High class teaching performance of the classroom comes from the well-developed anterior hippocampus of teacher’s brain. We know that brain learnography is the improvement of learning experiences in emotions, skill, knowledge and innovation. Book is the source of knowledge transfer involving in brainpage making process. Source page is written in the zeidgraph of object language that is acquired from the brain learnograph of learning transfer. In school system, maths and science teachers may have large volume of the grey matter in the anterior hippocampus of brain to launch intuitive ideas, smart cognitive functions and dynamic blackboard performance (LADBE), including anterior cingulate cortex and vm-prefrontal cortex.
- High cognitive functions and large volume of gray matter in the anterior hippocampus of brain
- Mental disorders and damage to the anterior hippocampus of brain
- Knowledge transfer and brainpage development in learning process
- Development of science, technology and economy
Medial temporal lobe consists of structures that are vital for declarative or long-term memory. Declarative or explicit memory is conscious memory divided into semantic memory (facts) and episodic memory (events). Medial temporal lobe structures that are critical for long-term memory include the hippocampus, along with the surrounding hippocampal region consisting of perirhinal, parahippocampal and entorhinal regions. The hippocampus of brain is critical for memory formation and the surrounding medial temporal cortex is currently theorized to be critical for memory storage. The prefrontal and visual cortices of brain are also involved in explicit memory.
Henry Gustav Molaison was an American memory disorder patient who had a bilateral medial temporal lobectomy to resect surgically the anterior two thirds of his hippocampi, parahippocampal cortices, entorhinal cortices, piriform cortices and amygdalae in an attempt to cure his epilepsy. Although the surgery of lobectomy was partially successful in controlling his epilepsy, a severe side effect was that he became unable to form new memories.
Molaison’s case played an important role in the development of theories that explain the link between brain functions and memory formation and it provided basic evidences in the development of cognitive science. Molaison developed severe anterograde amnesia after surgery. Although his working memory and procedural memory were intact, he could not commit new events to his explicit memory. According to some scientists, he was impaired in his ability to form new semantic knowledge, but researchers argue over the extent of this impairment.
He was also suffering from moderate retrograde amnesia and could not remember most events in one to two year period before surgery. He was also not able to remember some events up to 11 years before, meaning that his amnesia was temporally graded. However, his ability to form long-term procedural memories was intact to use motor knowledge. Thus he could, for example, learn new motor skills, despite not being able to remember learning procedural knowledge.
We know that hippocampus is critical for learning, memory and cognition. It is fact that the anterior hippocampus of brain is significant to knowledge transfer and memory formation. It has an intricate structure with unique cellular morphology and is positioned at the junction between parahippocampal gyrus, amygdala and posterior hippocampus. It has widespread connectivity with cerebral cortex and the damage to anterior hippocampus brings a number of problems in learning, memory and navigation. It is also important that anterior hippocampus has the projections from prefrontal cortex to contribute in the processing of cognitive functions.
We can observe two types of world in our everyday life such as intuitive world and surrounding world. The basal ganglia and insula are the center of intuitive world that we feel in our body. But surrounding world is perceived by the sensory cortex of brain. Learning transfer gives us a knowledge of the world around us and changes its shape and structure into something better usage. Learning develops and brings modification in our thoughts about the perspective of looking at life and its surrounding. It helps us build opinions and have points of view on things in real life situations.
How does education differ from learning, information or knowledge? People debate over the subject of school system whether education is the only thing that gives skill, knowledge and merit. Some say education is the process of gaining information about the surrounding world while knowledge is something very different like the learning of subject matter. It’s true that information cannot be converted into real knowledge without education.
Across the world, we observe that some countries are more advanced in science, technology and economy, and others are not developed. The country which is more growing, it means that more educated people are living and working there in comparison to less developed countries. Education is the tool that provides people required skills, knowledge, technique and information and enables them to know their rights and duties towards their family, society and obviously nation. Thus, education expands the vision and outlook to see the world.
Knowledge transfer of the classroom makes us capable of interpreting things, understanding tasks and solving problems in working and learning. It is not just about lessons in the textbooks from which students will know how to answer the questions in the exams. It’s about the lessons of life, career and earning for happy living.
Teaching theory of school education is mainly based on the concept of cognitive psychology and pedagogy. It is essential to provide education for all, no child left behind and change the world for the advancement of civilized and prosperous community. Cognitive psychology that aims to understand how the structure and function of human brain relate to specific psychological processes. This is the science that looks at how mental processes are responsible for our cognitive abilities to store and produce new memories, produce language, recognize people and objects, as well as our ability to reasoning and goal oriented tasks solving.
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The classroom performance of maths and science teachers mainly depends on the brainpage modulation of rational thoughts, cognitive knowledge and intuitive ideas based on facts, events and evidences. The brain creates a model of the world around us using cognitive and limbic knowledge. We can use this representation to perceive and comprehend what we see at any space, object, time, instance and module (SOTIM). These cognitive and motor functions such as perception, imagination and recall of scenes and events, all engage the anterior hippocampus of brain for behavioral and academic output. It has been discovered that the high level cognitive functions of maths, science and technology have been projected in the brain circuits by specific substrates of the anterior hippocampus.
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Pictures : Featured image from the Pexels showing classroom performance, other images from the Pexels showing teaching activities and Henry Molaison’s picture
- Surgery, anterograde amnesia and Henry Molaison’s contributions to the development of cognitive science
- Classroom teaching of maths, science and technology
- Parahippocampal gyrus, learning transfer and memory formation
- Effective blackboard performance returns the development of cognitive knowledge and motor skills
Shiva Narayan Jha
Golden Star Secondary School