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Related:  Vision, brain and cognitive sciencesNeurosciencesCERVEAU & NEUROSCIENCESingalogina060885`test 1021

Visual System Demonstrations (Direct Links) Demonstration 3.1 Iris and Pupil Size Demonstration 3.2 Poor Visual Acuity Away from Fovea Demonstration 3.3 The Blind Spot Demonstration 3.4 Night Vision and the Fovea Demonstration 3.5 Dark Adaptation Before You Start • As you read the material in this chapter, keep Themes 1 and 2 in mind. The visual system adapted to allow us to function in a world filled with electromagnetic energy (consistent with Theme 1). Moreover, as we look out at the world, our visual field is filled with all sorts of useful information, which our visual system has evolved to perceive (consistent with Theme 2).

Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers Introduction There is widespread interest among teachers in the application of neuroscientific research findings in educational practice. Neuroscientific research has received a lot of attention since 1990–2000, which was declared the “Decade of the Brain” in the United States. Yet, the field of neuroscience is complex and the accurate transfer of research findings to the classroom is often difficult (Jolles et al., 2005; Devonshire and Dommett, 2010; Ansari et al., 2011). Elon Musk: The World's Raddest Man This is Part 1 of a four-part series on Elon Musk’s companies. PDF and ebook options: We made a fancy PDF of this post for printing and offline viewing (see a preview here), and an ebook containing the whole four-part Elon Musk series: Last month, I got a surprising phone call. Elon Musk, for those unfamiliar, is the world’s raddest man. I’ll use this post to explore how he became a self-made billionaire and the real-life inspiration for Iron Man’s Tony Stark, but for the moment, I’ll let Richard Branson explain things briefly: Whatever skeptics have said can’t be done, Elon has gone out and made real.

Education Endowment Foundation Feedback is information given to the learner and/or the teacher about the learner’s performance relative to learning goals. It should aim towards (and be capable of producing) improvement in students’ learning. Feedback redirects or refocuses either the teacher’s or the learner’s actions to achieve a goal, by aligning effort and activity with an outcome. It can be about the learning activity itself, about the process of activity, about the student’s management of their learning or self-regulation or (the least effective) about them as individuals. This feedback can be verbal, written, or can be given through tests or via digital technology. It can come from a teacher or someone taking a teaching role, or from peers.

Visual Processing: Eye and Retina (Section 2, Chapter 14) Neuroscience Online: An Electronic Textbook for the Neurosciences In this chapter you will learn about how the visual system initiates the processing of external stimuli. The chapter will familiarize you with measures of visual sensation by discussing the basis of form perception, visual acuity, visual field representation, binocular fusion, and depth perception. An important aspect is the regional differences in our visual perception: the central visual field is color-sensitive, has high acuity vision, operates at high levels of illumination whereas the periphery is more sensitive at low levels of illumination, is relatively color insensitive, and has poor visual acuity.

Secrets From The Brains Of 13 Creative Geniuses In 1963, Nancy Andreasen was the first female tenure-tracked English professor at the University of Iowa. Soon after, her first book about the poet John Donne was accepted by a publisher. Her career was off to a smashing start, but she had a nagging feeling. "Who would this book help?" she couldn't stop herself from thinking. * LaPsyDE / Recherche - LaPsyDE Laboratory for the Psychology of Child Development and Education (LaPsyDÉ) At the interface between child psychology, the education sciences (experimental psychopedagogy) and cognitive neuroscience: working with a large network of schools (preschool on up), we study cognitive development and functioning (i.e., categorization, number, reasoning and decision-making) from early childhood to adulthood. The techniques used are jointly those of experimental psychology (performance, learning, mental chronometry) and brain imaging.

Vision - Theories - History - The Scientific Revolution - Dr Robert A. Hatch If the Scientific Revolution represents an historical shift in knowledge about the natural world, how we 'see' assumes a central place. Regardless of one's understanding of 'science,' claims to 'visual knowledge' represent a relation (or set of relations) between the 'world seen' and the 'world we see.' Throughout the Scientific Revolution these relations - between the observer, medium, and visible object - were re-negotiated. Some things did not change. Old problems persisted (binocular vision; judging size, distance, shape) and rival theories continued to include conflicting aims and assumptions (mathematical, physical, psychological). But where early theorists tended to emphasize geometrical and formal accounts of vision new efforts focused on the visual effects of material theories of light.

Object moved Thus, the visual process begins by comparing the amount of light striking any small region of the retina with the amount of surrounding light. Visual information from the retina is relayed through the lateral geniculate nucleus of the thalamus to the primary visual cortex — a thin sheet of tissue (less than one-tenth of an inch thick), a bit larger than a half-dollar, which is located in the occipital lobe in the back of the brain. The primary visual cortex is densely packed with cells in many layers, just as the retina is. In its middle layer, which receives messages from the lateral geniculate nucleus, scientists have found responses similar to those seen in the retina and in lateral geniculate cells.

Stress Doesn't Cause Ulcers! Or, How To Win a Nobel Prize in One Easy Lesson: Barry Marshall on Being ... Right Not that long ago, Barry Marshall was an obscure physician studying the etiology of ulcers at a hospital in Perth, Australia — several thousand literal and figurative miles from the center of the medical universe. His work was unconventional, not to say heretical, and in 1986, he was invited to discuss it at a gastroenterology conference in the United States. His wife came along and, while doing some sightseeing, overheard a conversation among some other gastroenterologists' wives who happened to be sitting in front of her on a bus. "They were talking about this terrible person that they imported from Australia to speak," Marshall told me. "You know: 'How could they put such rubbish in the conference?'

Short Term Memory by Saul McLeod published 2009 Short-term memory (STM) is the second stage of the multi-store memory model proposed by the Atkinson-Shiffrin. The duration of STM seems to be between 15 and 30 seconds, and the capacity about 7 items. Short term memory has three key aspects: 1. limited capacity (only about 7 items can be stored at a time) Memory Retrieval When you want to remember something, you retrieve the information on an unconscious level, bringing it into your conscious mind at will. While most people think they have either a "bad" or a "good" memory, in fact, most people are fairly good at remembering some types of things and not so good at remembering others. If you do have trouble remembering something -- assuming you don't have a physical disease -- it's usually not the fault of your entire memory system but an inefficient component of one part of your memory system. Let's look at how you remember where you put your eyeglasses.

Vision Issues After Brain Injury: BrainLine Talks with Dr. Gregory Goodrich BrainLine sat down with Dr. Gregory Goodrich to talk about the problems with vision that can arise after a traumatic brain injury. Dr. Goodrich is the supervisory research psychologist assigned to the VA Western Blind Rehabilitation Center in Palo Alto, California.

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