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written by Michael I. Posner
A major achievement of the first twenty years of neuroimaging is to reveal the brain networks that underlie fundamental aspects of attention, memory and expertise. We examine some principles underlying the activation of these networks. These networks represent key constraints for the design of teaching. Individual differences in these networks reflect a combination of genes and experiences. While acquiring expertise is easier for some than others the importance of effort in its acquisition is a basic principle. Networks are strengthened through exercise, but maintaining interest that produces sustained attention is key to making exercises successful. The state of the brain prior to learning may also represent an important constraint on successful learning and some interventions designed to investigate the role of attention state in learning are discussed. Teaching remains a creative act between instructor and student, but an understanding of brain mechanisms might improve opportunity for success for both participants.
Physics Education Research Conference 2009
Part of the PER Conference Invited Paper series
Ann Arbor, Michigan: July 29-30, 2009
Volume 1179, Pages 39-42
Subjects Levels Resource Types
Education - Basic Research
- Behavior
- Cognition
- Learning Theory
- Graduate/Professional
- Reference Material
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Formats:
application/pdf
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.3266747
Access Rights:
Free access and
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© 2009 American Institute of Physics
A preprint of the work is available. A hard copy of the PERC 2009 proceedings is also available.
DOI:
10.1063/1.3266747
PACS:
01.40.Ha
Keywords:
Attention, PERC 2009, cognitive neuroscience, expert, language, neural networks, novice
Record Cloner:
Metadata instance created March 11, 2010 by Lyle Barbato
Record Updated:
March 11, 2010 by Vince Kuo
Last Update
when Cataloged:
November 11, 2009
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Record Link
AIP Format
M. Posner, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9897&DocID=1529).
AJP/PRST-PER
M. Posner, Bridging Cognitive And Neural Aspects Of Classroom Learning, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9897&DocID=1529>.
APA Format
Posner, M. (2009, July 29-30). Bridging Cognitive And Neural Aspects Of Classroom Learning. Paper presented at Physics Education Research Conference 2009, Ann Arbor, Michigan. Retrieved September 23, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9897&DocID=1529
Chicago Format
Posner, Michael. "Bridging Cognitive And Neural Aspects Of Classroom Learning." Paper presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, July 29-30, 2009. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9897&DocID=1529 (accessed 23 September 2014).
MLA Format
Posner, Michael. "Bridging Cognitive And Neural Aspects Of Classroom Learning." Physics Education Research Conference 2009. Ann Arbor, Michigan: 2009. 39-42 Vol. 1179 of PER Conference Invited Paper. 23 Sep. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9897&DocID=1529>.
BibTeX Export Format
@inproceedings{ Author = "Michael Posner", Title = {Bridging Cognitive And Neural Aspects Of Classroom Learning}, BookTitle = {Physics Education Research Conference 2009}, Pages = {39-42}, Address = {Ann Arbor, Michigan}, Series = {PER Conference Invited Paper}, Volume = {1179}, Month = {July 29-30}, Year = {2009} }
Refer Export Format

%A Michael Posner
%T Bridging Cognitive And Neural Aspects Of Classroom Learning
%S PER Conference Invited Paper
%V 1179
%D July 29-30 2009
%P 39-42
%C Ann Arbor, Michigan
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9897&DocID=1529
%O Physics Education Research Conference 2009
%O July 29-30
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Posner, Michael
%D July 29-30 2009
%T Bridging Cognitive And Neural Aspects Of Classroom Learning
%B Physics Education Research Conference 2009
%C Ann Arbor, Michigan
%V 1179
%P 39-42
%S PER Conference Invited Paper
%8 July 29-30
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9897&DocID=1529


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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The MLA Style presented is based on information from the MLA FAQ.

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