Teach the Brain Forums

Modern scientific research has revealed that babies are not a “tabulae rasae.” They come into the world with a keen ability to discriminate between Swedish and English, a sense of number, and an emotional preference for the human face. Perhaps most remarkably, they come with mechanisms that enable adaptive capabilities. This knowledge has changed our conception of young children and their abilities to learn. We now know that children are biologically-inclined to learn. How will this knowledge affect our approach to teaching?

Christina,
In regard to being born with the ability to discriminate between Swedish and English, and the mechanisms that enable adaptive capabilities.
I would add a quote from How People Learn;Ch.5 Mind and Brain.
Which highlights the fact that the 'ability to discriminate' is at a heightened state at birth, as the foundational mechanisms for adaptive capabilites are established.
Though these 'discriminative mechanisms/ abilities' have various timeframes for exposure. Afterwhich, the initial 'tool-kit' of abilities has been established.

"Language and Brain Development


Brain development is often timed to take advantage of particular experiences, such that information from the environment helps to organize the brain. The development of language in humans is an example of a natural process that is guided by a timetable with certain limiting conditions. Like the development of the visual system, parallel processes occur in human language development for the capacity to perceive phonemes, the "atoms" of speech. A phoneme is defined as the smallest meaningful unit of speech sound. Human beings discriminate the "b" sound from the "p" sound largely by perceiving the time of the onset of the voice relative to the time the lips part; there is a boundary that separates "b" from "p" that helps to distinguish "bet" from "pet." Boundaries of this sort exist among closely related phonemes, and in adults these boundaries reflect language experience. Very young children discriminate many more phonemic boundaries than adults, but they lose their discriminatory powers when certain boundaries are not supported by experience with spoken language (Kuhl, 1993). Native Japanese speakers, for example, typically do not discriminate the "r" from the "l" sounds that are evident to English speakers, and this ability is lost in early childhood because it is not in the speech that they hear. It is not known whether synapse overproduction and elimination underlies this process, but it certainly seems plausible. "
http://www.nap.edu/html/howpeople1/ch5.html

Geoff

our eyes see our mother our ears give us her language
layer after layer of mental mapping sight sound smell and touch build our world the map gets biger and the layers get deeper, reading speeds our ability pure knowledge enhances our ability to reason, fear creates the perception of tribal survival being more vital then individual life itself,
in the end only individual justice is vital, without it life has no meaning.

OECD expert Wrote:Modern scientific research has revealed that babies are not a “tabulae rasae.” They come into the world with a keen ability to discriminate between Swedish and English, a sense of number, and an emotional preference for the human face. Perhaps most remarkably, they come with mechanisms that enable adaptive capabilities. This knowledge has changed our conception of young children and their abilities to learn. We now know that children are biologically-inclined to learn. How will this knowledge affect our approach to teaching?

Well, let us look at it this way....fish gotta swim, birds gotta fly,...we look very carefully at what our human species learns naturally. Otherwise we might teach them to fly.....actually sometimes I think we do that.
Best,
Rob

We possess neural substrates to learn...we have substantially more that just an inclination to learn....we must learn, just as we possess neural substrates to consummate memory and to foster it's continuation. I believe this thread is absolutely critical and tells us that children/adults have a biological need to learn. With young children who cry because they want to do something by themselves are manifested by their emotions and tenacity.....they must learn...they have an affinity to learn....we sometime, many times interfer with their learning because we can do it faster and better...leaving the pulsing biological need of a child to learn unsatisfied and negatively conditioned.I believe this is probably the most important thread on teach-the-brain. Teachers and all adults must recognize that children have a biological strong need to learn. If it does not cause damage or danger for the child to learn something, then we must take the present time meaning now....to watch them learn and if needed or wanted to help scaffold the learning.

We know that causation of the aplysia's learning and memory has been proven by the best scientists in the world. I am not saying that the aplysia craves or enjoys to be pinched, but this is not the question on the table.
Be well,
Rob

Thanks very much for this Rob!

How do we think this biological tendency relates to intrinsic motivation?

Cheers,
Christina

OECD expert Wrote:Thanks very much for this Rob!

How do we think this biological tendency relates to intrinsic motivation?

Cheers,
Christina

________________________________________
Christina,

Causation to learn has neural substrates....what is a biological tendency? What does a tendency have to do with pure science.
Best,
Rob

It seems that the neuroscience community is going to put a great deal of effort into finding what neurobiological underpinnings or substrates can be found to lead us to [Kenneth S. Kosik. M.D., Neuroscience Research Institute, UCSB]; what Dr. Kosik considers the deeper question that being 'motivation'. ...and of course motivation brings us to the prime factor in education.
Be well,
Rob

November 5, 2005
Good day to all of you...

After spending a number of days at the Cambridge conference with very fine scientists, I came away with the feeling that there is a definite difference of opinion regarding 'causation' within the professionals. I now feel that every substrate or underpinning does not need to be defined before we move ahead. As far as this important subject of biological-inclination to learn, I feel that we can say with respect that fish have a biological-inclination to swim....birds to fly ...and humans to walk and talk.....and to learn.

I believe that "learning" is innate to humans: and other species of mammals and animals to a lesser extent. This is very unscientific (maybe not) but, we have empirical evidence of a wide-range degree of learning in humans. We see it; we teach with it; and we live with it. Now that I have said that...'causation' comes into effect for me when it might do harm to an individual or group, but until then I will say that a high correlation of evidence shows that humans have a biological-inclination to learn. The word inclination really had me hung up because it does not necessarily go with causation...but I feel comfortable in my logic that the term inclination goes very well with a "high correlation".
Be well,
Rob

Either individually or as a group we have no choice we either learn or die.

As humans I perceive we only have three human states, conciously and unconsciously we are taking in information, through our many senses, or we are considering again consciously and unconsciously the information we are absorbing, consider these two states, and understand that the most vital urge of all,

is to share our knowledge with our tribe,

thankfully our tribe is rapidly embracing all humanity as a concept www is significant as a major tool in establishing this concept.

My own urge to teach comes from the reality and awareness that survival as a species is in the balance. Where will we get the food to feed a growing world population from, I am principally a non farming farmer and extremely conscious of the physical limits on the worlds resources, for years I have warned of the key moment, the day that the fuel to run our cars is cheaper to produce from crops then to mine from the worlds limited resources,
Inevitably that day moves closer. GOD HELP THE POOR WHEN THOSE WITH MONEY CHOSE TO DRIVE CARS AIMLESSLY rather THEN FEED THEM.

I am admitting to using far more of these natural resources then my fair share, glad that I am still driving aimlessly, and horrified about what the future holds for humanity wasted petrol is someone else driving aimlessly.

Those of us considering the human brain and the limitations we as individuals have, are in the main using computers driving cars and enjoying the larger share of the world’s resources.

I have on my website what I call a one page world problem and solution program I identify JFK as the first and most effective human being to embrace the concepts and solutions available to us, and he probably used the words of NORMAN GALBRAITH to express it.

GLOBAL PROBLEMSYOURS & MINE

To understand a problem is over halfway to solving it.

HUMAN PROBLEMS SOLUTIONS

RESOURCE EXPLOITATION AGRICULTURE AND FISHING FOOD DEMOCRACY LADDER
MATERIAL AND DESIGN SHELTER UNITED NATIONS
DAMS AND DESALINISATION WATER CONTINENTAL GROUP
VACCINATION AND RESEARCH HEALTH COUNTRY
APPLICATION OF KNOWLEDGE EDUCATION DISTRICT
AVAILABILITY BIRTH CONTROL URBAN
WASTE AVOIDANCE ENVIRONMENT TOWN
ENGINEERING ADVANCES AIR VILLAGE
FOSSIL FUEL REDUCTION TEMPERATURE FAMILY
PRACTICAL SOLUTIONS THE UNIVERSAL PROBLEMS OF MANKIND
POLITICAL SOLUTIONS

AIMS OF MANKIND ABOLITION OF WAR TYRANNY, HUNGER AND HOMELESSNESS, REDUCTION OF DISEASES, CRIME, DRUGS AND FAMILY BREAKDOWN PROMOTION OF EDUCATION, ART, BIRTH CONTROL AND INTER RACIAL CO OPERATION RECOGNISING THESE PROBLEMS – JOHN F KENNEDY IN 1961 SAID THEY MAY NOT BE SOLVED IN HIS FIRST HUNDRED DAYS OR WITHIN HIS ADMINISTRATION, BUT LET US BEGIN

the APPLICATION OF KNOWLEDGE is always the bit we forget

http://www.abacusandalphabet.com/TheBush...oncept.htm

Good morning,
Humans have a tremendous biological-inclination to learn. What ever gets in the way of this motivation and inclination to learn is also man-made. With our altruistic (or political) need to learn and quantify everything we have reduced learning to an IBM answer sheet in place of deep learning and assessment.

Maybe, just maybe Howard Gardner is correct in his Multiple Intelligence theory. Maybe it is more than a theory but taken from an close empirical look at life.
Best ,
Rob

January 3, 2006

Evening

I think that we will have a greater impact if we start off with the following: 'Humans have a biological-inclination to learn'. If we have a biological-inclination to learn then an experiential/constructivist approach to learning will set the biological-inclination to learn FREE to do what comes naturally.[from contraints we place upon them].
Fish gotta swim, birds gotta fly, humans gotta learn.
Be well,
Rob

January 10, 2006

As I have said before: "Fish gotta swim and birds gotta fly"...Human are much more advanced and humans gotta learn...learning is an extremely important biological need or inclination. Since learning is a biological-inclination then we must teach learning as if it were to appear and not in a negative manner. We must teach learning directly from the prior knowledge ending of the persons learning cycle.....not too far above which will cause regression nor too far below the students prior knowledge....If a humans has the great propensity to learn the we as teachers must facilitate that learning.
Be well,
Rob

January 11, 2006

We must look at the sociocultural perspectives that affects a biological-inclination to learn. The will to learn is there [inclination]. But the biology must be operating well to do just about everything including learning. I am speaking directly to the sociocultural environment....specifically [poverty].

A strong inclination as one might have, cannot over come starvation and extreme poverty. Oh yes, the biological-inclination to learn is still there, but the body including the CEO brain cannot function with malnourishment and unacceptable health. Think about it.
Be well,
Rob

Good Evening, January 15, 2006

We feel very certain that humans have a biological-inclination to learn, but what about other species...how about ants?

If you like, please take a look at this url retrieved January 15, 2006 from the internet regarding ants teaching students [ants, of course].
Best,
Rob
URL:http://www.cnn.com/2006/TECH/science/01/...hing.reut/

January 17, 2006

If we increase substantially the hours that pre-school and kindergarten children log in at school, are they learning more....or are they learning less. We must be sure that if we increase the hours of formal instruction that the curriculum ladder is up against the correct wall before we begin climbing it [so to speak]. The demand for longer hours at school for pre schoolers did not come from originally from educators...it came from parents who demanded more child care at the expense of the schools....oh they paid ....so they could work ....our economy demanded it...or did it.

My concern is the natural inclination to learn is being obviated by structured time. Creativity is being scheduled during the day....well....let us take another look at where we are going. I retrieved the following url on the internet. [January 17, 2006]
Be well,
Rob Url:
Freedom: A Villanelle Variation
--inspired by Huckleberry Finn

A small child runs with speed
through the scenes of life. Racing time,
he never stops to question that innate need.

That small child, grown tall from greed,
still has that faded glitter in his eye
of a small child. He runs with speed,

Failing to cultivate that tiny seed
that lies dormant in his mind.
He never stops. To question that innate need,

to remember the exhilaration felt when one can lead,
escapes with every audible, adult sigh
that masks a small child, still running with speed

through his mind, without heed.
Why can't that child and that seed die?
He never stops. The question, that innate need

burns strong in the back of his mind. A seed,
once planted, only needs time.
A small child runs with speed.
He never stops to question that innate need.

Hi,

A biological-inclination to learn can be enhanced by exploring the brain and discussing or reading some of the substrates that might cause innate learning.
This url retrieved from the internet Jan.18, 2006 is a good one. Be sure to take plenty of time to read and observe carefully. I am going to go back in the morning and look at this again.
Be well,
Rob URL: http://www.brainconnection.com/BAW/?main=day/home

It is well agreed that humans have a biological-inclination to learn....it is also a good agrument to help foster the biological-inclination to learn by a healthy environment.
Retrieved on the internet Jan. 20, 2006...written by

Kari Blow,Kristen Donner,Tara Osborn and Della-Coletta
Ed 350
April 2003

Be well,
Rob URL: http://homepages.wmich.edu/~k0blow/brain.htm

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January 23, 2006

Good Morning,

A flash bulb finally went on in my mind...[figure of speech]. But notwithstanding the pun, I did finally put it together when we say 'learning and motivation'; obviously it is not in a vacuum....it is a neurological systems analysis. One thing seems to affect the other, meaning that motivation, emotions, etc can affect the natural propensity of a human's innate [inclination] to learn. I am not saying this very well, but what I am saying, I will describe. "A seven year old child really can activate their innate learning system when interested in the topic, motivated, [is]emotionally involved, sees relationships to other prior learning constructs....etc. etc. This I believe is what we want to happen...thoughts?
Best,
Rob

Good Morning, February 3, 2006

The biological-inclination to learn is very strong in most humans. Is it possible that in our zeal to help that we sometimes get in the way of a child's biological-inclination to learn? As we age motivation seems to be key in our quest to learn. We can insist on finding our own spot in this wonderful world of possibilities. Motivation contributes largely to the biological-inclination to learn [maybe as a catalyst]. The recognition and satifaction of learning something new or unique to us is wonderful and the star on our paper becomes an additional affirmation to keep our innate biological-inclination as plastic as possible. URL retrieved 2-3-06 regarding the brain ....from the internet.
URL: http://www.pbs.org/wnet/brain/

Best,
Rob