The Multiple Functions Of Sensory Motor Representations
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The Multiple Functions of Sensory-motor Representations
The papers in this volume consider the role of sensory-motor processes and their neural structures in higher cognitive functions such as visual and motor imagery, iconic memory and temporal judgment. The evidence brought to bear on this issue comes from behavioral studies of brain-damaged subjects and fMRI and TMS studies with normal subjects. The issue also includes several theoretical reviews and discussions.
Brain Science for Principals
Author: Linda L. Lyman
language: en
Publisher: Bloomsbury Publishing PLC
Release Date: 2016-05-08
Brain Science for Principals: What School Leaders Need to Know features leadership of learning from the perspective of recent findings of educational neuroscience. Each chapter explores a question related to learning and offers practical suggestions for principals. Divided into six sections, each of the 24 short chapters can stand alone or the book can be read cover-to-cover. The opening section explains how understanding brain neuroplasticity changes belief in fixed intelligence. A partial list of subjects explored in the book includes neurogenesis, neurodiversity, memory, brain fitness, the emotional connection, effects of stress, poverty, embodied cognition, movement, mindset, ELL issues, multitasking, the role of the arts, ages and stages of the brain, emotional intelligence, creating resonance, and maintaining mindfulness. The conclusion underscores how neuroscientifically literate principals can enhance learning and advance social justice. Writers of the book anticipate a future when educational neuroscience findings about learning become part of the education of every principal and school leader. Knowing how the brain works is the key to the future of education.
Hypermodern Cinematic Audiovisuality
Author: Jarmo Valkola
language: en
Publisher: Ethics International Press
Release Date: 2025-06-23
The hypermodern sense of audiovisuality relates to the proliferation of new media technologies, in ordering ideas and orchestrating a plurality of media devices, particularly for educational purposes. We are dealing with the emergence of an increased sensibility towards hypermodern intentions in the sectors of cinema, media, and arts. Offering the concept of media literacy, we can approach the educational challenges that are brought within. This book calls for a new, patterned focus of our intentions in the middle of a wide variety of choices and new calculated devices that are brought in to increase our capability to control the rise of new media. Among these discourses and efforts that paved the way to illustrate and control our historical and cultural visions in the poignancy of our hypermodern times, we can open, historicise, and expand our views towards the necessary proliferation of a sense of audiovisuality. The approach adopted is broad and extensive, covering and ranging from psychology, cognitive and phenomenological studies to neuroscience, as well as to art, film, media, and cultural studies. Hypermodern perspectives constitute and comprise a problematic, reiterative field for academic and intellectual forward-thinking. There is no single definition of hypermodern, and its several standpoints may have semantic and other overlaps.