diverted. Nuclei of the thalamus have accordingly dasalen partly sensory and partly motor functions, but are also involved in cognitive and limbic functions and play in the regulation of Truth, awareness and attention states an important

role. Located at the intermediate and subsequent brain in humans is relatively small midbrain (mesencephalon) is divided into an upper part, the so-called Mittehlhirndach (tectum), and a lower part, known as the tegmentum .

This center plays in humans an important role in visually triggered unconsciously view and head movement and the orientation services. The tegmental area also contains centers for movement, action control and assessment are important. Inside the midbrain is the central gray matter, which is the seat of switching elements of affective responses and instinctive behaviors. The bridge contains, such as the midbrain tegmentum, a number of important motor and limbic nuclei and is the connection between cerebral cortex

and cerebellum ago. The cerebellum is attached to the bridge and is divided anatomically and functionally into three parts: The first one has the control of balance and to do the eye movements and is Vertibulo - called Verebellum. The second part is Spino - called the cerebellum . It receives inputs from the spinal cord of the muscles and the coordination of the musculoskeletal system to do. The third part, called cerebro cerebellum,

is closely associated with the cerebral cortex and to the controller which deals with the control of fine motor skills.

The cerebellum is an important site, according to Roth motor learning, but is also involved in many cognitive functions such as language and thought. The medulla is the direct continuation of the spinal cord and connects

det the brain with the largest part of the body. The medulla contains the so-called reticular formation, extending from the medulla over the bridge to the anterior midbrain and a crucial role in vital bodily functions such as sleep and wakefulness, blood circulation and respiration, as well as arousal, attention, and consciousness plays. (Ibid.)

The nerve cells

nerve cells (neurons) are the "building blocks" of the brain. The entire brain consists of neurons which are interlinked and intertwined in ways hardly countable. According to Wolf Singer, resulting phenomena such as loading

consciousness, feelings, but also the ability to learn only through the complex network of neurons. (See Singer 2000)

The human brain consists of about 50-100 billion neurons, and according to Gerhard Roth, at least twice the number of support, supplies and food cells, the so-called glial cells. After Roth neurons a kind

are "mini battery" and the network a kind of "electrical circuit". Neurons take up to an electric signal to change them and give them back further, but also chemical communication signals called neurotransmitters

add, change and release. (Cf. Roth 2007, p. 54)

their particular neurons excitability and conductivity obtained here by electrically charged atoms (ions), especially by sodium and potassium ions. All neurons contact at least a third of them are available coast-

outgoing energy for sodium from the cell and pumping potassium into the cell. This occurs at the cell membrane, a charge difference of about 70 millivolts (inside negative), referred to as resting potential

is. (see Spitzer 2000 p.20)

neurons input structures have so-called dendrites through which it excitations record in the form of electrical or chemical signals, and output structures, called axons, which have long and thin fibers are neurons.

At the end of the axons there is a small bump, the synapse, which is responsible for the transmission of signals from one cell to another. Synaptic contact in the dendrites and cell bodies of other neurons. They are not bound to the cell body, but neuron and synapse are by the so-called synaptic cleft from each other separated. Signals from them both electronically than be transferred in a combination of electrical and chemical signals. Each neuron of this type of connection with up to 20,000 (in the cerebral cortex) other

connected neurons. The process of information processing or further task is carried out largely via chemical synapses. (Cf. Roth 2007, p. 54ff)

provides in detail the process of information transmission as follows: At the chemical synapse is an incoming electrical signal is converted so-called action potential , into a chemical signal that then of neurotransmitters , across the synaptic gap to the downstream neuron migrates. It so excited to chemical way that neuron, and there is finally a chemical signal to the cell body of the neuron and its axon migrates back to the next neuron. (Ibid. P. 56)

An action potential occurs when the resting potential is attenuated by 20 millivolts, this quickly leads to changes in the overall short-lasting weakening or reversal of the resting potential to

episode have. This process is called depolarization. The resting potential was raised by this "disturbing" but very quickly, within one - to restore tens of milliseconds. This recovery process, call the

neuroscientists repolarization. The value of the voltage, the resting potential must cross so that it becomes an action potential, called the neuroscientists "threshold". If a neuron excited, then his resting potential shifts more and more of the threshold below which the neuron produces an action potential itself . This process is called also "fire". It should be noted here that cause usually several cells, or whole groups of cells that are involved in synaptic transmission and action potentials . (See Spitzer 2000 p. 20f)

The signal transmission from neuron to neuron is done quickly, in a period of less than one millisecond. (Roth 2007 p.56)

Wow! Done! The structure of the brain in two, admittedly rather dry and complicated, blog articles is verfasst.Im next part of this series will get down to it, namely the question of how humans learn and what the brain research about it knows (or believes to know).

As always with friendly Regards ...

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Brain Research and Education Part 5: The anatomical and functional organization of the brain

Good morning ladies and gentlemen,

as me shift work and employment in my field of work a little out of breath robbed, I was recently not to publish this new article, but I try to set brain research and education continue this month to stop and.

This article is about the functional and anatomical structure of the brain, that is more of a unpädagogisches theme, which is indispensable if one wants to deal with the still following articles. I hope this rather "dry" matter but a lot of fun.

Introduction

Enforced for the description of the brain, the so-called localization theory, the result " different, specialized areas of the nervous system and brain in each exporting different specific functions Ren ( L e x i k o n d e r N e u r o w i s s e n s c h a f t e n 2000 B d . 2 S . 3 a 9 ) . This theory GE ht K. Brodmann and back to his 1909 work, " Comparative localization theory of the cerebral cortex " (See Glossary d. Biology 2000 Vol 3 p.181). A strict localization of functions can not be maintained today because of the high plasticity of the cerebral cortex, but it also forms the basis for the following descriptions. Today, brain researchers say more of " Kort iCalendar - Maps " that are flexible and take on under certain circumstances, various functions, and represent only rarely a single area, but is different partial functions of a general function in different places can localize the brain ( v g l . S p i t z e r 2 0 0 0 S . 9 5 - 1 2 3 ). The human brain is, compared to the animal kingdom and in relation to other organs in the human body, relatively tall and weighs about 1.3 kg of shows after Gerhard Roth is the typical structure of a mammalian brain, and is composed of six parts together: the medulla (medulla oblongata), the bridge (pons), cerebellum (cerebellum), the midbrain (mesencephalon), the hypothalamus (diencephalon) and the end or the cerebrum (telencephalon). Midbrain, and medulla oblongata bridge are collectively referred to as the brain stem. The brain is divided also have

still functional in two brain halves, called hemispheres (linksseitigund right side), which are by the so-called "bars" joined together, and each specific priorities

. ( v g l . R o t h 2 0 0 7 S . 3 3 )

Of particular interest to the neuroscience teaching and learning research have focused the cerebral cortex known as the limbic system known, and I in the following suggestive and should state in a later article. Below I will the above six components that make up the brain, in the three points summarized: "The cerebral cortex", "The limbic system, and the hypothalamus and brain stem" pose. Then I go closer to the "building blocks" of the brain that Nerve cells, one.

The cerebral cortex

The cerebral cortex (cerebral cortex) in humans comprises about unfolded quarter square meter. It consists of about 15 billion nerve cells, which are connected by about half a trillion points of contact with each other. According to Roth, it is possible to calculate how many different states can take on this network: It would be at 10 h o c h a 5 0 possible states ( v g l . R o t h 2 0 0 7 S . 3 8 ). Due to this high number of possible states, it is within the meaning of the radical constructivist Heinz von Foerster fully justified the people "not - Trivial Machine " as a ( v g l . B a t z h e l m e s s 2 0 0 5 S . a 5 f f denote ), so as a machine, when enter a specific "inputs" is not known what is "Ouput" come out. It would therefore be to transfer this idea to the school, the teacher can not predict how a student learns that if he learns something or to see how he receives the information.

The cerebral cortex, or more accurately, the iso- or neocortex, consists of four lobes: the frontal lobes (frontal cortex), the parietal lobe (parietal cortex), the temporal lobe (temporal cortex) and the occipital lobe (Okzipitalkortex). let 86 On the limits of the four lobes of time three functional areas assigned to this, namely the sensory, motor and associative areas. (Ibid.)

The sensory area consists of the visual system (visual system), the auditory (hearing) system, the somatosensory (pain system) and the vestibular (balance system). The visual system is located mainly in the occipital lobe. The hearing at the upper front edge of the temporal lobe. The somatosensory and Vertibularsystem are at the front edge of the parietal lobe. Taste information (Gustatory system) are not processed in Neo-/Isokortex, but older

in an area which is called insular cortex, and which lies between frontal, temporal and parietal lobes. The insular cortex is considered the place of processing of body feeling. Olfactory information is also not

in the neocortex, but in limbic areas (through the so-called "Riechrin de" or olfactory cortex) processes. ( v g l . e b d . S . 3 9 f )

The motor area divided into the primary motor, the pre - motor and supplementary motor area, all located on the upper rear edge of the frontal lobe. While the primary motor area is concerned with the control of individual muscles and the control of fine movements, is addressed in pre - motor box with the planning and control of movements. The supplementary motor area, however, is active when something is planned and consciously wanted, but even though people

only imagine that he wants to do something. ( v g l . e b d . S . 4 a f )

All other areas of the cerebral cortex are as associative areas known. They can not process primary sensory or motor information, but associate, ie they connect with each other and make connections to memories. Only then can lead to complex and meaningful information. Here, the posterior and inferior parietal lobe have left with symbolic - to do analytical processing of information (such as speech) and the right-sided temporal lobe with real or imagined spatial orientation, spatial awareness and change of perspective. In the parietal lobe, the body schema and the positioning of our body localized in space. The parietal lobe but might also help

for planning, preparation and control of grasping and eye movements. While the upper and middle parietal lobe includes complex auditory perceptions, are the lower parietal lobe as well as the transition between the parietal, temporal, and occipital lobes important non-spatial complex visual information processing type, ie for the detection of meaning and interpretations of objects, faces, gestures and scenes. The prefrontal cortex is concerned primarily with the detection of events and problems of the outside world, especially with regard to their temporal Order and importance. The orbi frontal cortex and the anterior cingulate cortex is behavior in contrast with social

, ethical considerations, divergent thinking, problem identification, risk assessment, profit and loss expectation own assessment of the consequences of behavior, the emotional life and the emotional con control of behavior here. ( v g l . e b d . S . 4 2 f )

So my dear ladies and gentlemen, that was it today for it with the "stuffed" my thesis, its fragmentation into several blog posts. In the next part I agree with the basics on the topic, I have the functional and anatomical Construction of the limbic system of the midbrain and brain stem and nerve cells explain.

I have a nice summer day.

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News from our correspondent Gerhild from BERLIN



Techno woman Parties "Dance Milkshakegirls"

held regular "women's party"! The game is played house, electro, techno - I know because so little difference, but professional women can safely ... Located these parties at Berghain / canteen. Berghain is currently the epitome of the Berlin techno scene. Berghain is a story in itself, because I leave myself but which no longer made - already has its own page on Wikipedia and was ever the best techno club the world voted!
In any case, it is a former power station in the Friedrichshain district, with several venues / clubs. In principle, it is not so easy to find, because under the legal address, there is no entrance, but you have to clean on a different road. And then fight your way through sand (see photo) and you're there. So in wet weather please make sure the beautiful shoes at home, because they're after for the garbage.
Yes, and the canteen is sometimes primarily cool, so cool that the wallpaper into strips hanging from the ceiling - but good, this could well be intent. Drink selection is limited, but, as usual in Berlin, very moderate prices. Cool is not defined by expensive! It's probably better to order drinks in bottles, because the glasses are rinsed in water has often used! The audience: very mixed, everything there, from the Ökolesbe to styled lesbian scene. Music: yes, the one you like, but what my ear can judge so not hardcore techno. Overall a very pleasant, relaxed atmosphere. Unfortunately, some poorly attended, but just for techno geeks and for all those times do in the "best techno club in the world," a good address.

Female Attack in RAW Temple

The RAW temple is a location that offers space for clubs, Events, etc. In "Female Attack" is also to periodic wife parties, or as we say in this country - clubbing! The location is a lot of room for many women and music - typical clubbing Music: House, electro, techno, indie. Very mixed crowd, all there, all ages and any other group. Pleasant atmosphere, because the club is also equipped with several sofas - great for chilling out in between. No wallpaper residue falling from the ceiling and the volume of the music is so that you look at some places can converse quite well. Overall, highly recommended!

http://www.stadtmonster.de
http://www.raw-tempel.de


House B - allegedly the largest gay and lesbian club in Berlin

Located where it really goes off on the weekend at the train station Warschauer Straße. The real must-see! Crowds go to "Warschauer Strasse" and then swarm in all directions to throw themselves into the Berlin nightlife.
House B is located at the Warsaw court. Two Floors, younger audience. On the larger Floor: Techno, Electro, House. And on the small floor, how could it be otherwise, slap! In any case, really quite large and many people, but not that you're afraid to have to be trampled to death. As everywhere in London, lost his way if the vast crowds, large areas - even in the clubs. Evil tongues say that gay people are represented mainly by the state ... Well, I think maybe the atmosphere is the same. Building B is indeed not an absolute highlight of Berlin, but very nice for a couple of evenings. are gay and lesbian center

The institution is well since the beginning of "gay and lesbian chronology" whenever -


http://www.dashausb.de/com/

SchwuZ it begins (in this case 1977). This venue should have seen it. In the club with at least three dance floors (there may also be more - know each other because at some point not remember exactly when you get on x stairs and floors in ever new floors) to get through the café. It is a very dark room with lots of candles on the tables, the room light up but not too much. The club itself is a bit grubby, gluing the shoes stop at the floor. But well, this will also be somewhat dependent on the time that you go there there. Here it is well stocked - well, is indeed mixed, and the boys go away but more ... The Schwuz is even more male-heavy, but a couple of lesbians are found but also in the audience. Music: everything! There are, after all, according to official announcements at least three floors, but it feels like five ;-). It was probably one of the first clubs in Berlin and this Spirit is already well over somehow. The Schwuz has something absolutely legendary. Woman should not be missed!

www.schwuz.de