scholarly journals Crossing Bridges that Connect the Arts, Cognitive Development, and the Brain

2005 ◽  
Vol 1 (1) ◽  
Author(s):  
Rita Peterson
Keyword(s):  
Cognitive Development ◽  
The Arts ◽  
The Brain

scholarly journals Drawing in the Digital Age: Observations and Implications for Education

Arts ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Seymour Simmons
Keyword(s):  
General Education ◽  
Art Education ◽  
Visual Art ◽  
Digital Age ◽  
Annual Symposium ◽  
Digital Revolution ◽  
Professional Programs ◽  
The Arts ◽  
Architecture And Design ◽  
The Brain

This paper looks at recent examples of how drawing is advancing into the digital age: in London: the annual symposium on Thinking Through Drawing; in Paris: an exhibition at the Grand Palais, Artistes et Robots; a conference at the Institut d’études avancées on Space-Time Geometries and Movement in the Brain and in the Arts; and, at the Drawing Lab, Cinéma d’Été. These events are contrasted to a recent decline in drawing instruction in pre-professional programs of art, architecture, and design as well as in pre-K12 art education due largely to the digital revolution. In response, I argue for the ongoing importance of learning to draw both in visual art and in general education at all levels in the digital age.

Synaesthesia: A Very Short Introduction

2019 ◽  
Author(s):  
Julia Simner
Keyword(s):  
Short Introduction ◽  
Neurological Condition ◽  
Genetic Causes ◽  
The Arts ◽  
The Brain

Synaesthesia is often described as a rare neurological condition where one sense appears to merge or cross with another. It is a multi-variant condition that can present itself in many different ways: some synaesthetes taste words, while others see colours when they hear sounds. Synaesthesia: A Very Short Introduction describes this extraordinary condition, explaining what synaesthesia is, how it manifests itself, what causes it, how it feels, how it links to creativity and the arts, and what it can tell us about every human’s perceptions of reality. Delving into the neuroscience behind synaesthesia, it also relates contemporary attempts at understanding both the genetic causes of synaesthesia, and how synesthetic sensations occur in the brain.

scholarly journals Dietary Polar Lipids and Cognitive Development: A Narrative Review

2019 ◽  
Vol 10 (6) ◽  
pp. 1163-1176 ◽  
Author(s):  
Lu Zheng ◽  
Mathilde Fleith ◽  
Francesca Giuffrida ◽  
Barry V O'Neill ◽  
Nora Schneider
Keyword(s):  
Cognitive Development ◽  
Human Milk ◽  
Polar Lipid ◽  
Critical Role ◽  
Daily Intake ◽  
Polar Lipids ◽  
Positive Effects ◽  
Lactating Mothers ◽  
Wide Range ◽  
The Brain

ABSTRACTPolar lipids are amphiphilic lipids with a hydrophilic head and a hydrophobic tail. Polar lipids mainly include phospholipids and sphingolipids. They are structural components of neural tissues, with the peak rate of accretion overlapping with neurodevelopmental milestones. The critical role of polar lipids in cognitive development is thought to be mediated through the regulation of signal transduction, myelination, and synaptic plasticity. Animal products (egg, meat, and dairy) are the major dietary sources of polar lipids for children and adults, whereas human milk and infant formula provide polar lipids to infants. Due to the differences observed in both concentration and proportion of polar lipids in human milk, the estimated daily intake in infants encompasses a wide range. In addition, health authorities define neither intake recommendations nor guidelines for polar lipid intake. However, adequate intake is defined for 2 nutrients that are elements of these polar lipids, namely choline and DHA. To date, limited studies exist on the brain bioavailability of dietary polar lipids via either placental transfer or the blood–brain barrier. Nevertheless, due to their role in pre- and postnatal development of the brain, there is a growing interest for the use of gangliosides, which are sphingolipids, as a dietary supplement for pregnant/lactating mothers or infants. In line with this, supplementing gangliosides and phospholipids in wild-type animals and healthy infants does suggest some positive effects on cognitive performance. Whether there is indeed added benefit of supplementing polar lipids in pregnant/lactating mothers or infants requires more clinical research. In this article, we report findings of a review of the state-of-the-art evidence on polar lipid supplementation and cognitive development. Dietary sources, recommended intake, and brain bioavailability of polar lipids are also discussed.

scholarly journals Précis of Neuroconstructivism: How the Brain Constructs Cognition

2008 ◽  
Vol 31 (3) ◽  
pp. 321-331 ◽  
Author(s):  
Sylvain Sirois ◽  
Michael Spratling ◽  
Michael S. C. Thomas ◽  
Gert Westermann ◽  
Denis Mareschal ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Case Studies ◽  
Brain Regions ◽  
Object Representations ◽  
Phonological Development ◽  
Contextual Influences ◽  
Guiding Principle ◽  
Levels Of Organization ◽  
Atypical Development ◽  
The Brain

AbstractNeuroconstructivism: How the Brain Constructs Cognition proposes a unifying framework for the study of cognitive development that brings together (1) constructivism (which views development as the progressive elaboration of increasingly complex structures), (2) cognitive neuroscience (which aims to understand the neural mechanisms underlying behavior), and (3) computational modeling (which proposes formal and explicit specifications of information processing). The guiding principle of our approach is context dependence, within and (in contrast to Marr [1982]) between levels of organization. We propose that three mechanisms guide the emergence of representations: competition, cooperation, and chronotopy; which themselves allow for two central processes: proactivity and progressive specialization. We suggest that the main outcome of development is partial representations, distributed across distinct functional circuits. This framework is derived by examining development at the level of single neurons, brain systems, and whole organisms. We use the terms encellment, embrainment, and embodiment to describe the higher-level contextual influences that act at each of these levels of organization. To illustrate these mechanisms in operation we provide case studies in early visual perception, infant habituation, phonological development, and object representations in infancy. Three further case studies are concerned with interactions between levels of explanation: social development, atypical development and within that, developmental dyslexia. We conclude that cognitive development arises from a dynamic, contextual change in embodied neural structures leading to partial representations across multiple brain regions and timescales, in response to proactively specified physical and social environment.

scholarly journals Design issues and solutions for stop-signal data from the Adolescent Brain Cognitive Development [ABCD] study

2020 ◽  
Author(s):  
Patrick G. Bissett ◽  
McKenzie P. Hagen ◽  
Russell A. Poldrack
Keyword(s):  
Cognitive Development ◽  
Stop Signal ◽  
Stop Signal Task ◽  
Design Issues ◽  
Variable Stimulus ◽  
The Core ◽  
Basic Assumptions ◽  
Future Data ◽  
The Brain ◽  
Existing Data

AbstractThe Adolescent Brain Cognitive Development (ABCD) study is an unprecedented longitudinal neuroimaging sample that tracks the brain development of over 10,000 9-10 year olds through adolescence. At the core of this study are the three tasks that are completed repeatedly within the fMRI scanner, one of which is the stop-signal task. In analyzing the available stopping experimental code and data, we identified a set of design issues that we believe significantly limit its value. These issues include but are not limited to: variable stimulus durations that violate basic assumptions of dominant stopping models, trials in which stimuli are incorrectly not presented, and faulty stop-signal delays. We present eight issues, show their effect on the existing ABCD data, suggest prospective solutions to the study organizers including task changes for future data collection, and suggest retrospective solutions for data users who wish to make the most of the existing data.

scholarly journals Developmental Computational Psychiatry

2018 ◽  
Author(s):  
Tobias U. Hauser ◽  
Geert-Jan Will ◽  
Magda Dubois ◽  
Raymond J Dolan
Keyword(s):  
Cognitive Development ◽  
Psychiatric Disorders ◽  
Cognitive Processes ◽  
Computational Modelling ◽  
Brain Maturation ◽  
Childhood And Adolescence ◽  
Social Evaluation ◽  
Computational Psychiatry ◽  
Underlying Mechanisms ◽  
The Brain

Most psychiatric disorders emerge during childhood and adolescence. This is also a period when the brain undergoes substantial growth and reorganisation. However, it remains unclear how a heightened vulnerability to psychiatric disorder relates to brain maturation, and what the underlying mechanisms might be. Here, we propose ‘developmental computational psychiatry’ as a framework for linking brain maturation to cognitive development. We propose that through modelling some of the brain’s fundamental cognitive computations and relating them to brain development, we can bridge the gap between brain and cognitive development. This in turn can lead to a richer understanding of the ontogeny of psychiatric disorders. We illustrate this perspective by taking examples from reinforcement learning (RL) and dopamine function, showing how computational modelling deepens an understanding of how cognitive processes, such as reward learning, effort learning, and social evaluation might go awry in psychiatric disorders. Finally, we formulate testable hypotheses and sketch the potential and limitations of developmental computational psychiatry.

scholarly journals Non-linear effects of socioeconomic status on brain development: associations between parental occupation, cortical thickness and language skills in childhood and adolescence

2019 ◽  
Author(s):  
Budhachandra Khundrakpam ◽  
Suparna Choudhury ◽  
Uku Vainik ◽  
Noor Al-Sharif ◽  
Neha Bhutani ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Development ◽  
Brain Development ◽  
Cortical Thickness ◽  
Early Adolescence ◽  
Life Outcomes ◽  
Parental Occupation ◽  
The Impact ◽  
The Brain

AbstractStudies have pointed to the role of the brain in mediating the effects of the social environment of the developing child on life outcomes. Since brain development involves nonlinear trajectories, these effects of the child’s social context will likely have age-related differential associations with the brain. However, there is still a dearth of integrative research investigating the interplay between neurodevelopmental trajectories, social milieu and life outcomes. We set out to fill this gap, focusing specifically on the role of socioeconomic status, SES (indexed by parental occupation) on brain and cognitive development by analyzing MRI scans from 757 typically-developing subjects (age = 3-21 years). We observed nonlinear interaction of age and SES on cortical thickness, specifically a significant positive association between SES and thickness around 9-13 years at several cortical regions. Using a moderated mediation model, we observed that cortical thickness mediated the link between SES and language abilities, and this mediation was moderated by ‘age’ in a quadratic pattern, indicating a pronounced SES-effect during early adolescence. Our results, drawn from cross-sectional data, provide a basis for further longitudinal studies to test whether early adolescence may be a sensitive time window for the impact of SES on brain and cognitive development.

Innate Musicality and Brain Plasticity

2018 ◽  
Author(s):  
Shera Lumsden
Keyword(s):  
Neural Networks ◽  
Cognitive Development ◽  
Developmental Delays ◽  
Motor Coordination ◽  
Brain Plasticity ◽  
Brain Areas ◽  
Gross Motor ◽  
Recent Advancement ◽  
The Brain

The field of neuroscience has undergone a recent advancement upon the realization that music has a profound effect on brain plasticity. The hypothesis that a person is born with a brain that is “hard-wired” for use has been replaced with the understanding that while the brain has innate tendencies, it is modifiable and adapts in response to experience (Habib & Besson, 2008). Brain plasticity is necessary for cognitive development to continue (The Neuroscience Institute, 2012). Most infants are born with the basic neural networks needed to begin to adapt to their world, including their musical world, and as they grow and learn, neural networks are formed and developed in response to their experiences. The brain, however, does not always develop as expected, and one significant sign is a delay in gross motor coordination. This paper will present research discussing brain areas and structures associated with coordination and those involved in the processing of music, hypothesizing there might be a relationship between the two. This will have implications for further study regarding the effects of music on the brain and the possibility that music can be used to facilitate brain plasticity and assist in the development of coordination skills in those with developmental delays.  

scholarly journals Metakognitif pada Proses Belajar Anak dalam Kajian Neurosains

2017 ◽  
Vol 2 (1) ◽  
pp. 56
Author(s):  
Ruqoyyah Fitri
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Classroom Management ◽  
Child Support ◽  
Thinking Skills ◽  
Childhood Development ◽  
Sensitive Period ◽  
Metacognitive Skills ◽  
High Level ◽  
The Brain

AbstrakKajian ini bertujuan menguraikan perkembangan metakognitif pada anak usia dini yang dikembangkan melalui bermain dan dikaitkan dengan teori neurosains agar dapat dipahami bagaimana anak belajar sesuai dengan cara kerja otak. Pada hakikatnya bermain anak adalah proses belajarnya. Belajar yang dimaksud di sini adalah aktifitas bermain yang diarahkan untuk menuntaskan tugas perkembangan anak usia dini.dalam hal ini adalah perkembangan kognitif. Pada umumnya kemampuan kognitif individu berkembang secara bertahap. Perkembangan kognitif sangat erat kaitannya dengan kemampuan berpikir. Keterampilan berpikir tersebut perlu dilatih dan terus ditingkatkan agar anak bisa menggunakan proses berpikirnya untuk menyelesaikan masalah belajarnya. Meningkatkan proses berpikir pada dasarnya adalah mengembangkan metakognitif. Proses metakognitif anak dilatihkan melalui kegiatan bermain mulai dari yang sederhana sampai ke yang lebih rumit. Keterampilan metakognitif berkaitan erat denganneurosains yang membahas tentang kinerja otak. Terjadinya proses berpikir tingkat tinggi yang merupakan keterampilan metakognitif seseorang adalah tugas dari bagian depan otak yang disebut dengan lobus prefrontal. Belahan otak bagian depan ini dikenal sebagai pusat kontrol eksekutif atau pusat terjadinya berpikir tingkat tinggi. Juga tempat upaya pemecahan masalah, regulasi demensi emosi, penentu watak dan karakter serta kepribadian seseorang. Dalam hal ini guru dan orang tua harus memperhatikan beberapa masa peka anak yang mendukung proses metakognitif sebagai pedoman pengelolaan pembelajaran di kelas diantaranya; (1) kontrol emosi, dengan menciptkan suasana emosi senang, (2) kontrol kognitif, dengan memilih metode yang mendukung kinerja otak, dan (3) kontrol motorik,  dengan melibatkan gerak fisik dalam proses pembelajaran. AbstractThe aim of this study outlines the metacognitive development in early childhood developed through play and is associated with the theory of neuroscience in order to understand how children learn according to how the brain works. In essence, a child's play is learning. Learn what is meant here is the play activities that are directed to complete the task of early childhood development. in this case is of cognitive development. In general, the individual's cognitive abilities develop gradually. Cognitive development is closely associated with the ability to think. The thinking skills need to be trained and continue to be improved so that children can use their thinking process to solve the problem of learning. Improving the thinking is essentially developing metacognitive. Metacognitive processes trained children through play activities ranging from simple to more complex. Metacognitive skills closely related to neuroscience that discusses the performance of the brain. The occurrence of high-level thought processes which constitute metacognitive skills a person is the job of the front part of the brain called the prefrontal lobe. These parts of the forebrain known as the executive control center or the center of the high-level thinking. Also the problem-solving effort, emotion regulation demensi, decisive character and the character and personality of a person. In this case the teachers and parents should pay attention to some sensitive period of child support metacognitive process as classroom management guidelines including; (1) control of emotions, happy emotions by creating an atmosphere, (2) cognitive control, by choosing a method that supports brain performance, and (3) motor control, involving the physical movement in the learning process.

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