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Doolen, Jessica. "Embracing Brain-Based Teaching and Learning Strategies." Clinical Simulation in Nursing 10, no. 10 (October 2014): 491–93. http://dx.doi.org/10.1016/j.ecns.2014.08.002.
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Coffman, Teresa L., and Mary Beth Klinger. "Collaboration and Communication in the Online Classroom through a Brain-Based Approach." International Journal of Information Communication Technologies and Human Development 6, no. 3 (July 2014): 42–52. http://dx.doi.org/10.4018/ijicthd.2014070104.
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Utilizing brain-based learning strategies in the classroom encourages the creation of learning environments that are inviting, engaging, and meaningful. Information and communication technologies used in online classes can be enhanced and made more meaningful for students by applying a brain-based approach. This paper examines the use of brain-based learning in an online environment to build an inviting and collaborative cultural experience for learners. A brain-based model is explored to illustrate effective teaching strategies that can be implemented in an online learning environment. Empirical research and analysis are presented in a research study along with a theoretical evaluation of how incorporating brain-based strategies in online learning can positively affect overall student development and online culture.
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Brédart, Serge. "Strategies to Improve Name Learning." European Psychologist 24, no. 4 (October 2019): 349–58. http://dx.doi.org/10.1027/1016-9040/a000363.
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Abstract. The following points emerge from the present review of strategies to improve the learning of proper names: (a) Face-name mnemonic techniques based on mental imagery have been shown to be efficient in laboratory settings in both young and older adults. Unfortunately, they are particularly effortful and require capacity for imagination, making them difficult to apply in a real conversational context. (b) Strategies based on spaced retrieval practice have been found to be efficient both in laboratory and more ecological settings, and both in young and older adults. (c) Techniques based on spaced retrieval practice appear to be more efficient than those based on mental imagery. (d) More recent research has proposed new perspectives, such as basing learning strategies on implicit, rather than explicit, memory processes such as hyper-binding. Finally, neuroscience research has started to investigate the possibility of using non-invasive electrical brain stimulation to improve name learning.
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Restaino, Rusti. "Gain Attention, Enhance Memory, and Improve Learning with Brain-Based Strategies." Journal of Continuing Education in Nursing 42, no. 5 (May 1, 2011): 199–200. http://dx.doi.org/10.3928/00220124-20110421-04.
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Fatima, Hafiza Gulnaz, Uzma Quraishi, and Afifa Khanam. "Applying Brain Based Learning Modules for Learning Acceleration of 6th Grade Science Students." sjesr 3, no. 1 (April 19, 2020): 27–34. http://dx.doi.org/10.36902/sjesr-vol3-iss1-2020(27-34).
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This pre-test post-test control group experimental study was conducted to identify difference in the performance of three BBL (Brain Based Learning) types of strategies; practical simulation, problem solving and cooperative learning on early elementary graders. The modules were developed by the researchers to find the effectiveness of BBL strategies over traditional chalk and talk method. The study involved three pairs of control and experimental groups randomly of sixth graders having N=30 each and total 180 students from district Lahore public schools. The students received intervention for four months for 4 chapters of 6th grade General Science subject. All students were pre and post tested by a 40 item multiple choice concept based achievement test. The pre and post test scores of all control and experimental groups were compared to find out the achievement difference of students through comparing their gain score (post-test – pre-test) after intervention. The study revealed that all the three BBL modules were effective because the intervention groups showed greater gain score parallel to their control groups.
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Sari, Suci Lupita, Destia Wahyu Hidayati, and Arie Wahyuni. "Penerapan Strategi Brain-Based Learning Berbantuan Geogebra Terhadap Kemampuan Berfikir Kreatif Siswa." Square : Journal of Mathematics and Mathematics Education 1, no. 1 (September 16, 2019): 13. http://dx.doi.org/10.21580/square.2019.1.1.4038.
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<p>The purpose of this study is to determine the average mathematical creative thinking ability of students by using Geogebra-assisted Brain-Based Learning strategies more than KKM (70) and to find out the average mathematical creative thinking ability of students using more Brain-Based Learning strategies assisted by Geogebra higher than students' creative mathematical thinking abilities using conventional methods. This research uses quantitative methods. The sample of this study was students of class VIII-A as many as 16 students as the experimental class and class VIII-B as many as 18 students as the control class. The results of this study indicate that students' creative thinking abilities using Geogebra-assisted Brain-Based Learning strategies are more than 70 and there are significant differences between the abilities of students who obtain conventional learning with students who learn with the Geogebra-Aided Brain-Based Learning model.</p><p class="JRPMAbstractBody" align="center"><strong><em> </em></strong></p>
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Sari, Suci Lupita, Destia Wahyu Hidayati, and Arie Wahyuni. "Penerapan Strategi Brain-Based Learning Berbantuan Geogebra Terhadap Kemampuan Berfikir Kreatif Siswa." Square : Journal of Mathematics and Mathematics Education 1, no. 1 (September 16, 2019): 13. http://dx.doi.org/10.21580/square.v1i1.4038.
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<p>The purpose of this study is to determine the average mathematical creative thinking ability of students by using Geogebra-assisted Brain-Based Learning strategies more than KKM (70) and to find out the average mathematical creative thinking ability of students using more Brain-Based Learning strategies assisted by Geogebra higher than students' creative mathematical thinking abilities using conventional methods. This research uses quantitative methods. The sample of this study was students of class VIII-A as many as 16 students as the experimental class and class VIII-B as many as 18 students as the control class. The results of this study indicate that students' creative thinking abilities using Geogebra-assisted Brain-Based Learning strategies are more than 70 and there are significant differences between the abilities of students who obtain conventional learning with students who learn with the Geogebra-Aided Brain-Based Learning model.</p><p class="JRPMAbstractBody" align="center"><strong><em> </em></strong></p>
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Mastoni, Edy. "The Brain Based Learning (BBL) and Intrapersonal Intelligence for Mathematics Learning in Junior High School." Asia Proceedings of Social Sciences 4, no. 3 (April 26, 2019): 17–19. http://dx.doi.org/10.31580/apss.v4i3.815.
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Research Highlights
The study proposed two focus studies and results indicated there is a conformity between Brain Based Learning (BBL) and students' intrapersonal intelligence toward characteristics of junior high school mathematics learning. Implementation of Brain Based Learning (BBL) and intrapersonal intelligence in junior high school mathematics learning can improve student’s learning outcomes.
Research Objectives
This research aims to knowing activities of junior high school mathematics learning and to knowing conformity of characteristics between Brain Based Learning (BBL) and intrapersonal intelligence with junior high school mathematics learning. BBL as a learning strategies and intrapersonal intelligence as an internal factors of students must be the main consideration in learning activities, including in this case mathematics learning. Learning is more directed at construction than instruction, which has implications for the role of teachers and students (Reigeluth and Carr-Chellman, 2009). Learning strategies concept is a various types of plans used by the teacher to achieve goals (Silver et al., 2012). In simple terms, this view states that learning strategies are ways to do something in achieving goals. Learning mathematics is learning about the concepts and structure of mathematics and looking for relationships between the two on the material being studied (Bruner, 2009). In the learning activities, learning materials must be adapted to the abilities and cognitive structures of students. Learning material must be related to the concepts that are already owned so that new ideas can be fully absorbed by students (Ausubel, 2012). Learning activities must be gradual, sequential and always based on past learning experiences.
Methodology
This type of research is qualitative descriptive. The approach used is qualitative with descriptive methods and literature studies. Data collection uses documentation studies, observations, and interviews with teachers and students. Data collection was conducted in junior high school of SMP Assahil Lampung Timur in the 2018/2019 academic year. The mathematics teachers and students were included in this study as a respondents. In this study the data analysis used was quantitative descriptive and qualitative descriptive analysis. Quantitative descriptive analysis is used to present and analyze data relating to mathematics learning outcomes over the past three years. Qualitative descriptive analysis is used to interpret and analyze data regarding the learning process of mathematics that has taken place.
Results
The study indicate that mathematics teachers have only used expository learning strategies in learning activities. The expository learning strategy is a form of teacher-centered learning approach. Mathematical learning outcomes are not satisfactory. The Mathematics learning is a learning process that involves active students building mathematical knowledge (Cobb, 2013). In mathematics learning there is a process of developing students' creativity to improve their abilities and beliefs in building knowledge and mastering good mathematics subject matter. The Characteristics of Brain Based Learning (BBL) emphasizes students to play an active role in building the concepts learned (Ulger, 2018). The steps in the BBL learning strategy include creating a learning environment that challenges students' thinking skills (regulated immersion), creates a relaxed learning environment, and creates actual and meaningful learning situations for students (active processing). Intrapersonal intelligence is self-knowledge as intelligence that involves self-awareness or self-sensitivity, thought processes, realizing changes that occur in oneself, involving skills of cooperation and communication both verbally and nonverbally (Alder, 2001). The characteristics of intrapersonal intelligence consist of three main aspects that can be used as benchmarks, namely recognizing oneself, knowing one's own desires, and knowing what is necessary for oneself.
Findings
The results of data analysis, it was found that the learning activities that had taken place so far only used expository learning strategies. The teacher does not apply learning strategies that are in accordance with the internal factors of students in learning mathematics. The literature review show that there is a match between the characteristics of junior high school mathematics material, the characteristics of BBL learning strategies and the characteristics of intrapersonal intelligence. Therefore, the implementation of BBL learning strategies and intrapersonal intelligence in junior high school mathematics learning is very well done to improve student learning outcomes.
Acknowledgement
This study was supported by Universitas Negeri Jakarta and SMP Assahil Lampung Timur, for which thanks to 1) Doctoral Program in Educational Technology, Postgraduate Program at Universitas Negeri Jakarta; 2) SMP Assahil Lampung Timur; 3) Prof. Dr. M. Syarif Sumantri, M.Pd. as the promoter and Prof. Dr. Nurdin Ibrahim, M.Pd. as the co. promoter who has provided guidance to the author.
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Hussain, Lal, Sharjil Saeed, Imtiaz Ahmed Awan, Adnan Idris, Malik Sajjad Ahmed Nadeem, and Qurat-ul-Ain Chaudhry. "Detecting Brain Tumor using Machines Learning Techniques Based on Different Features Extracting Strategies." Current Medical Imaging Formerly Current Medical Imaging Reviews 15, no. 6 (July 5, 2019): 595–606. http://dx.doi.org/10.2174/1573405614666180718123533.
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Background: Brain tumor is the leading cause of death worldwide. It is obvious that the chances of survival can be increased if the tumor is identified and properly classified at an initial stage. MRI (Magnetic Resonance Imaging) is one source of brain tumors detection tool and is extensively used in the diagnosis of brain to detect blood clots. In the past, many researchers developed Computer-Aided Diagnosis (CAD) systems that help the radiologist to detect the abnormalities in an efficient manner. Objective: The aim of this research is to improve the brain tumor detection performance by proposing a multimodal feature extracting strategy and employing machine learning techniques. Methods: In this study, we extracted multimodal features such as texture, morphological, entropybased, Scale Invariant Feature Transform (SIFT), and Elliptic Fourier Descriptors (EFDs) from brain tumor imaging database. The tumor was detected using robust machine learning techniques such as Support Vector Machine (SVM) with kernels: polynomial, Radial Base Function (RBF), Gaussian; Decision Tree (DT), and Naïve Bayes. Most commonly used Jack-knife 10-fold Cross- Validation (CV) was used for testing and validation of dataset. Results: The performance was evaluated in terms of specificity, sensitivity, Positive Predictive Value (PPV), Negative Predictive Value (NPV), False Positive Rate (FPR), Total Accuracy (TA), Area under the receiver operating Curve (AUC), and P-value. The highest performance of 100% in terms of Specificity, Sensitivity, PPV, NPV, TA, AUC using Naïve Bayes classifiers based on entropy, morphological, SIFT and texture features followed by Decision Tree classifier with texture features (TA=97.81%, AUC=1.0) and SVM polynomial kernel with texture features (TA=94.63%). The highest significant p-value was obtained using SVM polynomial with texture features (P-value 2.65e-104) followed by SVM RB with texture features (P-value 1.96e-98). Conclusion: The results reveal that Naïve Bayes followed by Decision Tree gives highest detection accuracy based on entropy, morphological, SIFT and texture features.
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Pilcher, Jobeth. "Education and Learning: What’s on the Horizon?" Neonatal Network 33, no. 1 (2013): 24–28. http://dx.doi.org/10.1891/0730-0832.33.1.24.
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Numerous organizations have called for significant changes in education for health care professionals. The call has included the need to incorporate evidence-based as well as innovative strategies. Previous articles in this column have focused primarily on evidence-based teaching strategies, including concept mapping, brain-based learning strategies, methods of competency assessment, and so forth. This article shifts the focus to new ways of thinking about knowledge and education. The article will also introduce evolving, innovative, less commonly used learning strategies and provide a peek into the future of learning.
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Jazariyah, Jazariyah. "Signifikansi Brain Based Learning Pendidikan Anak Usia Dini." Nadwa 11, no. 1 (June 10, 2017): 01. http://dx.doi.org/10.21580/nw.2017.11.1.982.
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<p>This study based on the reality of learning in the early childhood level and the system has not noticed the potential of the brain learners. The potential and the working system of the brain is very important in early childhood. This paper aims to reveal the importance of brain-based learning in Early Childhood Education (ECD). The problem in this study are what the nature of early childhood education and how to use the potential and work system of the brain in early childhood learning. This study used library research. From the discussion showed that the brain-based learning was important for use in teaching and learning of young children. One of aplication, brain-based learning use quantum learning by optimizing learning with active learning strategies so that potential students can be optimized. This research had contribution to brain based learning<br /><br /></p><p><br /><strong>Abstrak</strong><br />Kajian ini dilatarbelakangi oleh realitas masih adanya pembelajaran di jenjang PAUD yang belum memperhatikan potensi dan system kerja otak peserta didik. Padahal potensi dan system kerja otak sangat penting dalam pembalajaran di PAUD. Tulisan ini bertujuan untuk mengungkapkan pentingnya brain based learning pada Pendidikan Anak Usia Dini (PAUD). Rumusan masalah pada kajian ini adalah seperti apa hakikat Pendidikan Anak Usia Dini dan bagaimana penggunaan potensi dan system kerja otak dalam pembelajaran anak usia dini. Penelitian ini menggunakan metode library research Dari hasil pembahasan menunjukkan bahwa brain based learning penting untuk digunakan dalam proses belajar mengajar anak usia dini. Salah satu pelaksanaan pembelajaran berbasis otak ini dapat menggunakan pembelajaran quantum dengan mengoptimalkan pembelajaran dengan strategi pembelajaran aktif sehingga potensi anak didik dapat dioptimalkan. Penelitian ini memiliki kontribusi pada pembelajaran berbasis otak.<br /><br /></p>
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Orengwu Okatahi, Angela, Hosea Abalaka Apeh, and Omolara Ayoka Iyiegbuniwe. "Effect of Brain-Based Learning Strategies on Secondary School Students’ Academic Achievement in Federal Capital Territory, Abuja, Nigeria." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (December 27, 2020): 145–56. http://dx.doi.org/10.46606/eajess2020v01i03.0053.
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The study was on the effect Brain-Based Learning Strategies on the academic achievement of secondary school students in Abuja, Nigeria. The pretest post-test Quasi Experimental Research design was used with a sample of 142 Senior Secondary School Students drawn from two schools. Two intact classes were randomly selected from each school. Data for the study was sourced using the Economics Achievement Test (EAT). The hypothesis was tested at a significant level of 0.05 using ANCOVA. The findings revealed a significant difference in the academic achievement with mean difference of 15.82 in favor of the Experimental Group. The study concluded that Brain-based learning strategies have significant effect on students’ academic achievement as the result indicated that the effect of the treatment, (brain-based learning strategy) was significantly positive on students’ academic achievement in Economics. The study recommended that teachers should adopt the Brain-based learning strategies in teaching Economics by providing a relaxed environment with low threat, good nutrition, physical exercise, movement, drama, drinking of water before and during lessons.
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Dr Smitha M Reddy, Reshma HS,. "Inlfuence of Brain-Based Learning Stratgies on Academic Motivation, Stress and Self-Esteem of High School Students in North Banagalore." Psychology and Education Journal 58, no. 2 (February 20, 2021): 6329–32. http://dx.doi.org/10.17762/pae.v58i2.3154.
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Brain-Based Learning Strategy stimulates the whole brain for effective function which results in greater academic progress. This being the case it is bound to result in academic motivation, removal of stress and an increase in the self-esteem of students without any doubt.
Brain-Based Learning Strategy provides a safe and threat-free environment whereby the meaningful presentation of content prepares the learners’ brains to store, process and retrieve the information in a soothing way. The main objective of this paper is to study the influence of brain-based learning strategies on the academic motivation, stress and self-esteem of high school students in North Bangalore, identity the factors of brain-based learning which influence learning process among high school students and then move on to identifying the factors of motivation, stress and self-esteem which influence the academic performance of high school students with respect to brain-based learning. The results of the study have confirmed that brain-based learning would result in motivation, removal of stress and higher self-esteem thereby resulting in improved academic performance.
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Effendi, Kiki Nia sania, and Rina Marlina. "THE EFFECT OF MOTIVATION TOWARDS MATHEMATICAL COMMUNICATION IN MATHEMATICS LEARNING WITH BRAIN-BASED LEARNING MODEL." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 808. http://dx.doi.org/10.24127/ajpm.v10i2.3488.
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This research is motivated by the importance of students' learning motivation and the low of high school students’ mathematical communication skills in learning mathematics. The purpose of this study was to determine the effect of learning motivation on the high school students’ mathematical communication skills in learning mathematics with the Brain-Based Learning model. This research is mixed-method research with concurrent triangulation strategies. The population in this study were all class XI in SMA 1 Rengasdengklok on Kabupaten Karawang and the sample was one class. Data was collected by providing tests, observations, questionnaires, and interviews. The test used is a description test, while the motivation scale uses a Likert Scale. The data was analyzed by normality test and simple linear regression. The results of this study indicate that there is an influence of learning motivation on mathematical communication skills in the application of the Brain-Based Learning model with a percentage of 56.8%.
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H. A., Apeh,, Gidado, B. K., and Iyiegbuniwe, O. A. "Effects of Brain-Based Learning Strategies on Secondary School Students’ Attitude to Learning in Federal Capital Territory, Abuja, Nigeria." Sustainability in Environment 6, no. 1 (December 15, 2020): p19. http://dx.doi.org/10.22158/se.v6n1p19.
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The study was carried out to find out whether Brain-Based Learning Strategies had any effect senior secondary school students’ attitude to learning in the Federal Capital Territory, Abuja. A pre-test post-test Quasi Experimental Research design was used with a sample size of 142 Senior Secondary School Students (S.S.S 1) drawn from two Senior Secondary Schools in the Abuja Municipal Area Council. Two intact classes were used; one class drawn from each of the schools, the classes were assigned to Groups using a Lucky Dip. With 70 students constituted in the Experimental Group and 72 in the Control Group. The Student Attitude Scale (SAS) was used to collect data for the study. All hypotheses were tested at a significant level of 0.05 using t-test. Findings revealed a significant difference in Students Attitude to learning with a mean difference of 0.59 in favor of the Experimental Group. However, no significant difference was observed in Students Attitude to learning in the Experimental Group based on gender. It was recommended that teachers should adopt the Brain-based learning strategies in teaching Economics in Senior Secondary Schools. In addition, since the teaching pedagogy is Gender-fair, it should be implemented in all schools irrespective of learners’ gender.
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Takeuchi, Naoyuki, and Shin-Ichi Izumi. "Motor Learning Based on Oscillatory Brain Activity Using Transcranial Alternating Current Stimulation: A Review." Brain Sciences 11, no. 8 (August 20, 2021): 1095. http://dx.doi.org/10.3390/brainsci11081095.
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Developing effective tools and strategies to promote motor learning is a high-priority scientific and clinical goal. In particular, motor-related areas have been investigated as potential targets to facilitate motor learning by noninvasive brain stimulation (NIBS). In addition to shedding light on the relationship between motor function and oscillatory brain activity, transcranial alternating current stimulation (tACS), which can noninvasively entrain oscillatory brain activity and modulate oscillatory brain communication, has attracted attention as a possible technique to promote motor learning. This review focuses on the use of tACS to enhance motor learning through the manipulation of oscillatory brain activity and its potential clinical applications. We discuss a potential tACS–based approach to ameliorate motor deficits by correcting abnormal oscillatory brain activity and promoting appropriate oscillatory communication in patients after stroke or with Parkinson’s disease. Interpersonal tACS approaches to manipulate intra- and inter-brain communication may result in pro-social effects and could promote the teaching–learning process during rehabilitation sessions with a therapist. The approach of re-establishing oscillatory brain communication through tACS could be effective for motor recovery and might eventually drive the design of new neurorehabilitation approaches based on motor learning.
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Lee, Yugyung, Krishna Veerubhotla, Myung Ho Jeong, and Chi H. Lee. "Deep Learning in Personalization of Cardiovascular Stents." Journal of Cardiovascular Pharmacology and Therapeutics 25, no. 2 (September 25, 2019): 110–20. http://dx.doi.org/10.1177/1074248419878405.
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Deep learning (DL) application has demonstrated its enormous potential in accomplishing biomedical tasks, such as vessel segmentation, brain visualization, and speech recognition. This review article has mainly covered recent advances in the principles of DL algorithms, existing DL software, and designing strategies of DL models. Latest progresses in cardiovascular devices, especially DL-based cardiovascular stent used for angioplasty, differential and advanced diagnostic means, and the treatment outcomes involved with coronary artery disease (CAD), are discussed. Also presented is DL-based discovery of new materials and future medical technologies that will facilitate the development of tailored and personalized treatment strategies by identifying and forecasting individual impending risks of cardiovascular diseases.
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Valverde, Juan Miguel, Vandad Imani, Ali Abdollahzadeh, Riccardo De Feo, Mithilesh Prakash, Robert Ciszek, and Jussi Tohka. "Transfer Learning in Magnetic Resonance Brain Imaging: A Systematic Review." Journal of Imaging 7, no. 4 (April 1, 2021): 66. http://dx.doi.org/10.3390/jimaging7040066.
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(1) Background: Transfer learning refers to machine learning techniques that focus on acquiring knowledge from related tasks to improve generalization in the tasks of interest. In magnetic resonance imaging (MRI), transfer learning is important for developing strategies that address the variation in MR images from different imaging protocols or scanners. Additionally, transfer learning is beneficial for reutilizing machine learning models that were trained to solve different (but related) tasks to the task of interest. The aim of this review is to identify research directions, gaps in knowledge, applications, and widely used strategies among the transfer learning approaches applied in MR brain imaging; (2) Methods: We performed a systematic literature search for articles that applied transfer learning to MR brain imaging tasks. We screened 433 studies for their relevance, and we categorized and extracted relevant information, including task type, application, availability of labels, and machine learning methods. Furthermore, we closely examined brain MRI-specific transfer learning approaches and other methods that tackled issues relevant to medical imaging, including privacy, unseen target domains, and unlabeled data; (3) Results: We found 129 articles that applied transfer learning to MR brain imaging tasks. The most frequent applications were dementia-related classification tasks and brain tumor segmentation. The majority of articles utilized transfer learning techniques based on convolutional neural networks (CNNs). Only a few approaches utilized clearly brain MRI-specific methodology, and considered privacy issues, unseen target domains, or unlabeled data. We proposed a new categorization to group specific, widely-used approaches such as pretraining and fine-tuning CNNs; (4) Discussion: There is increasing interest in transfer learning for brain MRI. Well-known public datasets have clearly contributed to the popularity of Alzheimer’s diagnostics/prognostics and tumor segmentation as applications. Likewise, the availability of pretrained CNNs has promoted their utilization. Finally, the majority of the surveyed studies did not examine in detail the interpretation of their strategies after applying transfer learning, and did not compare their approach with other transfer learning approaches.
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ZAKOUR, Naziha. "EFFECTIVENESS OF BRAIN-BASED LEARNING STRATEGIES AND LEARN GRAMMER IN MIDDLE LEVEL SCHOOL (MIND MAPPING STRATEGY MODEL)." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 138–47. http://dx.doi.org/10.47832/2757-5403.4-3.13.
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Since the beginning of the twentieth century, especially at the beginning of the last decade of it the efforts of specialists and researchers in the field of education in general and in some other scientific branches relevant to language teaching in particular began as psychology, knowledge psychology and linguistics in both general and applied branches all these sciences strive to raise the level of education as well as learning so that they work to develop theories, methods and learning strategies in order to achieve the best results in education. The emergence of brain-based learning has been instrumental in illuminating how the brain works in its right and left hemispheres, which allows understanding of the work of the educated brain and the exploitation of its abilities and guidance to serve its educational interests, this has prompted researchers and theorists to focus on employing learning strategies that are compatible with the work of the human brain and to urge the need for them to be included in educational curricula as a refuge for both the teacher and the learner, In recent years, such strategies have become apparent in the Algerian school's educational milieu ; Reliance was placed on these active strategies to increase learning and hold the learner's hand to discover and make the best use of his or her mental abilities. In this paper , she follows a mind mapping strategy to answer a problem: How effective is a mind mapping strategy in bringing understanding and achievement closer to the learner in the subject of grammar for the intermediate third year(model) to underscore the importance of psychology strategy especially as it is one of the most important strategies which correspond to habits of mind of a learner who can use the most appropriate type of habit of mind to solve the learning problem in front of him the objective of this research paper is to encourage both the teacher and the learner to benefit from the mind mapping strategy and to realize the importance of the research on the functioning of the human brain and how it organizes the information for optimal use in the educational process.
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Azizah, Siti Raf'ah, Nopika Dwi Arofah, and Agus Sumitra. "OPTIMALISASI PENDIDIKAN ANAK USIA DINI BERDASARKAN PEMBELAJARAN YANG BERBASIS PERKEMBANGAN OTAK." CERIA (Cerdas Energik Responsif Inovatif Adaptif) 2, no. 2 (April 20, 2019): 29. http://dx.doi.org/10.22460/ceria.v2i2.p29-36.
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Brain-based learning is a comprehensive approach to instruction based on how current neuro-science research shows our brains learn naturally, that brain-based learning is a learning approach that emphasizes the best natural principles available in the operation of the brain, with the aim of achieving maximum attention, understanding, meaning, and memory. These base learning begins with what is known about the actual structure and use of human thought at various stages of development. Based on the previous explanation, the research conducted by Hazhira Qudsyi (please include the year and write in the bibliography) concludes about learning strategies that can optimize education in early childhood, namely through brain-based learning, because early childhood education (PAUD) is a very basic and strategic education, as the initial foundation for the growth and development of the next child. This research was conducted with qualitative research methods to understand the phenomenon. Based on these results, it was found that optimizing the learning process in early childhood education has its own challenges, especially with the typical characteristics possessed by students, namely early childhood. This article was written with the aim of studying brain-based learning as an effort to optimize early childhood education.
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Willis, Judy. "Review of Research: Brain-Based Teaching Strategies for Improving Students' Memory, Learning, and Test-Taking Success." Childhood Education 83, no. 5 (August 2007): 310–15. http://dx.doi.org/10.1080/00094056.2007.10522940.
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Paul, Marcus, Marie-Christin Fellner, Gerd T. Waldhauser, John Paul Minda, Nikolai Axmacher, Boris Suchan, and Oliver T. Wolf. "Stress Elevates Frontal Midline Theta in Feedback-based Category Learning of Exceptions." Journal of Cognitive Neuroscience 30, no. 6 (June 2018): 799–813. http://dx.doi.org/10.1162/jocn_a_01241.
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Adapting behavior based on category knowledge is a fundamental cognitive function, which can be achieved via different learning strategies relying on different systems in the brain. Whereas the learning of typical category members has been linked to implicit, prototype abstraction learning, which relies predominantly on prefrontal areas, the learning of exceptions is associated with explicit, exemplar-based learning, which has been linked to the hippocampus. Stress is known to foster implicit learning strategies at the expense of explicit learning. Procedural, prefrontal learning and cognitive control processes are reflected in frontal midline theta (4–8 Hz) oscillations during feedback processing. In the current study, we examined the effect of acute stress on feedback-based category learning of typical category members and exceptions and the oscillatory correlates of feedback processing in the EEG. A computational modeling procedure was applied to estimate the use of abstraction and exemplar strategies during category learning. We tested healthy, male participants who underwent either the socially evaluated cold pressor test or a nonstressful control procedure before they learned to categorize typical members and exceptions based on feedback. The groups did not differ significantly in their categorization accuracy or use of categorization strategies. In the EEG, however, stressed participants revealed elevated theta power specifically during the learning of exceptions, whereas the theta power during the learning of typical members did not differ between the groups. Elevated frontal theta power may reflect an increased involvement of medial prefrontal areas in the learning of exceptions under stress.
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Alava, Estrella Espinar, and María Elena Moya Martinez. "Impact of teaching-learning process for brain." International journal of health sciences 3, no. 1 (April 30, 2019): 33–40. http://dx.doi.org/10.29332/ijhs.v3n1.304.
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This research has based on a theoretical review of the knowledge about the topics, the importance of the brain and its learning styles, which some theorists propose, whose interests and publications focus on the importance of the brain for learning. The purpose was to demonstrate, the impact of these topics on the teaching-learning process and the problems. That arise around them, as well as topics on the need to incorporate flexible models that take into account the diversity of human thought. Develop capacities taking into account the particularities of the student, attention should be paid, manipulate methodological strategies and resources that respond to the different learning styles and systems proposed in this article, so that the teaching of all students benefits, according to their progressive period, level of development and educational needs, without separating them from their environment or context in which they operate. It shows how the brain influences learning, so that knowledge has strengthened in a humanistic way. The objective is to potentiate teaching and learning, to achieve a better academic performance, which seeks to offer significant experiences to adapt to the new demands of the society of the 21st century.
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Naga Srinivasu, Parvathaneni, and Valentina Emilia Balas. "Self-Learning Network-based segmentation for real-time brain M.R. images through HARIS." PeerJ Computer Science 7 (August 2, 2021): e654. http://dx.doi.org/10.7717/peerj-cs.654.
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In recent years in medical imaging technology, the advancement for medical diagnosis, the initial assessment of the ailment, and the abnormality have become challenging for radiologists. Magnetic resonance imaging is one such predominant technology used extensively for the initial evaluation of ailments. The primary goal is to mechanizean approach that can accurately assess the damaged region of the human brain throughan automated segmentation process that requires minimal training and can learn by itself from the previous experimental outcomes. It is computationally more efficient than other supervised learning strategies such as CNN deep learning models. As a result, the process of investigation and statistical analysis of the abnormality would be made much more comfortable and convenient. The proposed approach’s performance seems to be much better compared to its counterparts, with an accuracy of 77% with minimal training of the model. Furthermore, the performance of the proposed training model is evaluated through various performance evaluation metrics like sensitivity, specificity, the Jaccard Similarity Index, and the Matthews correlation coefficient, where the proposed model is productive with minimal training.
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Eagleton, Saramarie, and Anton Muller. "Development of a model for whole brain learning of physiology." Advances in Physiology Education 35, no. 4 (December 2011): 421–26. http://dx.doi.org/10.1152/advan.00007.2011.
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In this report, a model was developed for whole brain learning based on Curry's onion model. Curry described the effect of personality traits as the inner layer of learning, information-processing styles as the middle layer of learning, and environmental and instructional preferences as the outer layer of learning. The model that was developed elaborates on these layers by relating the personality traits central to learning to the different quadrants of brain preference, as described by Neethling's brain profile, as the inner layer of the onion. This layer is encircled by the learning styles that describe different information-processing preferences for each brain quadrant. For the middle layer, the different stages of Kolb's learning cycle are classified into the four brain quadrants associated with the different brain processing strategies within the information processing circle. Each of the stages of Kolb's learning cycle is also associated with a specific cognitive learning strategy. These two inner circles are enclosed by the circle representing the role of the environment and instruction on learning. It relates environmental factors that affect learning and distinguishes between face-to-face and technology-assisted learning. This model informs on the design of instructional interventions for physiology to encourage whole brain learning.
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Feiler, Kimberly E. "Brain Breaks Go To College." Pedagogy in Health Promotion 5, no. 4 (September 17, 2018): 299–301. http://dx.doi.org/10.1177/2373379918799770.
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As health education specialists, we are called to practice what we promote. American adult physical activity levels are low, and too much time is spent sedentary. New habits can be learned early in adult life in the higher education setting. Most time students and faculty spend in higher education learning environments is spent while sedentary—this norm must change. Brain breaks in formal learning environments have worked well in K-12 schools; they can be incorporated into higher education in order to reengage students and improve their academic achievement. Brain Breaks are short (2-5 minutes), movement-based activities to break-up prolonged periods of sitting by students, thus increasing physical activity. Health and health-related college courses provide an ideal platform to begin adding back in brain breaks and active learning strategies where there has traditionally been little to none.
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Ghrmay, Tewelde Mezgobo. "Teaching and the human brain: strategic interventions in curriculum redesign for mba program in mekelle university, ethiopia." Journal of Management and Science 8, no. 1 (June 30, 2018): 76–87. http://dx.doi.org/10.26524/jms.2018.7.
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The report is a proposal for strategic interventions in the curriculum of the MBA program in Mekelle University. Based on my experience in the university and its strategic documents and findings, although there have been reform programs in the university, of which curriculum redesign is one element, there are strategic issues that are still major concerns challenging the attainment of its mission and strategic objectives. To address strategic issues related to curriculum, based on the basic principles of the mind and the theories of learning and their implications for instructional curriculum design the report presented the interventions, rational and examples of the strategies in designing a curriculum for the MBA program in the university. In doing so, although the comprehensive description of the neurological findings that have implications for the design of instructional strategies and curriculum is beyond the scope of the study, it summarized some of the findings that will help as a background in proposing strategic interventions in the MBA curriculum. Accordingly, first the major neurological findings regarding how the human brain works have been briefly presented. Then the general theories of learning that will have a profound impact on curriculum design taking Caine and Caine (1991) principles of brain based learning have been summarized. And finally, based on our understanding of the basic principles of the mind and the theories of learning and their implications for instructional curriculum design the report presented the interventions, rational and examples of the strategies in designing a curriculum for the MBA program in the university.
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AbuZaydeh, Hatem, Zalina Esmail, Wan Asim, and Ibrahim Hamed Al Astal. "The Effectiveness of Brain based Learning Strategies Profile on Multiple Intelligences of Children Livening under Stress in Gaza." International Journal of Computer Applications 54, no. 18 (September 25, 2012): 21–28. http://dx.doi.org/10.5120/8668-2349.
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Suyitno, Suyitno, and Ariesty Fujiastuti. "Development of excellency-based curriculum: Evidences from integrated Islamic primary schools in Kediri." Jurnal Prima Edukasia 7, no. 2 (July 31, 2019): 197–205. http://dx.doi.org/10.21831/jpe.v7i2.30323.
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This research was aimed to describe strategies of excellent learning program and curriculum development plan, learning and curriculum implementation, and evaluation of learning and curriculum. This research used qualitative multisite study design with interactive analysis model (Miles and Hubberman, 1994). This research resulted: Integrated strategy of community need assesment, team formulation, work meetings and shared decisions, and teachers development; Mental and physical process focused, flexible and enjoyable learning model, and right brain based Al-Qur” -the so called WAFA, daily test with Al Qur’an Recitation Repeatation Model, the so-called Munakosyah Tahfidz and Tilawah test, Criterion Reference Measurement mid and final tests.
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Meinawati, Euis. "PERSEPSI DOSEN TERHADAP PENGEMBANGAN MATERI AJAR MENULIS AKADEMIK BAHASA INGGRIS BERBASIS BRAIN-FRIENDLY STRATEGIES [TEACHERS' PERCEPTIONS OF AN ENGLISH ACADEMIC WRITING MATERIAL MODEL BASED ON BRAIN-FRIENDLY STRATEGIES]." Polyglot: Jurnal Ilmiah 15, no. 2 (August 24, 2019): 270. http://dx.doi.org/10.19166/pji.v15i2.1682.
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<p>The purpose of this study was to identify teachers’ perceptions of an English academic writing teaching material model based on brain-friendly strategies. The research method used was qualitative. The process of collecting data was interviews and questionnaires. The research findings indicated that the material model of English academic writing was effective and matched teachers' perceptions that it fulfilled the learning needs. This could be seen in the percentage of teachers’ questionnaires. They thought that the teaching material was appropriate for the students’ needs context and the global challenges of their program of study.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Tujuan dari penelitian ini adalah untuk mengidentifikasi persepsi dosen terhadap model materi ajar menulis akademik bahasa Inggris berbasis <em>brain-friendly strategies</em>. Metode penelitian menggunakan kualitatif. Proses pengumpulan data menggunakan wawancara dan kuesioner. Hasil kajian menunjukkan bahwa model materi ajar menulis akademik bahasa Inggris berbasis <em>brain-friendly strategies</em> efektif. Efektifitas tersebut terlihat pada presentase yang cukup baik dari dosen. Menurut para dosen materi ajar yang telah dirancang sesuai dengan konteks pembelajaran menulis akademik bahasa Inggris dikelas dan tantangan global saat ini. Dengan demikian, model materi ajar bisa diterapkan pada program studi Manufaktur.</p>
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Khodakarami, Zeynab, and Mohammad Firoozabadi. "Psychological, Neurophysiological, and Mental Factors Associated With Gamma-Enhancing Neurofeedback Success." Basic and Clinical Neuroscience Journal 11, no. 5 (September 1, 2020): 701–14. http://dx.doi.org/10.32598/bcn.11.5.1878.1.
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Introduction: Regarding the neurofeedback training process, previous studies indicate that 10%-50% of subjects cannot gain control over their brain activity even after repeated training sessions. This study is conducted to overcome this problem by investigating inter-individual differences in neurofeedback learning to propose some predictors for the trainability of subjects. Methods: Eight healthy female students took part in 8 (electroencephalography) EEG neurofeedback training sessions for enhancing EEG gamma power at the Oz channel. We studied participants’ preexisting fluid intelligence and EEG frequency sub-bands’ power during 2-min eyes-closed rest and a cognitive task as psychological and neurophysiological factors, concerning neurofeedback learning performance. We also assessed the self-reports of participants about mental strategies used by them during neurofeedback to identify the most effective successful strategies. Results: The results revealed that a significant percentage of individuals (25% in this study) cannot learn how to control their brain gamma activity using neurofeedback. Our findings suggest that fluid intelligence, gamma power during a cognitive task, and alpha power at rest can predict gamma-enhancing neurofeedback performance of individuals. Based on our study, neurofeedback learning is a form of implicit learning. We also found that learning without a user’s mental efforts to find out successful mental strategies, in other words, unconscious learning, lead to more success in gamma-enhancing neurofeedback. Conclusion: Our results may improve gamma neurofeedback efficacy for further clinical usage and studies by giving insight about both non-trainable individuals and effective mental strategies.
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Mallet, L., E. Burguière, Y. Worbe, and A. Hartmann. "Contribution of therapeutic strategies for understanding the Tourette syndrome." European Psychiatry 30, S2 (November 2015): S19—S20. http://dx.doi.org/10.1016/j.eurpsy.2015.09.062.
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Motion is a behavior involving a motor act programmed and executed in a particular cognitive and emotional context. Deep structures of the brain, including the basal ganglia, appear to play a crucial role in the integration of these three kinds of cortex information (motion, cognition, emotion). Through its organization, the basal ganglia system enables learning and memorization of behavioral sequences, which can then be executed as routines. Their dysfunctions seem to be associated with many psychopathological situations. Thus, tics in Tourette's syndrome (TS) can be seen as a control routines defect that may result from wiring anomaly between the cortex and the basal ganglia. By precisely targeting deep brain circuits implicated in psychiatric disorders, deep brain stimulation (DBS) offers hope for the alleviation of severe illnesses resistant to drug therapies and provides a novel tool to investigate the neuroanatomic and physiological bases of certain disorders, including Obsessive-Compulsive Disorder (OCD) and TS, for which early results indicate positive therapeutic outcomes, even during the long-term follow-up. The pathophysiologies of OCD and of TS share dysfunctions of the associative and limbic circuits running between cortical and sub-cortical structures. Recent pathophysiological hypotheses suggest that TS symptoms result from a dysfunction of the basal ganglia circuitry, notably of the ventral striatum. These data are consistent with the supposed function of cortico-basal ganglia circuits in habit learning and routine performance of habits. Based on early reports indicating that high-frequency stimulation of structures along the cortico-basal ganglia axis might be effective in alleviating TS symptoms, DBS is being tested across the world at several nodes of this circuit, including the pallidum, and thalamus. Increasing our knowledge of the functional organization of the cortico-basal ganglia circuits and of their dysfunction in pathological repetitive behaviors would certainly contribute to better define the surgical therapeutic targets, thereby improving available treatments.
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Kim, Yong-Seong, Hag-Jun Lee, Jae-Bun Oh, and Jeong-Ha Yoon. "An Exploration of Principle of Representation and Instruction Strategies in Universal Design for Learning based on Brain Science Theory." Journal of special education : theory and practice 20, no. 2 (June 30, 2019): 391–425. http://dx.doi.org/10.19049/jsped.2019.20.2.16.
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Amin, Nurtaqwa. "Right Brain Empowerment in the Learning Process within the Classroom through the Hypnotic Language Transformation Pattern." Tamaddun 18, no. 1 (June 27, 2019): 25–32. http://dx.doi.org/10.33096/tamaddun.v18i1.25.
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The language approach pattern is one of the most important strategies in the process of transforming learning material in the classroom, because a learning material can be accepted and understood well and is easier for learners to rely heavily on the techniques of using spoken language in transferring knowledge. Based on this, this study uses a hypnotic language pattern approach (transformation pattern "HL to students. Therefore, the problem in this study is how the form and effectiveness of the" HL "transformation approach pattern in classroom learning interactions. reveals the achievement of learning effectiveness through the hypnotic language pattern transformation approach. The results are expected to make a positive contribution to the development of learning methods and strategies and the development of linguistics in using the "HL" (persuasive) transformation pattern which is one of the strategic techniques in empowering the right brain so that students It is easier to understand and enjoy following the learning material. Thus the learning strategy is considered effective. Evidence of effectiveness in learning is shown by research results with a percentage of 100 percent / modules / teaching materials "HLP" approach in learning.
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A. Ayantoye, Catherine, Samuel O. Olaoluwa, Mari Caballero, Sonja Ezell, and Kelly O’Neal Hixson. "Application of Brain-Based Teaching Strategies on Academic Performance of Children with Attention Deficit Hyperactivity Disorder (ADHD) In Mathematics." World Journal of Educational Research 7, no. 1 (February 10, 2020): p146. http://dx.doi.org/10.22158/wjer.v7n1p146.
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This study examined application of Brain-based Teaching Strategies on academic performance of children with ADHD in Mathematics. Gender and Mathematics anxiety level were introduced as moderator variables. A pre-test, post-test, control group experimental design was employed for this study. Two groups were involved (experimental and control groups). The experimental group was exposed to the application of Brain-based Teaching Strategies while the control group was exposed to the conventional method. Two instruments were used (i) Achievement Test in Mathematics (ATM) (r = 0.83) and (ii) Mathematics Anxiety Rating Scale (MARS) (r = 0.80). Data obtained were analyzed using descriptive statistics of means scores and standard deviations to explain and compare pretest and posttest mean scores of the experimental and control groups in all the criteria measured. Inferential statistics of Analysis of covariance (ANCOVA) was used to test the hypotheses and estimate the impacts of various factors on the dependent variables. Treatment was more effective at improving children with ADHD attitude to mathematics than the conventional method. Findings indicated significant improvement on children’s attention span resulting from taking cognizance of “prime times” in the teaching-learning episode. Also, tension that is normally associated with the teaching-learning process of mathematics was significantly reduced.
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Saratxaga, Cristina L., Iratxe Moya, Artzai Picón, Marina Acosta, Aitor Moreno-Fernandez-de-Leceta, Estibaliz Garrote, and Arantza Bereciartua-Perez. "MRI Deep Learning-Based Solution for Alzheimer’s Disease Prediction." Journal of Personalized Medicine 11, no. 9 (September 9, 2021): 902. http://dx.doi.org/10.3390/jpm11090902.
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Background: Alzheimer’s is a degenerative dementing disorder that starts with a mild memory impairment and progresses to a total loss of mental and physical faculties. The sooner the diagnosis is made, the better for the patient, as preventive actions and treatment can be started. Although tests such as the Mini-Mental State Tests Examination are usually used for early identification, diagnosis relies on magnetic resonance imaging (MRI) brain analysis. Methods: Public initiatives such as the OASIS (Open Access Series of Imaging Studies) collection provide neuroimaging datasets openly available for research purposes. In this work, a new method based on deep learning and image processing techniques for MRI-based Alzheimer’s diagnosis is proposed and compared with previous literature works. Results: Our method achieves a balance accuracy (BAC) up to 0.93 for image-based automated diagnosis of the disease, and a BAC of 0.88 for the establishment of the disease stage (healthy tissue, very mild and severe stage). Conclusions: Results obtained surpassed the state-of-the-art proposals using the OASIS collection. This demonstrates that deep learning-based strategies are an effective tool for building a robust solution for Alzheimer’s-assisted diagnosis based on MRI data.
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Bosch, Paul, Mauricio Herrera, Julio López, and Sebastián Maldonado. "Mining EEG with SVM for Understanding Cognitive Underpinnings of Math Problem Solving Strategies." Behavioural Neurology 2018 (2018): 1–15. http://dx.doi.org/10.1155/2018/4638903.
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We have developed a new methodology for examining and extracting patterns from brain electric activity by using data mining and machine learning techniques. Data was collected from experiments focused on the study of cognitive processes that might evoke different specific strategies in the resolution of math problems. A binary classification problem was constructed using correlations and phase synchronization between different electroencephalographic channels as characteristics and, as labels or classes, the math performances of individuals participating in specially designed experiments. The proposed methodology is based on using well-established procedures of feature selection, which were used to determine a suitable brain functional network size related to math problem solving strategies and also to discover the most relevant links in this network without including noisy connections or excluding significant connections.
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Mendez Aguilera, Pedro Julio, Italo Rigoberto Carabajo Romero, and Ketty Zoraida Vergara Mendoza. "Neuroscience in the teaching of English." Pro Sciences: Revista de Producción, Ciencias e Investigación 2, no. 13 (August 30, 2018): 3–10. http://dx.doi.org/10.29018/issn.2588-1000vol2iss13.2018pp3-10.
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This study seeks to give an approximation to the role of the use of neuroscience in the teaching of the English language, to create educational resources to a language with a communicative approach teaching and reflecting on the implementation of methodological strategies congruent to modern education, is made a revision to new contributions in the pedagogical field, which include neural studies to see more closely how it develops and mature central nervous system and the brain, so now that the emphasis on learning a foreign language has become popular in recent decades, arduous way seeks to methodological strategies and activities to enhance their learning, which in this study proposes the use of six teaching strategies based on knowledge of how the brain, which are a contribution to reduce the educational gap between the old and the new school.I conducted this study is with teachers of English from the University of Agraria del Ecuador. The correlational descriptive method is used and as results were obtained that the relationship between the studied variables is positive.
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Milton, Fraser, Pippa Bealing, Kathryn L. Carpenter, Abdelmalek Bennattayallah, and Andy J. Wills. "The Neural Correlates of Similarity- and Rule-based Generalization." Journal of Cognitive Neuroscience 29, no. 1 (January 2017): 150–66. http://dx.doi.org/10.1162/jocn_a_01024.
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The idea that there are multiple learning systems has become increasingly influential in recent years, with many studies providing evidence that there is both a quick, similarity-based or feature-based system and a more effortful rule-based system. A smaller number of imaging studies have also examined whether neurally dissociable learning systems are detectable. We further investigate this by employing for the first time in an imaging study a combined positive and negative patterning procedure originally developed by Shanks and Darby [Shanks, D. R., & Darby, R. J. Feature- and rule-based generalization in human associative learning. Journal of Experimental Psychology: Animal Behavior Processes, 24, 405–415, 1998]. Unlike previous related studies employing other procedures, rule generalization in the Shanks–Darby task is beyond any simple non-rule-based (e.g., associative) account. We found that rule- and similarity-based generalization evoked common activation in diverse regions including the pFC and the bilateral parietal and occipital lobes indicating that both strategies likely share a range of common processes. No differences between strategies were identified in whole-brain comparisons, but exploratory analyses indicated that rule-based generalization led to greater activation in the right middle frontal cortex than similarity-based generalization. Conversely, the similarity group activated the anterior medial frontal lobe and right inferior parietal lobes more than the rule group did. The implications of these results are discussed.
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Rahal, Tofi, and David Palfreyman. "Assessing Learning Styles of Students at Zayed University." Learning and Teaching in Higher Education: Gulf Perspectives 6, no. 2 (December 1, 2009): 2–35. http://dx.doi.org/10.18538/lthe.v6.n2.03.
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Learning styles based education is becoming influential at higher education institutions around the world. Learning styles are characteristics of how students prefer to learn; they draw their origin from both biological and experiential conditions that make each student unique in the way he/she learns. An important first step in improving learning is to identify or assess students’ learning styles, and there are several instruments that can be used for this purpose. This is necessary for teachers and students who wish to improve learning and study strategies. Students who perform poorly in a conventional educational setting may suffer from a mismatch of learning and teaching styles; for example kinesthetic learners may not adapt to learning by listening or by reading. When we teach tactual and/or kinesthetic students by talking, they focus for only a brief amount of time and then wander off into their own thoughts and quickly forget (Burke & Dunn, 2002). We can improve students’ academic performance by providing them with alternative strategies and activities that respond to their learning style needs (Dunn & Dunn, 1993). In spring 2008, the learning styles of over 700 Zayed University students were assessed using the BE (Building Excellence) survey developed by Rundle & Dunn. The data collected is being analyzed with a view to making recommendations for teachers, students and parents to improve students’ learning. This paper represents the first in a series of publications on this subject; it reviews the survey process, and focuses on the nature and learning preferences of ZU students in perceptual elements (e.g. visual, auditory) and cognitive elements (e.g. Analytic-sequential (left-brain) vs. Global-simultaneous (right-brain) preferences).
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Bogan, Jeffrey, and Pam Hartley. "A Developmental and Functional Approach Towards Students with Brain Injuries." Australian Educational and Developmental Psychologist 9, no. 1 (May 1992): 28–36. http://dx.doi.org/10.1017/s0816512200026560.
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ABSTRACTChildren who suffer traumatic brain injury frequently experience difficulties in those behaviours represented as “executive” or prefrontal lobe functioning. In an educational setting these may involve disorganisation, difficulty moving from one activity to another, following rules, and staying on task to complete activities. Return to school involves a three-phase process: (1) an assessment period where school is viewed as a vehicle for stability; (2) modification of the school environment; and (3) student strategies. For the assessment phase, checklists are based on neurobehavioural sequelae of brain injuries in children and classified according to functional categories of Personal/Social, Work Habits, and Cognitive/Communicative behaviours. These are used to generate teaching and learning strategies for the second and third phases. One approach presently under trial is the development of executive skill training involving student plans. Student plans provide a framework for training students to generalise from one activity to another. Recent research provides some promise for the efficacy of this approach. The challenge to those working in rehabilitation of students with brain injuries, particularly where the frontal lobes are implicated, is to develop a process where students can recognise there is a problem, apply strategies across settings, unprompted, and monitor their performance. These are the very dysexecutive behaviours typical of students with brain injuries.
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Dr. Mahima Gupta, Ms Kamal Gulati Manwani,. "THE NEUROSCIENCE ASPECTS OF ADOLESCENT BEHAVIOUR AND ITS IMPLICATIONS." Psychology and Education Journal 57, no. 9 (December 25, 2020): 6489–93. http://dx.doi.org/10.17762/pae.v57i9.3202.
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Education is considered to be a tool for providing knowledge, building character and promising a comfortable lifeto its learners. To ensure desired learning outcomes, a lot is being done in the areas of developing better curriculum, making state of the art institutions, improving teacher quality, providing digital platforms, enhancing parental involvement etc. However, when it comes to designing Pedagogical Tools based on the learning patterns of the brain, there is seen a wide gap between what is researched in laboratories and what is witnessed in our classrooms. Pedagogical practices not based on an understanding of how a learner’s brain works and what are its needs can lead to undesired behavioural consequences in them. This becomes more pronounced as learners enter into adolescence, a period in development marked with rapid changes at mental, physical, emotional and psychological levels.
This paper looks into various researches that have been done in Cognitive Neuroscience and their educational implications on adolescent learners. It explores why educational practices must take into consideration the cognitive aspects of an adolescent’s brain like role of reward system, enhancing Working Memory, providing multisensory stimulus, using memory strategies, understanding learner behavior and needs etc. This paper concludes by providing insights on how learnings from these Neuroscience researches can address the issue of high risk behaviour tendencies and mental disorders amongst adolescent learners.
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Drigas, Athanasios, and Eleni Mitsea. "A Metacognition Based 8 Pillars Mindfulness Model and Training Strategies." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 8, no. 4 (December 18, 2020): 4. http://dx.doi.org/10.3991/ijes.v8i4.17419.
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<p class="0abstract"><span lang="EN-US">Oxidative stress, mental and mood disorders, premature ageing, cognitive impairments, learning disabilities are just some of the emerging threats of the 21<sup>st</sup> century. The next generation of educators, students, business leaders, employees, therapists, and parents are required to adapt in the era of rapid change and climate change developing new skills as well as adopting daily sustainable habits. An increasing number of studies are revealing the positive effects of mindfulness training in all dimensions of human existence bodily, emotionally, mentally, spiritually. Nevertheless, there is a research gap regarding the pillars of mindfulness. The present work proposes a mindfulness model based on the potential principles and the mechanisms of metacognition. Adopting a holistic self-development view, we present the fundamental pillars of mindfulness as well as their underlying operations. Each pillar is framed by a number of techniques that help us to cultivate certain metacognitive abilities and qualities, leading us gradually to the higher levels of self-organization, intelligence and consciousness. We highlight the positive effects of mindfulness training on anti-ageing, stress reduction, neuroplasticity, brain rewiring, hormonal homeostasis. </span></p>
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Mathur, Pankaj, Shweta Srivastava, Xiaowei Xu, and Jawahar L. Mehta. "Artificial Intelligence, Machine Learning, and Cardiovascular Disease." Clinical Medicine Insights: Cardiology 14 (January 2020): 117954682092740. http://dx.doi.org/10.1177/1179546820927404.
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Artificial intelligence (AI)-based applications have found widespread applications in many fields of science, technology, and medicine. The use of enhanced computing power of machines in clinical medicine and diagnostics has been under exploration since the 1960s. More recently, with the advent of advances in computing, algorithms enabling machine learning, especially deep learning networks that mimic the human brain in function, there has been renewed interest to use them in clinical medicine. In cardiovascular medicine, AI-based systems have found new applications in cardiovascular imaging, cardiovascular risk prediction, and newer drug targets. This article aims to describe different AI applications including machine learning and deep learning and their applications in cardiovascular medicine. AI-based applications have enhanced our understanding of different phenotypes of heart failure and congenital heart disease. These applications have led to newer treatment strategies for different types of cardiovascular diseases, newer approach to cardiovascular drug therapy and postmarketing survey of prescription drugs. However, there are several challenges in the clinical use of AI-based applications and interpretation of the results including data privacy, poorly selected/outdated data, selection bias, and unintentional continuance of historical biases/stereotypes in the data which can lead to erroneous conclusions. Still, AI is a transformative technology and has immense potential in health care.
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Fauzi, Muhammad Ilfan. "Pemanfaan Neurosains dalam Desain Pengembangan Kurikulum Bahasa Arab." Arabiyatuna : Jurnal Bahasa Arab 4, no. 1 (May 8, 2020): 1. http://dx.doi.org/10.29240/jba.v4i1.1095.
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This paper discusses the contribution of neuroscience in the development of the Arabic language curriculum of the modern era with the development of a very strategic and practical reconstruction. One of them is the emergence of integration between nation, brain based learning, and character building using a neuroscience approach. The basic point of this study is the right brain functional statement as the basic for developing the Arabic language curriculum. The purpose of this paper is to provide an understanding that the learning process of Arabic can be integrated with the neuroscience approach. This type of research used library research with content analysis in the form of descriptive analysis using primary sources in the form of bibliographies and scientific journal articles. The results showed that the application of neuroscience can be implemented in the formulation of Arabic curriculum development with a series; 1) optimization of the right and left brain nerve system; 2) integrating the role of the brain into the educational and psychological basis of cognitive aspects (Arabic substance), psychomotor (mastery of Arabic language skills), and affective (attitudes, values, and characters) into Arabic learning; 3) interconnecting these three aspecs into the nature of the objectives, methods, strategies of learning Arabic. On this basis, neuroscience can be implicated in the standard development of Arabic learning curriculum in the modern era.
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Cai, Qiao Yu. "The Development and Proposal to Incorporate Multi-Integrated Instructional Strategies into Immigrant Chinese Language Classes." International Education Studies 9, no. 10 (September 28, 2016): 202. http://dx.doi.org/10.5539/ies.v9n10p202.
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<p class="apa">Due to globalization and the formation of the global village, people worldwide interact in multiple languages frequently. Concurrently, there has been an increase in motivation to learn different languages for individual purposes. As well, we see that the importance of language education is also being promoted. Past language methods have merit, such as visual aids, but it is not a good idea nor appropriate for teachers to just follow suit without considering the language system of the learners, the country of origin of the learners, and the various background and culture of the learners. In view of these characteristics of immigrants as adult learners participating in Chinese language classes, which are different from adult learners of other languages, this paper tries to develop multi-integrated instructional strategies, which include supportive strategy, auxiliary strategy and core strategy. These strategies are based on theories of accelerated learning, whole brain learning, and situated learning. I propose that Chinese language teachers use these strategies in classes for immigrants. The strategies developed will have implications for immigrants, teacher educators, language program administrators, and other stakeholders in similar contexts.</p>
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Ogunniyi, Victoria, David Abugaber, Irene Finestrat, Alicia Luque, and Kara Morgan-Short. "Predicting Second Language Proficiency with Resting-state Brain Rhythms." Columbia Undergraduate Science Journal 15 (May 24, 2021): 39–54. http://dx.doi.org/10.52214/cusj.v15i1.7797.
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Understanding what traits facilitate second language (L2) learning has been the focus of many psycholinguistic studies for the last thirty years. One source of insight comes from quantitative electroencephalography (qEEG), i.e., electrical brain activity recorded from the scalp. Using qEEG, Prat et al. [1] found that functional brain connectivity is predictive of language learning ability. This study extends Prat et al. in investigating the predictive validity of qEEG measures for two measures of L2 proficiency, namely: 1. a grammaticality judgement task (GJT), wherein participants read and identified Spanish sentences as either correct or incorrect based on possible grammar violations, and 2. a standardized Spanish proficiency test (DELE). Participants were L2 learners recruited from third- and fourth-semester university Spanish classes. Spectral power and coherence within and across six different regions were analyzed for correlations with either GJT or DELE scores. Follow-up linear regression models based on significant qEEG correlates explained up to 11% of variance in DELE scores but none of the variance in GJT scores. Negative correlations were found between theta frequency coherence and the DELE. Because theta activity has been associated with episodic and working memory performance, these findings suggest that less proficient learners might utilize memory-based strategies more often to compensate for their lack of familiarity with the L2.
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Seitz, Rüdiger J., Thomas A. Matyas, and Leeanne M. Carey. "Neural Plasticity as a Basis for Motor Learning and Neurorehabilitation." Brain Impairment 9, no. 2 (September 1, 2008): 103–13. http://dx.doi.org/10.1375/brim.9.2.103.
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AbstractSkilled action is the end-product of learning processes that can improve several aspects of motor control such as strategic movement organisation, perceptual–motor associations, or muscle commands for basic components of sequentially evolving, complex movements. Experimental studies in healthy participants using functional imaging and transcranial magnetic stimulation have identified separable processes that form cortical motor representations and that assist this formation of representations. These processes capitalise on use-dependent plasticity and changes in cortical excitability before and after practice. In terms of neural circuits, motor learning manifests measurably via structures that support transient phenomena, such as attentive error monitoring, or through continued activation of brain structures that support control processes still adapting. Specifically, movement guidance engages the dorsal premotor and parietal cortex along the intraparietal sulcus in addition to the supplementary motor area and the anterior cerebellum. Movement conception based on explicit experience of the movement task involves the inferior premotor cortex. Evidence in patients recovering from brain lesions such as stroke, suggests that similar principles hold for neurorehabilitation as well. The challenging issue is to what degree altered motor strategies afford improvement in function through relearning and neural plasticity.
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Kurkin, Semen, Vadim Grubov, Vladimir Maksimenko, Elena Pitsik, Marina Hramova, and Alexander Hramov. "System for monitoring and adjusting the learning process of primary schoolchildren based on the EEG data analysis." Information and Control Systems, no. 5 (October 20, 2020): 50–61. http://dx.doi.org/10.31799/1684-8853-2020-5-50-61.
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Introduction: Monitoring the learning process usually involves an analysis of the higher mental functions of the student: imagination, memory, thinking, attention, etc. Currently, there are wide opportunities for objective monitoring and evaluation of these characteristics based on the achievements of modern neuroscience. Analysis of the personal characteristics of the student allows to perform personalization of educational process. In this context, the approaches based on the electroencephalography analysis are particularly promising. Currently, one of the main barriers to the widespread introduction of EEG based systems in the school educational process is the lack of ready-made solutions to such systems for use in the learning process of schoolchildren, as well as scenarios for their application. Purpose: Development and initial testing of the system for monitoring and adjusting the learning process, as well as strategies for its use for primary school students. Methods: EEG analysis, wavelet analysis of recorded multichannel EEG data, analysis of changes in the energies of the main rhythms of the neural activity of the brain, the feedbackprovided by the system. Results: The concept and diagram of the developed system for monitoring and adjusting the learning process and the strategy for its use for elementary school students are described in detail. An increase in the efficiency of learning process with developed system was demonstrated as a consequence of feedback based on the assessment of changes in the energies of the characteristic rhythms of the student’s brain activity. Practical relevance: The use of EEG systems for an objective analysis of the personal characteristics of students and the personalization of the learning process through the implementation of feedback based on the data obtained will increase the quality of the educational process and the efficiency of learning new material.
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Collazos-Huertas, Diego Fabian, Luisa Fernanda Velasquez-Martinez, Hernan Dario Perez-Nastar, Andres Marino Alvarez-Meza, and German Castellanos-Dominguez. "Deep and Wide Transfer Learning with Kernel Matching for Pooling Data from Electroencephalography and Psychological Questionnaires." Sensors 21, no. 15 (July 28, 2021): 5105. http://dx.doi.org/10.3390/s21155105.
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Motor imagery (MI) promotes motor learning and encourages brain–computer interface systems that entail electroencephalogram (EEG) decoding. However, a long period of training is required to master brain rhythms’ self-regulation, resulting in users with MI inefficiency. We introduce a parameter-based approach of cross-subject transfer-learning to improve the performances of poor-performing individuals in MI-based BCI systems, pooling data from labeled EEG measurements and psychological questionnaires via kernel-embedding. To this end, a Deep and Wide neural network for MI classification is implemented to pre-train the network from the source domain. Then, the parameter layers are transferred to initialize the target network within a fine-tuning procedure to recompute the Multilayer Perceptron-based accuracy. To perform data-fusion combining categorical features with the real-valued features, we implement stepwise kernel-matching via Gaussian-embedding. Finally, the paired source–target sets are selected for evaluation purposes according to the inefficiency-based clustering by subjects to consider their influence on BCI motor skills, exploring two choosing strategies of the best-performing subjects (source space): single-subject and multiple-subjects. Validation results achieved for discriminant MI tasks demonstrate that the introduced Deep and Wide neural network presents competitive performance of accuracy even after the inclusion of questionnaire data.