Chvonne's Reading and Thinking Notes 10/21
Brain Rule #8: Stimulate more of the senses
This chapter of Brain Rules focused on the senses connection to memory and learning. The author begins by describing synesthesia. Synesthesia is “a short circuiting in the way the brain processes the world’s many senses” (163). The author used this experience to highlight how the senses work together. Sensory integration has a positive impact on learning. No matter how many senses one experiences at one time (dance party or busy city), the brain has the ability to process the sensory information “into one coherent experience” (164). The brain perceives in two possible ways. In the British Model, the “senses function separately, sending their information into the brain’s central command, its sophisticated perception centers” (165). In the American model “the senses work together from the very beginning, consulting and influencing one another quite early in the process” (165). Research is leaning towards the latter model as the correct model; however, no matter the model the process is the same: sensing, routing, and then perceiving. These signals are sent to different parts of the brain by the thalamus. The association cortices take over from the thalamus and reassemble the information. These cortices have two processes, which are bottom up and top down. The bottom up processors inspect and categorize, filing a report. The top down process is compared to “board of directors reading the auditor’s report and then reacting to it” (168). Because previous experiences impact this process, “two people can see the same input and come away with vastly different perceptions” (168).
The most power sense is smell because it does not have to send a signal to the thalamus in order to connect to the higher levels of the brain. Senses are integrated. This is proven by the fact that senses work better together. Senses working together boosts one sense. For example, participants experienced “a 30 percent boost in the visual system by introducing touch” (170). This is called multimodal reinforcement. This can be applied to learning. The brain developed in a multisensory environment; thus, “learning abilities are increasingly optimized the more multi sensory the situation is” (170). The multisensory environment helps the groups to process and retain more information. Once again, smell is an exception to the rule. Smell has the ability to boost memory on its own. This is called the Proust effect. Smell is “wired to the emotional learning centers of the brain” (173). Smell works best with emotional memory but can also positively impact declarative memory. Smell can also be used for branding. Realtors use smell to differentiate their brand and to encourage consumer spending.
3D Game Lab
3D Game Lab is an interesting space for me for several reasons. As I have mentioned in class, many of the quests/activities in 3D Game Lab address things that I have learned about in previous classes. I like the idea of teaching about new media tools/technologies through quests and forums. It makes the process and experience a bit more “interactive” and collaborative. If someone is new to these technologies and concepts, it can be an overwhelming and lonely experience. Seeing others going through the experience/quests can help. The competitive nature of the quests is also helpful. It makes it more of a game, which benefits people who are competitive in nature. I attempted to use 3D Game Lab for 45-60 minutes, but it did not take me more than 5-10 minutes to complete any of the quests that I started. My favorite quest so far was Developing Search Terms. I have never thought of searching in terms of taxonomy and folksonomy. This would be a great activity to help students develop search terms to use in the library. It can also help in regards to teaching students the difference between using search engines and using databases.
Reflection:
This week’s reading and 3D Game Lab activity helped me to see the importance of moving beyond text for instruction. The use of visuals and text together could potentially create a more effective learning environment and help students to retain and recall information efficiently. I can see how this could also be true for researching online. In researching online, students use the sight, sound, and touch. I never thought of online research as being multisensory. More should be done to encourage students to use not only a variety of sources, but a variety of media sources. I am not sure how the other two senses could be brought into the classroom (beyond the smell experiment discussed in Brain Rules). However, this does push me to move beyond the traditional classroom experience. Maybe having class in a different space, using arts and crafts, or adding movement.
This chapter of Brain Rules focused on the senses connection to memory and learning. The author begins by describing synesthesia. Synesthesia is “a short circuiting in the way the brain processes the world’s many senses” (163). The author used this experience to highlight how the senses work together. Sensory integration has a positive impact on learning. No matter how many senses one experiences at one time (dance party or busy city), the brain has the ability to process the sensory information “into one coherent experience” (164). The brain perceives in two possible ways. In the British Model, the “senses function separately, sending their information into the brain’s central command, its sophisticated perception centers” (165). In the American model “the senses work together from the very beginning, consulting and influencing one another quite early in the process” (165). Research is leaning towards the latter model as the correct model; however, no matter the model the process is the same: sensing, routing, and then perceiving. These signals are sent to different parts of the brain by the thalamus. The association cortices take over from the thalamus and reassemble the information. These cortices have two processes, which are bottom up and top down. The bottom up processors inspect and categorize, filing a report. The top down process is compared to “board of directors reading the auditor’s report and then reacting to it” (168). Because previous experiences impact this process, “two people can see the same input and come away with vastly different perceptions” (168).
The most power sense is smell because it does not have to send a signal to the thalamus in order to connect to the higher levels of the brain. Senses are integrated. This is proven by the fact that senses work better together. Senses working together boosts one sense. For example, participants experienced “a 30 percent boost in the visual system by introducing touch” (170). This is called multimodal reinforcement. This can be applied to learning. The brain developed in a multisensory environment; thus, “learning abilities are increasingly optimized the more multi sensory the situation is” (170). The multisensory environment helps the groups to process and retain more information. Once again, smell is an exception to the rule. Smell has the ability to boost memory on its own. This is called the Proust effect. Smell is “wired to the emotional learning centers of the brain” (173). Smell works best with emotional memory but can also positively impact declarative memory. Smell can also be used for branding. Realtors use smell to differentiate their brand and to encourage consumer spending.
3D Game Lab
3D Game Lab is an interesting space for me for several reasons. As I have mentioned in class, many of the quests/activities in 3D Game Lab address things that I have learned about in previous classes. I like the idea of teaching about new media tools/technologies through quests and forums. It makes the process and experience a bit more “interactive” and collaborative. If someone is new to these technologies and concepts, it can be an overwhelming and lonely experience. Seeing others going through the experience/quests can help. The competitive nature of the quests is also helpful. It makes it more of a game, which benefits people who are competitive in nature. I attempted to use 3D Game Lab for 45-60 minutes, but it did not take me more than 5-10 minutes to complete any of the quests that I started. My favorite quest so far was Developing Search Terms. I have never thought of searching in terms of taxonomy and folksonomy. This would be a great activity to help students develop search terms to use in the library. It can also help in regards to teaching students the difference between using search engines and using databases.
Reflection:
This week’s reading and 3D Game Lab activity helped me to see the importance of moving beyond text for instruction. The use of visuals and text together could potentially create a more effective learning environment and help students to retain and recall information efficiently. I can see how this could also be true for researching online. In researching online, students use the sight, sound, and touch. I never thought of online research as being multisensory. More should be done to encourage students to use not only a variety of sources, but a variety of media sources. I am not sure how the other two senses could be brought into the classroom (beyond the smell experiment discussed in Brain Rules). However, this does push me to move beyond the traditional classroom experience. Maybe having class in a different space, using arts and crafts, or adding movement.
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