We promise to move on tomorrow, after Valentine’s Day. Until then, share this with a loved one.
Here is Helen Fisher’s TED Talk from TED 2008. Helen’s bio on the TED website reads,
Anthropologist Helen Fisher studies gender differences and the evolution of human emotions. She’s best known as an expert on romantic love, and her beautifully penned books — including Anatomy of Love and Why We Love — lay bare the mysteries of our most treasured emotion.
This exploration of the brain’s response to love will hopefully be a fun, nerdy, and educational way to think about your loved ones during this Valentine’s Day week. Enjoy.
Want more on the brain in love?
- Huffington Post interactive graphic
- NYTimes’ “The Brain on Love“
- WNYC’s The Brian Lehr Show on “Neuroscience of Love”
Photo Credit: khalid Albaih via Compfight cc
Below is a clever and enjoyable video from AsapScience, about how the brain works in relation to systems the author dubs, “Fast Thinking” and “Slow Thinking.” You might think about these as instinctive vs. conscious thought.
As you watch the video and engage in the exercises, you will probably see implications for teaching and learning. We wonder, how often we do plan lessons assuming we’ll engage students’ “slow thinking” brain, but inadvertently engage the “fast thinking” brain? Or when might we fail to consider how one activity may in fact “blind” students to subtle variables that are in fact very important?
Either way, you can learn more about these systems in the book, “Thinking Fast and Slow” by Daniel Kahneman.
Some Friday brain humor. Enjoy.
From The MetaPicture:
Also from The MetaPicture:
Inside a toddler’s brain by Melissa Balmain in Parenting Mag, posted at BuzzFeed:
By Mark Parisi via MyTeenageWereWolf:
And, finally, the timelessly hilarious Gary Larson’s Far Side, posted on Inebriated Press:
The folks over at mindflash developed this infographic about how and where the brain stores it’s information. While much of the brain’s information storage system remains a mystery, it is important to remember (see what we did there?) that memory is varied, nuanced, and often associative. Working memory is different than short or long term memory and what students take away from an experience or recall about it later, cannot be dictated by anyone else. They construct knowledge and memory themselves. It is why, as educators, we must be conscientious of providing environments and experiences that are meaningful, relevant, and engaging to them.
Humor is generally regarded as an important and valuable tool for sustaining engagement with students (in moderation, of course). But what is really going on in the brain when it comes to humor?
In an article in New Scientist magazine, Daniel Elkan writes,
Yet humour is a far more complex process than primeval pleasures like sex or food. In addition to the two core processes of getting the joke and feeling good about it, jokes also activate regions of the frontal and cingulate cortex, which are linked with association formation, learning and decision-making. The team (led by Dean Mobbs of Stanford) also found heightened activity in the anterior cingulate cortex and the frontoinsular cortex – regions that are only present in humans and, in a less developed form, great apes. Indeed, the fact that these regions are involved suggests that humour is an advanced ability which may have only evolved in early humans, says Watson, who conducted the research.
He goes on to write,
More than anything, the recent research confirms the fact that humour, an oft-neglected trait when considering our cognitive skills, requires a tremendous amount of brain power. “Getting a joke would seem – on the surface – to be a very trivial, intuitive process. But brain imaging is showing us that there is more going on than we might think,” says (Andrea) Samson (of the University of Fribourg in Switzerland).
Below is the accompanying graphic for that article, showing the parts of the brain activated when under the influence of humor:
Below is an image from a Time Magazine article on the “Anatomy of Anxiety” from a few years ago. While the article is a bit dated, the relevance remains, especially for educators.
Students need to feel relaxed, safe, and welcome in order to learn effectively. If we focus only on content and raise the stakes of assessments, we increase some students’ anxiety and make it more difficult for them to learn. A reminder that our job in working with students begins, and is sustained, through relationship building and trust.
Image: Joel Ertola via Time
Here is a short video from Southern California Public Radio station KPCC on the science behind bilingual learning. The site, Bilingual Learning, explores “the science, options, and dilemmas of dual language education.”
The below TEDx Talk by surgeon, researcher, and musician Charles Limb, unpacks some of his emerging hypotheses about the brain during improv, and how those might translate into understanding creativity. Or at least one small slice of it.
If he is correct, there are probably a broad range of implications for education. How might improv be used in the classroom to help students construct meaning, brainstorm, and build communication skills? What might educators do to help students develop skills at improv and can those skills help students as adults?
You can view the original on the TED Talks website.
Want to know more about the brain on improv?
- Study: Neural Correlates of Lyrical Improvisation: An fMRI Study of Freestyle Rap
- In Scientific American: The Neuroscience Lessons of Freestyle Rap
- On The Dana Foundation’s blog: The Neuroscience of Improvisation