Reviewed General Review   -

Readers are reminded that education and cognitive science are deep sciences and there are risks in considering these videos out .               

Maths and the Brain

Ideas do not just exist in space. They are physical, constituted by systems of neural circuitry, both in the brain a connections to the body.

Naturally Embodied Primatives

  • Image Schemas – contain, which as have boundaries, shape and content.
  • Basic Shapers – Circles, Squares etc.
  • Subitizing – Small Numbers
  • Inferences – X-Nets and neural bindings across semantic roles, yiled image schematic inferences.

Nueroscience and Education
 - Vid 


   Xx refers to genes having flavors, which blends with experience. It has an influence on the receptors grown. 


     Young babies are able to hear a whole range of language phonemes, but they learn to process the important ones through experience. They can detect error. They can also do simple maths. They will stare longer if they are shown two puppets after one is added or subtracted, for instance.

        He refers to a centre for phonemes, but also a visual centre that combines them into whole words. He suggests that teaching deprived children's parents how to support their children's learning will improve their reading development.


Nuerosience - The Science of Learning - Educational Reform - Vid   

        Chris Corner suggests that the density of synapses from birth are over produced, but they are then pruned back and that the synapses become refined.

    Corner suggests that there many forms of the brains plasticity.

         When recall information from memory it is reconsolidated. It can be changed. 

        Cognitive, physical growth in the brain in one domain  may have a detrimental effect on other abilities, what is referred to as 'trade off'. Brain capacity is limited. Extra space is created in the brain when learners learn new languages.

 Children and teenage brains are distinct from adults. Trauma and stress effects learning .                                                              


How the Brain Learners to Read - Vid

Professor Deharne provides an interesting review of  the cognition of reading. It is illustrates how language is much more than a code.

          He refers to reading starting with the visual process, creating what to refer to the 'letter box' and that fibre links are made to the oral language centres. He claim that reading is not totally novel.  Reading links letters to sounds. He suggests introducing phonics is superior to whole word reading.

          Deharne contends that cursive writing is important in developing children reading ability. He also suggests that there is no evidence that reading cannot be learnt at an older age. (Switzerland expects readers to learn to read later).

        Deharne argued that that speed of learning to read depends on the language. English is the worst language to learn to learn to read in, because of the irregularities. It takes much longer to learn to read in it.
        He suggests in most languages children can learn to basically read in six months, but in English it takes another two years.

How the Brain Changes - Nuero Plasticity- Vid

  This is an interesting review of the brains plasticity. It is argued that short-term learning makes chemical changes and longer term learning creates structural changes in the brain.

      Reference is being made to it taking 10,000 hours to learn a motor skill. It is suggests that this is a variable.                                    601810

Very young Children's Bilngual Education

This illustrates that very young babies have the potential to learn more than one language. The argument in this video illustrates that bilingual children develop cognitive processes that allow them to focus on each language. Learning two language does not cause interference.

      This is consistent with the synaptic pruning referred to earlier. The ability to recognise phonemes develops from birth.

 This video illustrates the important of language immersion from birth. Bilingual roots develops in families were both languages are spoken.

H.G. There is more specific evidence relating to this available.