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Which parts of kid’s brain become activated during film watching to experience the real perceptions of life, objects and happenings?

Cinema watching is the high definition visualization of kid’s brain that runs on the brainpage modular processing of instance guided object learning (IGOL). It is powerful to produce zeid factors in the Papez Circuit of brain that can provide the strong connections of emotions and attachments to the segments, characters and modules of a particular film.

Why are we so much connected to the characters, dialogues, behavioral acting, tragedy and places of the film?

In the theater, we believe that the events of film projection are real happenings. Sometimes we laugh on comedy or weep during the watching of pathetic scenes. Where is reality and why do we attach so much to film, music, songs or videos?

We know that the film watching is not real and this is the projection of moving images integrated with enhanced sound systems. Actors have played distinguished characters and highly emotional scenes are prepared with special graphic effects and vector lighting arrangements.

High definition film watching happens due to the strong connectivity of emotions that is produced by the limbic circuit of brain. It is also true that we can rehearse the cyclozeid mechanism of deep emotion connectivity in the knowledge transfer of school system. Will our students be able to focus high definition classroom learning transfer in schools?

Cinema is defined as motion picture and it is a great source of entertainment. We watch movies in the theater and moving pictures are projected on the screen with sound systems like talking voice, dialogues, songs and music. This is the world of science and technology, so digital facilities are available at home or on the screen of smartphone. It’s absolutely true that kid’s brain becomes very tired in enjoying movies, videos or gaming. Therefore, students cannot perform well in the learning transfer of classroom with exhausted brain regions.

It is fact that cinema watching runs on the brainpage modular theory of instance guided object learning (IGOL). It is powerful to produce zeid factors in the Papez Circuit of brain that can provide the strong connections and dynamic transfer of emotions and attachments to the segments and modules of a particular film.

Human brain consumes a lot of energy during film watching. That is why kids like to eat popcorn, candy or chocolate while enjoying movies or videos. Different brain centers become engaged in high definition visualization and critical emotional processing. Kids are seen very tired and brain won’t be ready for the reading, learning and writing of academic courses. They don’t like to start the chapters of mathematics but interested in talking, laughing and playing.

Kids get a lot of pleasure in popcorn eating while watching movies. That’s because both eating food and watching movies can offer a quick release of dopamine and other pleasure neurotransmitters in brain circuits. These biochemical molecules are the pleasure seeking chemicals for cultivating sustainable happiness mood.

So kids do it literally because they feel good in pumping dopamine release in brain parts all the time by watching, talking and playing. It may affect the process of knowledge transfer in school system and children cannot make high speed brainpage modules in learning process. They will be poor in the real calculation and derivatives of mathematics.

The cinema is the art of simulating experiences to communicate ideas, stories, perceptions, feelings, beauty or atmosphere by the means of recorded or programmed moving images along with other neural sensory stimulations. This is a series of still images that create the illusion of moving images when shown on the screen. It’s not good for our school children that they will spend most of the time on the illusions of visual objects, digital events and virtual happenings.

Individual images that make up a film are called frames. In the projection of traditional celluloid films, a rotating shutter causes intervals of darkness as each frame is moved into the position to be projected, but the viewer does not notice interruptions because of an effect known as the persistence of vision.

In this effect, the eye retains a visual image for a fraction of second after its source disappears. The perception of motion happens due to the psychological effect called the phi phenomenon of visual precuneus stream. In this phenomenon, the posterior cingulate cortex of limbic brain system plays a greater role in enjoying movies and videos. We must be careful that posterior cingulate cortex is also significant to make a kid genius in the world of mathematics, science and technology.

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This is the school of knowledge transfer in which the learning fields of brainpage theory are launched in the classroom like the workplace of knowledge transfer. Teaching is not necessary because students learn from source books by applying the working dimensions of brain circuits. Everything is finished in school hours, so homework is not required for learning and writing at home. A classroom of small teachers is defined in school learnography to make high speed brainpage modules in book to brain learning transfer.

8 replies on “Which parts of kid’s brain become activated during film watching to experience the real perceptions of life, objects and happenings?”

Thanks!
You are most welcome.

Human brain consumes a lot of energy during film watching. That is why kids like to eat popcorn or chocolate while enjoying movies or videos. Different brain circuits become engaged in high definition visualization and critical emotional processing.

Kids are seen very tired and brain won’t be ready for the reading, learning and writing of academic courses. They don’t like to start the chapters of mathematics but interested in talking and playing.

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(1) The persistence of vision, typically one-tenth of a second (if I remember correctly), resulting into a cinematic effect, causes a “strong connectivity of emotions”.
(2) The same “posterior cingulate cortex” is also responsible in the making of a genius in STEM.

These 2 facts then raises/answers the question – does emotion play a significant role in becoming a genius ?

A thought-provoking article, indeed !

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