Brain Growth Theory and Educational Psychology

1984 ◽  
Vol 55 (1) ◽  
pp. 59-66 ◽  
Author(s):  
Dana S. Harmon
Keyword(s):  
Head Circumference ◽  
Educational Psychology ◽  
Educational Practice ◽  
Brain Weight ◽  
Growth Theory ◽  
Critical Examination ◽  
Stage Theory ◽  
Brain Growth ◽  
Neurological Research

Psychologists in schools are attempting to apply many of the current findings of neurological research. This paper reviews Herman Epstein's brain growth theory and its implications for psychology and educational practice. Studies of brain weight and head circumference growth are described, particularly the studies that form the basis for Epstein's ideas. A critical examination of these studies does not support Epstein's stage theory of brain growth.

scholarly journals Head circumference and anterior fontanel measurements in newborns

2012 ◽  
Vol 52 (3) ◽  
pp. 145 ◽  
Author(s):  
Rizal Agus Tiansyah ◽  
Irawan Mangunatmadja ◽  
Aman Pulungan
Keyword(s):  
Gestational Age ◽  
Head Circumference ◽  
Full Term ◽  
Brain Growth ◽  
Anterior Fontanel ◽  
Term Infants ◽  
Head Growth ◽  
Term Newborns ◽  
Male Subjects ◽  
The Brain

Background Head growth and anterior fontanel (AP) closureare passive processes in response to brain growth. The growthof the brain and skull starts in the third week of intrauterinegestation. roth processes run simultaneously as a part of integralgrowth, along 'With increasing gestational age, until post􀀿birth.Measurement of head circumference (He) and AF in newbornsis done to determine if the brain and skull grew normally duringthe intrauterine period.Objectives To investigate the differences in He and AF sizebetween preterm and full􀀿term infants, and the relationshipbetween gestational age (GA) and birth weight (BW) to Heand AF size.Methods This was a descriptive analytic study on preterm andfull􀀿term newborns. Measurement of HC and AF was conductedin three phases: just after birth, 1x24 and 2x24 hours of age.Analysis of HC and AF size differences between preterm and fullterm subjects was performed, as well as analysis of the correlationbetween GA and BW to HC and AF size.Results Two hundred fifty newborns completed the study. Therewere 180 full􀀿term and 70 preterm subjects. Median HC in full􀀿term and preterm male subjects were 34 cm (range 31􀀿37 cm)and 31 cm (27􀀿34 cm), respectively. Median HC in full􀀿termand preterm female subjects were 33 cm (31􀀿36 cm) and 32 cm(27􀀿3S.S cm), respectively. Median AF in full􀀿term and pretermmale subjects were 2.17 cm (1.0SA.6 cm) and 2.22 cm (1.3SA.Scm), respectively, and in full􀀿term and preterm female subjectswere 2.02 cm (lA.1S cm) and 2.22 cm (0.7SA cm), respectively.The HC of preterms were significantly lower than the fullterms(P<O.OOl), however the AF size was not different between these2 groups of newborns (P =0 .28). Correlation test between GA andBW to HC size revealed a positive correlation (r=0.620, P<O.OO 1and r=0.801, P<O.OOl, respectively), but not to AF size (r=􀀿 0.06,p􀁀 0.279 and F- 0.049, P􀁀0.44, respectively).Concl usions We found that the HC size of pre terms wassignificantly lower than thefullterms, but no significant differences in AF size between the two groups. GA and BW were associatedwith HC size, but not associated to AF size. [paediatr lndones.2012;52:145-51].

scholarly journals Brain weight in suicide

2000 ◽  
Vol 177 (3) ◽  
pp. 257-261 ◽  
Author(s):  
Emad Salib ◽  
George Tadros
Keyword(s):  
Age Groups ◽  
Brain Weight ◽  
Postmortem Brain ◽  
Critical Examination ◽  
Elderly Persons ◽  
Post Mortem ◽  
Post Mortem Brain ◽  
Significant Difference ◽  
Self Harm ◽  
Set Up

BackgroundThere is little available literature on the effect of suicide methods on brain weight.AimsTo explore variations in postmortem brain weight in different methods of fatal self-harm (FSH) and in deaths from natural causes.MethodA review of a sample of coroners' records of elderly persons (60 and above). Verdicts of suicide, misadventure and open verdicts were classified as FSH. Post-mortem brain weight for 142 FSH victims and 150 victims of unexpected, sudden or unexplained death due to natural causes, and from various methods of FSH, were compared.ResultsBrain weight of victims of FSH was significantly higher than of those who died of natural causes (P<0.01); brain weights in both groups were within the normal range for this age group. There was no significant difference in brain weight between different methods of FSH (P>0.05).ConclusionsThe findings require critical examination and further research, to include data from younger age groups. A regional or national suicide neuropathological database could be set up if all victims of FSH underwent routine neurohistochemical post-mortem examination.

scholarly journals The Learning to Learn Problem in Russian Educational Psychology: Main Approaches

2017 ◽  
Vol 22 (6) ◽  
pp. 56-67 ◽  
Author(s):  
A.N. Sidneva
Keyword(s):  
Educational Psychology ◽  
Educational Practice ◽  
Learning Ability ◽  
Learning Activity ◽  
Learning To Learn ◽  
Learning Skills ◽  
Knowledge Application ◽  
Main Research ◽  
Skills Learning ◽  
Learn Problem

There are many synonymous terms in the Russian literature on educational psychology that describe the reality of the learning to learn (L2L) skill: general learning skills, learning activity, learning independence, learning ability, etc. This makes it difficult to understand the problems of L2L in general, which apparently affects the task of L2L formation. The main purpose of this article is to review the main research approaches to L2L in the Russian educational sciences, to draw distinction between similar terms, and to analyse the problems for which the concept of L2L was initially introduced. We suppose that originally this concept was created to address the issue of knowledge application, but soon the educational practice faced a separate challenge of teaching L2L, hence the task of defining its content. The article provides an analysis of various interpretations of the content of L2L and means of its formation and outlines its main contradictions.

Multi-Vocality and Post-Processualism as Methodological Assets of the ’Collaboration Game’

2011 ◽  
pp. 10-22
Author(s):  
C. Karagiannidis ◽  
S. Efraimidou ◽  
A. Koumpis
Keyword(s):  
Research Work ◽  
Educational Practice ◽  
Educational Theory ◽  
Educational Process ◽  
Theory And Practice ◽  
Learning System ◽  
Critical Examination ◽  
E Learning ◽  
Theoretical Considerations

In recent years the gap between educational theory and practice has been closing, but although there have been calls for ‘reflexivity’, there has been little critical examination of its meanings. Proposed reflexive methodologies still perpetuate many traditional hierarchies, and fail to consider the creative nature of the educational process as such. Much research work also takes place within the commercial sphere, and post-processual ideas cannot advance educational practice unless they can be implemented in some type of an e-learning system. In our Chapter we examine theoretical considerations of reflexivity, representation, subjectivity and experiential engagement to highlight their relevance to everyday educational practice, and their potential to undermine existing suboptimalities in the classroom.

Cracking the Code of Electronic Games: Some Lessons for Educators

2010 ◽  
Vol 112 (7) ◽  
pp. 1830-1850 ◽  
Author(s):  
Gadi Alexander ◽  
Isabelle Eaton ◽  
Kieran Egan
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Practice ◽  
Academic Learning ◽  
Critical Examination ◽  
Relative Value ◽  
The One ◽  
Learning Principles ◽  
Electronic Games ◽  
Abstract Learning

Background/Context Students’ ready engagement in electronic games and the relative ease with which they sometimes learn complex rules have intrigued some educators and learning researchers. There has been growing interest in studying electronic gaming with the aim of trying to work out how learning principles that are evident in games can be harnessed to make everyday academic learning more engaging and productive. Many studies of students’ learning while gaming have yielded recommendations for teaching and learning in regular classrooms. Purpose/Objective/Research Question/Focus The intent of this work is to describe various ways in which students’ ready engagement in, and quick learning when playing, electronic games have been assumed to provide useful guidance to educators. This goal is pursued by means of analysis of the relevant research and the prescriptions for classroom teaching and learning that have emerged it. Close critical examination of these attempts to infer educational practices from electronic gaming yields three general strategies that have been pursued. The focus of this study has been on evaluating the relative value of these three general strategies. Research Design This is an analytic article that provides a description of an array of attempts to derive educational principles from the perceived success of students’ learning while they are engaged in electronic games, a meta-analytic organization of these attempts into three general categories, and an evaluation of each of these categories’ success in contributing to education or failure to do so. Conclusions/Recommendations The analysis leads to the conclusion that the three main approaches to understanding the connection between gaming and education have included, first, seeing games as teaching desirable learning skills through the simple act of playing; second, a focus on the integration of curriculum content into games; and, third, an effort to abstract learning principles embedded in electronic games and applying these to educational content. Close examination of each of these three approaches in turn leads to the conclusion that the third approach is the one that holds the greatest potential value for educational practice.

Luella Cole, Sidney Pressey, and Educational Psychoanalysis, 1921–1931

2004 ◽  
Vol 44 (4) ◽  
pp. 524-553 ◽  
Author(s):  
Stephen Petrina
Keyword(s):  
Social Psychology ◽  
Teacher Training ◽  
Educational Psychology ◽  
Educational Practice ◽  
The United States ◽  
Ohio State University ◽  
State University ◽  
Periodical Literature ◽  
Simple Question ◽  
The Ohio State University

Trends in thePsychological Indexindicated a change in resources directed toward education between the early 1910s and late 1920s. By 1930, “educational” studies accounted for the highest percentage—about 25 percent—of 25, 472 articles in psychology, with studies in “abnormal” and “social” psychology accounting for respectively 21 percent and 19 percent. This trend, evident in theReader's Guide to Periodical Literatureas well, reflected an increasing popularity of psychotherapeutic knowledge and products in clinics, courts, hospitals, prisons, and schools. As a growth market, education offered resources and was viewed as the most promising institution in the United States for regulating normality. By the late 1910s, “educational psychology” was central to institutions of teacher training. Certainly, for psychologists, psychology was the “the source of fundamental assumptions” for guiding educational practice. Teachers' views were similar. In one survey in the mid 1920s, teachers recognized educational psychology as the most intrinsically valuable course in their university programs. In other words, within institutions like The Ohio State University (OSU), requirements in teacher training provided psychologists with a mechanism for demonstrating the uses of psychotherapeutic knowledge, products, and procedures. These trends beg a simple question: What was educational psychology?

scholarly journals Brain, Eye, and Skull Growth in Embryonic Geese

The Condor ◽  
2000 ◽  
Vol 102 (3) ◽  
pp. 676-679
Author(s):  
Uwe Gille ◽  
Frank Zachen ◽  
Franz-Viktor Salomon
Keyword(s):  
Growth Pattern ◽  
Brain Size ◽  
Growth Patterns ◽  
Brain Weight ◽  
Brain Growth ◽  
Anser Anser ◽  
Length Measurements ◽  
Skull Growth ◽  
Eye Diameter ◽  
Similar Growth

Abstract We tested the hypothesis that bill proportions at hatching are a byproduct of overall skull proportions which are a result of constraints of brain growth. We measured brain and eye weights, eye diameter, and some skull dimensions in domestic geese (Anser anser f. domestica) varying in age between embryonic day 7.5 and 29.5 (hatching), and in five adult geese. With respect to age, weights show divergent growth patterns resulting in complex allometry for eye but simple allometry for brain weight. This differs from the situation in Galliforms and probably reflects the high cerebralization of Anseriforms. Length measurements show similar growth patterns. Cranial length realizes a larger part of overall growth during incubation when compared to facial length. Cranial width is similar to eye diameter and brain weight. Bill width exhibits a unique growth pattern. Bill proportions are similar to the whole head but differ from those of the bony brain capsule. Therefore, although all craniometric measurements strongly correlate to brain size, brain growth probably influences growth of the cranial but not of the facial part of the skull.

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