Learning and the Brain

Most contemporary text books of neurology and of psychology pay little attention to the function of the cerebellum beyond noting it to be an organ of motor control. A historical overview of research on cerebellar function is presented, from pre-Sherrinton suggestions of sensory and motor function, through the post-Sherrinton and dominant 20 th . Century view of "motor" function, to the 21 st . century perspective of "sensorimotor" function. The intrinsic capability of the cerebellum is briefly considered in terms of: its size/complexity/capacity; its information representation/processing characteristics (with "a particular computational function"); its sensory information processing capability; and, its role in sensorimotor regulatory control. It is suggested that the cerebellum can process sensorimotor stimulus information in a statistical (connectionist type) manner and respond to in on the basis of its own learning based sensorimotor representations, albeit at a "level" that does not necessarily involve cerebral "awareness".

El artículo "The Neurological Development of the Child with the _Educational Enrichment in Mind" firmado por Gerry Lesiman, Raed Mualem y Safa Khayat Mughrabi y publicado en dicha revista en el año 2015, Volumen 21, pp. 79-96, fue denunciado por plagio, el día 15 de septiembre de 2018. Una vez comprobado fehacientemente de que se trata de un plagio del trabajo original "How the Timing and Quality of Early experiences Influence the Develpoment of Brain Architecture" firmado por Sharon E. Fox, Pat Levitt y Charles A. Nelson III, publicado en 2010, en la revista Child Development, volumen 81, Número 1, pp. 28-40, ha sido retirado de la revista Psicología Educativa. La revista en el momento actual cuenta con el programa de detección del plagio iThenticate® y está adherida al código de conducta de ética Ethical Standards of the American Psychological Association." "The Neurological Development of the Child with the _Educational Enrichment in

Brain complexity varies across many orders of magnitude between animals, and it is often assumed that complexity underpins cognition. It is thus important to explore the cognitive capacity of widely used model organisms such as Drosophila. We systematically investigated the fly's ability to learn discriminations involving compound olfactory stimuli associated with shock. Flies could distinguish binary mixtures (AB+ CD-), including overlapping mixtures (AB+ BC-). They could learn positive patterning (AB+ A-B-) but could not learn negative patterning (A+ B+ AB-) or solve a biconditional discrimination task (AB+ CD+ AC-BD-). Learning about the elements of a compound (AB+) was not affected by prior conditioning of one of the elements (A+ AB+): flies do not exhibit blocking in this task. We compare these results with the predictions from simulation of several well-known theoretical models of learning, and find none are fully consistent with the overall pattern of observed behaviour. (J.M. Young). 1 This problem is particularly interesting as it corresponds to the XOR problem in computing which, famously, cannot be solved by a single layer perceptron.

Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation for student learning in general. I argue that identifying the person with the brain is scientism (not science), that the brain is not the person, and that it is the person who learns. In fact the brain only responds to the learning of embodied experience within the extra-neural network of intersubjective communications. Learning is a dynamic, cultural activity, not a neural program. Brain-based learning is unnecessary for educators and may be dangerous in that a culturally narrow ontology is taken for granted, thus restricting our creativity and imagination, and narrowing the human community.

This short article describes and demonstrates the 3 cueing systems the brain used to identify words during the act of reading.  Also described are the 2-way flow of information during the reading process, the relative unimportance of letters, and problems with over-emphasizing phonics instruction.

This paper explores a peer-reviewed journal article by Dr. Marian Diamond, professor of anatomy and one of the world’s foremost neuroanatomists, and addresses the hypothesis that measurable changes occur in brain morphology as a result of experience (specifically, environmental enrichment).  By investigating prior and subsequent studies to earlier ground-breaking research, Diamond (2001) examines the enrichment paradigm and its impact on the brain and behavior in laboratory experiments conducted on Long-Evans rats.  Despite being based on animal studies, Diamond’s (2001) research has been extrapolated to the diverse and complex human experience, providing powerful evidence that a stress-free enriched environment, consisting of challenge, novelty, and social interaction, can positively alter the structure and capacity of the brain by increasing the thickness of the brain’s cortex, the area associated with higher cognitive processing (Diamond, 2001).  Results also indicate that physical activity (exercise) and a protein- and glucose-rich diet  positively influence the motor cortex, the hippocampus, the volume and capacity of the corpus callosum, and the rates of glucose utilization in the brain (Diamond, 2001).  Other findings indicate that these effects differ between sexes, are present at birth and remain consistent throughout the entire lifespan, and are negatively affected by stress, inactivity, and poor nutrition.  This knowledge can be of enormous benefit to all individuals, including psychologists, educators, parents, and students.

Genelde canlıların, özelde ise insanoğlunun nasıl öğrendiğine dair araştırma sonuçları her geçen gün önümüze heyecan verici bilgiler ve bulgular sunmaktadır. Bu araştırma sonuçları öğrenmede yeni stratejiler geliştirilmesinde öncülük etmektedir. "Öğrenme Psikolojisi" adlı bu kitap, alandaki en temel ve güncel araştırma bulgularını da kapsayarak eğitim, edebiyat ve tıp fakülteleri gibi değişik alanların birçok programında lisans ve lisansüstü düzeyde kullanılabilecek şekilde hazırlanmıştır.
Okuyucu merkezli olarak hazırlanan bu kitap, tüm yaşlardaki öğrenicilerin bilgi ve becerileri nasıl edindiklerini ve öğrenme sürecinde etkili olabilen inanç, motivasyon, tutum ve tavır gibi faktörleri kapsamaktadır.
Öğrenme konusunda bilgi sahibi olmak isteyen okuyucunun, temel bir psikoloji bilgisine sahip olması ön koşulu yoktur. Kitapta öğrenme kuramlarının tarihsel temellerinden başlayarak güncel öğrenme yaklaşımlarına rahatlıkla geçiş yapılabilir. Alandaki bir profesör, öğrenme ile ilgili en son araştırma bulgularına bu kitapta ulaşabilirken; üniversite eğitimine yeni başlamış bir öğrenci de öğrenme ile ilgili en temel konulara rahatlıkla erişebilir.

This is the framing document for the presentation “English as Therapy” delivered September 27 to the 2015 NeuroELT Brain Days International Conference, Kyoto, Japan. This presentation introduces CNE (Cognitive Neuroeducation), a new learning-based, noninvasive, nonpharmacological modality for intervention in cognitive and behavioral disorder with the promise of full recovery therefrom. CNE is unique in that it is the only modality in the fields of learning and mental health that is strictly tied to how the brain actually works within a tightly constructed, exhaustively comprehensive model of the mind as formed exclusively from rigorous hermeneutic and phenomenological analysis.

Humans – through the biological determinants of evolutionary selection – have developed a uniquely social brain. In the human social brain, learning is the principal mechanism that shapes all behavior, and language is the medium through which learning takes place and cognition is formed. Cognition is the understanding of ourselves, others and the world around us. But the processes of cognitive development – that is, how we learn, what we learn, how we understand the world around us, and, consequently, how we are molded to behave – can be blocked or can become distorted.

In this presentation we explore the processes in the human social brain by which learning is realized and cognition and behavior are shaped, and the principles of CNE that can be applied, both in the classroom and in a remedial setting, to stimulate these processes in engendering positive learning realization and self-affirming, socially adaptable behavior.

While scientists across the academy have abandoned the nature/nurture dichotomy, evidence for the influences of society on our biology is greater than ever. This article reviews new developments in the biological sciences—in the sub-fields of genetics, hormones, and neuroscience—with special attention to the implications for sociologists interested in gender.  The article closes with an argument that embracing these developments has both theoretical and methodological promise and can enhance rather than harm research and activism regarding gender equality and other social hierarchies.

Concepts of "the self" and "self-awareness", and aspects of the experience of types of consciousness, are explored in terms of "cognitive" systems and their interactions. Some roles of the cerebrum, the cerebellum, and their interactions are considered in relation to sentient consciousness, the sense of self, and conscious regulation of behavior. This 'introductory paper' is composed of modified selected extracts from: totalBRAINtotalMIND Vol.1 : An Integrated Brain/Mind Architecture Part 2: A Cognitive Architecture (pp16 -136) Part 3. Total Brain: structure, development, function, and an integrated neurocognitive architecture (pp137-321). tBtM Vol.1 is now available as an e-book from: http://totalbraintotalmind.co.uk/

The unconscious mind tends to disregard negations in its processing of semantic meaning. Therefore, messages containing negated concepts can ironically prime mental representations and evaluations that are opposite to those intended. We hypothesized that the subtle presentation of a negated concept (e.g., “no smoking”) would activate ironic motivational orientations as well. We tested this hypothesis in a public health context. Smokers viewed photographs in which no-smoking signs were either inconspicuously embedded (prime) or edited out (control). Primed smokers showed amplified automatic approach tendencies toward smoking-related stimuli, but not toward smoking-unrelated stimuli. Since passive priming effects generally serve to facilitate forms of action, not inhibit them, anti-smoking and other public health campaigns may ironically increase the very behaviors they seek to reduce.

If you believe reading to be simply sounding out words, then the concept of the 3-cueing systems makes no sense at all.    However, this short article and three short mini-lectures describe (a) how the brain creates meaning with print, (b) the top-down/bottom-up, neurocognitive processes used, and (c) the wide research based used to support it.  A list of reference citations is also provided.

Emotional Training
A practical guide to emotional management

How can we cope with our natural death anxiety and create the sense of a safe place in the changing world? How can we efficiently cope with crisis and trauma? How can we learn to create relationships and find love? How can we realize our potential and be happy? And can we do all this without approaching psychotherapy or counseling or coaching?

Dr. Dror Green has researched hundreds approaches to psychotherapy, and found that they all ignore our inborn emotional skills, which enable us to attune ourselves to reality, avoid crisis, realize our potential and be happy. Emotional Training is a simple and practical way of life, based on improving our emotional skills and creating a sense of a safe place.

Emotional Training is based on a new concept of human nature

The myth of the 'mind' and the belief in the separation between body and mind have been the corner stones of Western culture for more than 2,000 years, but they remain vague. Dr. Dror Green has defined a new, revolutionary concept of human nature that regards emotions as physical responses to stimuli from reality. This concept is compatible with new researches in neuroscience and the understanding that empathy is inborn. The emotional process is not a mystical concept, as is customarily assumed, but the autopilot that navigates our lives, warns us of dangers and directs us to a safe place.

Emotional Training suggests a new understanding of our lives

Emotional Training is an efficient path to a healthy and productive life, and it also enables us to review all aspects of our lives: interpersonal relationships, professional relationships, social and political systems, thought and research, creativity and art. Emotional Training supplies us with efficient ways of coping with the challenges of the 21st century, global warming and the Internet revolution.

Dr. Dror Green is a psychotherapist, lecturer and supervisor. He is the director of the Institute of Emotional Training in Bulgaria, where he gives seminars to couples, parents, directors, etc. He has trained psychotherapists, psychiatrists, psychologists and educators. He was one of the pioneers of online psychotherapy and developed the first online clinic. He is also a musician, an illustrator and the author of about 40 books for children, adults and professionals

For a long time, one of my dreams was to describe the nature of uncertainty axiomatically, and it looks like I've finally done it in my co∼eventum mechanics! Now it remains for me to explain to everyone the co∼eventum mechanics in the most approachable way. This is what I'm trying to do in this work. The co∼eventum mechanics is another name for the co∼event theory, i.e., for the theory of experience and chance which I axiomatized in 2016 [1, 2]. In my opinion, this name best reflects the co∼event-based idea of the new dual theory of uncertainty, which combines the probability theory as a theory of chance, with its dual half, the believability theory as a theory of experience. In addition, I like this new name indicates a direct connection between the co∼event theory and quantum mechanics, which is intended for the physical explanation and description of the conict between quantum observers and quantum observations [4]. Since my theory of uncertainty satises the Kolmogorov axioms of probability theory, to explain this co∼eventum mechanics I will use a way analogous to the already tested one, which explains the theory of probability as a theory of chance describing the results of a random experiment. The simplest example of a random experiment in probability theory is the " tossing a coin ". Therefore, I decided to use this the simplest random experiment itself, as well as the two its analogies: the " "flipping a coin " and the " spinning a coin " to explain the co∼eventum mechanics, which describes the results of a combined experienced random experiment. I would like to resort to the usual for the probability theory " coin-based " analogy to explain (and first of all for myself) the logic of the co∼eventum mechanics as a logic of experience and chance. Of course, this analogy one may seem strange if not crazy. But I did not come up with a better way of tying the explanations of the logic of the co∼eventum mechanics to the coin-based explanations that are commonly used in probability theory to explain at least for myself the logic of the chance through a simple visual " coin-based " model that clarifies what occurs as a result of a combined experienced random experiment in which the experience of observer faces the chance of observation. I hope this analogy can be useful not only for me in understanding the co∼eventum mechanics.

Παρουσίαση των βασικών σημείων της προσέγγισης του Knud Illeris για τη μάθηση. Ειδικότερα to άρθρο παρουσιάζει και σχολιάζει το έργο του Δανού καθηγητή σχετικά με τις διεργασίες, τις διαστάσεις, τα είδη και τα εμπόδια της μάθησης όπως αυτά περιγράφονται στα δύο βασικά βιβλία του The three dimensions of Learning (2002) και How we learn: Learning and non learning ih school and beyond (2007)

The traditional view of intelligence defines this entity purely in terms of numbers.  This is extremely narrow in what it describes and predicts, and is limiting in terms of developing students’ full potential.  Gardner’s theory of Multiple Intelligence and Sternberg’s Triarchic Theory of Intelligence provide a much more expanded and complete notion of intelligence and can be used to fully develop students’ talents and interests.  By recognizing and developing emotional intelligence, holistic intelligence, and spiritual intelligence, schools have the potential to transform the learner and ultimately society.

Cognitive biases are often immune to introspective processes. This cognitive blindness has been identified as an important factor in initiating and maintaining errors in cognitive decisions. Despite its importance, no formal model or mechanism is yet to be offered to explain its source or structure. Using the Halo Effect (Nisbett & Wilson, 1977) as an exemplar of cognitive biases, as well as a review of the relationship between introspection and cognitive biases (Pronin, Gilovich, & Ross, 2004), this review identifies introspective blindness as a central and underexplored component of cognitive biases. By applying existing models for the operation of perceptual-motor decision-making, a preliminary and novel synthesis is offered to explain the structure of cognitive biases as an extension of motor-perceptual biases. This proposed model is then illustrated to explain both the root of the blind-spot that accompanies cognitive biases in general, as well as how it may apply to the Halo Effect specifically.

... Page 9. Fezile Özdamli, Huseyin Bicen, Mukaddes Sakalli Demirok. ... Games, Computers and People.Helsinki, SuomenTekoälyseuranjulkaisuja No 15.Retrieved April 19, 2011 from.http://www.tuug.fi/~jaakko/tutkimus/jaakko_pelit99.html Tezer, M. &Bicen, H. (2008). ...

This proposal investigates multitasking in the new Era of Data and communication, its effect on the working environment. The survey of writing relating to the subject demonstrates that compared with the advantages of multitasking, it also diminishes profit due to the lack of concentration, stress, addiction.

The purpose of this study is to determine whether providing students with continuous written instructional support or fading written instructional support (scaffolds) better prepares students to construct scientific explanations when they are no longer provided with support. We investigated the influence of scaffolding on 331 7th grade students' writing of scientific explanations during an 8-week project-based chemistry unit in which the construction of scientific explanations is a key learning goal. The unit makes an instructional model for explanation explicit to students through a focal lesson and reinforces that model through subsequent written support for each investigation. Students received one of two treatments in terms of the type of written support: Continuous, involving detailed support for every investigation, or Faded, involving less support over time. Our analyses showed significant learning gains for students for all components of scientific explanation (i.e. claim, evidence, and reasoning). Yet on posttest items lacking scaffolds, the Faded group gave stronger explanations in terms of their reasoning compared to the Continuous group. Fading written scaffolds better equipped students to write explanations when they were not provided with support.

Free will designates the possibility of conscious and free choice of the subject, as well as his real possibility to act. The topic has a special medical and social relevance as it is directly connected to how the subject's responsibility (moral, legal, medical) for his own actions are understood, but also the possibility (real or illusory) of intervention in his own life. Free will has received various philosophical, psychological, legal and interdisciplinary approaches in recent decades. In this article we shall inventory some results from the area of neuroscience that we consider relevant in the analysis of free will, research and clinical studies that highlight various effects caused by voluntary actions, consciously repeated by the subject. Some psychotherapeutic interventions, the process of awareness, learning, attention monitoring, visualization, some forms of meditation, and the changes that these practices produce in the processes of neurogenesis, neuroplasticity and epigenetics, in terms of health and quality of life are analysed. Since these interventions involve the conscious participation of the subject and his voluntary action, we consider that the discussed results are relevant in the debate on free will. The study also highlights the importance of education and social knowledge, as well as the need to promote participatory prevention and therapy, involving the subject in increasing the quality of life and health, through public messages that emphasize the responsibility of each person for their own choices and actions and the impact they have on his life.

Liberul arbitru desemnează posibilitatea alegerii conștiente și libere a subiectului, precum și posibilitatea lui reală de a acționa. Tema prezintă o relevanță medicală și socială deosebită, întrucât are implicații directe asupra modului în care sunt înțelese responsabilitatea subiectului (morală, juridică, medicală) pentru propriile sale acțiuni, dar și posibilitatea (reală sau iluzorie) de intervenție în planul propriei vieți.
În ultimele decenii, diverse abordări filosofice, psihologice, juridice și interdisciplinare s-au pronunțat cu privire la liberul arbitru. În articolul de față, inventariem câteva rezultate din aria neuroștiințelor pe care le considerăm relevante în analiza liberului arbitru. Este vorba despre cercetări și studii clinice care evidențiază diverse efecte cauzate de acțiunile voluntare, repetate în mod conștient de către subiect. Sunt aduse în discuție unele intervenții psihoterapeutice, procedeul conștientizării, învățarea, monitorizarea atenției, vizualizarea, unele forme de meditație și modificările pe care aceste practici le produc la nivelul proceselor neurogenezei, neuroplasticității și epigenetice, în planul sănătății și al calității vieții. Întrucât aceste intervenții implică  participarea conștientă a subiectului și acțiunea lui voluntară, considerăm că rezultatele discutate prezintă relevanță în dezbaterea privitoare la liberul arbitru. Se evidențiază, totodată, importanța educației și a cunoașterii în plan social, precum și  necesitatea promovării unor prevenții și terapeutici participative, care să implice subiectul în creșterea calitativă a vieții și sănătății lui, prin mesaje care să sublinieze responsabilitatea fiecărei persoane pentru alegerile și acțiunile proprii și impactul pe care acestea îl au asupra vieții sale.

This manuscript and many others like it were first written in 2011 and early 2012 of which this one carries the computer date stamp of being released on May 27, 2012 and published and archived on the Tripod.com server. And, all this occurred after the author formally spiritually awakened in 2011 and received his Clarion Call to start awakening, educating and enlightening the public with regard to the advent of Creation through the God-SOURCE first exploding and imploding upon ITSEF, essentially forming an open loop of energetic system composed of a Tri-wave system, to freely supply all ITS constituent offspring as sentient beings with such free energies to maintain their gifted consciousness by the God-SOURCE. Creation also gave rise to the nature of our quantum holographic consciousness, both non-locally being bestowed upon us by the God-SOURCE, as well as locally through quantum torsional-helical consciousness vibration about the God-SOURCE. The knowledge received by the author through inspiration and via gaining spiritual attunement with the higher dimensional realms and the Akashic Records of the Zero-Point Field also included details of the nature of the mechanics of our holographic Cosmos and its intricate space-time dimensions. Also related concepts were understanding the nature of our sequential jumping within the Worlds of Matter-Antimatter in what the author later referred to as our ‘conjugate-mirrored space-times of reality,’ giving rise to the nature of our local consciousness. In this respect, the rather illusive nature of time became clear to the author as pertains to the nature of the dimensional realms of time-consciousness (both main or cosmological as well as ‘local’ parallel-anti-parallel dimensions) giving rise to our holographic quantum consciousness experience. Furthermore, the structure of our local Nebadon Universe and its Time Matrix giving rise to a system of 12D Grid or the ‘Tree of Life,’ with our requisite condition of attaining consciousness expansion in order to be able to first of all add to the syntropic energetic of Cosmos as well as leading to our evolution and being able to our stepping up (or inner) dimensions of the Tree of Life culminating in Ascension through gathering consciousness reality experiences in myriad of nested system of space-times, became quite clear. Furthermore it was deciphered that the said space-time dimensions within our Nebadon Universal System located at practically the edge of Cosmos specifically refer to 4 ‘Harmonic Universes’ and the holographic nature of the ‘triad universes’ of ‘matter-antimatter’ and neutral (the ‘Zero-Point Field’) within each Harmonic Universe. Accordingly, the major task became transparent as to first attain consciousness expansion and then help others do the same but without direct interference or lack of their consent as Sovereign individuals endowed with the gift of Free will by the God-SOURCE to be able to choose for themselves. This leaves us with the mission to strive to attain spiritual mastery in which we can create our own reality with required acumen that entails proper usage of our gift of thoughts and appropriately directing our emotional energies bestowed upon us by firstly our God-SOURCE the original Progenitor of our quantum consciousness, as well as through ITS liaison offspring referred to as the Guardian-Founders of this Universal System who first took the initiative to co-create and seed its dimensional realms. Thus, confining our attention on basically this issue, rather than on the intricate details of our consciousness embodiment and its morphogenetic system including the exact nature of our genetic and physiognomy including our brain-heart and nervous system, its require immune system, etc., as well as the nature of our energetic system and related concepts such as the nature of God’s consciousness mechanics, etc., this manuscript concentrates on the challenge of obtaining spiritual mastery to be able to co-create effectively by first of all recrystallizing our three major divine endocrine glands of Pineal, Pituitary, and Hypothalamus, bringing them out of their dormant atrophic state, and spiritualize our blood to retain its crystalline (as opposed to amorphous) status by taking the special initiative to remain awakened and aware at all time to be ‘at presence’ with life. This will negate any outside nefarious forces, what religious superstition commonly dubs as “devil,” “demons,” “goblins” and such, which in essence, only epitomize a series of energetically hungry parasites-vampires ‘fallen’ from the grace of God for defying God and ITS Law of One. These nefarious creatures are void of organic life and are anti-God that have chosen no recourse but to consume our precious divine organic energies bestowed upon us by the God-SOURCE, for them to be able to “survive” or continue maintaining their miserable nonorganic existence through application of their devised Artificial Intelligence (AI) Technology that is primarily set on siphoning and harvesting our energies. It is explicated herein, that despite this dire unfortunate circumstance of parasitic carnage befallen on us by these negative aliens, we are still Sovereign individuals with the precious gift of Free Will bestowed upon us to ward off these creatures by revering and maintaining the sanctity of our personal consciousness-auric field and lightbody system through diligently exercising self-responsibility and self-accountability as spiritual masters as to not be plagued by self-destructive avaricious materialistic and carnal lusts and such that only diminish our natural frequency-light quotient of consciousness, practically defying our own sense of Sovereignty by rendering a status that we produce congealed and low consciousness loosh in our blood that make it suitable for the negative aliens’ parasitic feedings. In particular, in the discourse that is to follow, it is emphasized that it is futile to be so much enamored with physicality including physical appearance. Furthermore, it is elucidated that in his auspicious time of pre-Ascension we are endowed with the special opportunity to try to reclaim our sense of consciousness crystallinity through striving to attain spiritual mastery. Accordingly, the role of brain versus heart and using intuitive intelligence provided by the heart vs brain’s binary logic and the workings of brain is concisely expounded upon. It should be emphasized that the parasitic negative aliens exclusively target our brain and mind to plague us with self-destructive behaviors that serve their mission of parasitic carnage. Furthermore, our special traits of consciousness expansibility and multidimensionality are expounded upon. A brief discourse with regard to the biochemical nature of our brain and nervous system, particularly through the use of the major endocrine glands of Pineal, Pituitary. and Hypothalamus and their special contribution to our psychological profile via decision making and consciousness creation are explicated. And, the need for maintaining the proper functioning of our auric-lightbody field and ensuring its integrity are briefly discussed as to lead to negating what may be referred to as ‘auric energetic bleeding.’ In particular, it is strongly recommended that it is prudent that one avoids sympathy with those who have contaminated auric status with negative energies in favor of choosing to exercise empathy in which one strive to keep one’s auric field clear and cleansed of such low energetic contaminations as sympathy leads to miserable company via indulging in ‘pity partying’ soon culminating in futile hopelessness and helplessness as opposed to being able to effectively help the next fellow human with resolute drive and sense of self-discipline and clarity of mind and the heart. The futility of succumbing to fear as well as doubt are expounded upon, be it the delusional sense of fear of survival or indulging in any form of doubt that only clouds one’s mind and sense of clear judgment, soon leading to self-doubt, self-inadequacy, lack of self-assurance, and even lack of self-love that renders one hopeless as well as helpless to indulge in any form of constructive, productive and creational endeavors. Finally, it is emphasized that any strive for productive-constructive consciousness creation must start with the noble INTENT that pays homage and reverence to the doctrines of unconditional love in light of committing to and engaging in SERVICE TO ALL as opposed to ‘service to self only,’ which are the repugnant negative aliens’ traits that have condemned them to be ‘fallen’ and outcasts, having had

Embodied/Enactive Cognition erfordert es, die ästhetische Erfahrung neu zu denken. Analysiert man den Beobachtungs-Prozess selbst, wird die aktive Konstruktion jeder Gestalt erkennbar. Aisthesis als kognitive Modellbildung dient somit der Selbst- und Welterschließung. Ein Action-Perception-Cycle ermöglicht durch „epistemische Handlungen“ (die auch unbewusst/verkörpert sein können) die Prognose von Handlungseffekten. Die Entwicklung von Hypothesen zu wahrscheinlichen Wirkungen (Forward Modelling) und möglichen Ursachen (Inverse Modelling) bilden so den Kern der Wirklichkeits-Konstruktion. Dabei kann es sich um gelingende oder misslingende Prozesse der kognitiven Modellbildung handeln. Im ersten Schritt wird der Basis-Mechanismus jeder ästhetischen Erfahrung formuliert. Dieser wird evolutionär als Lern-Verstärker interpretiert und ist evolutionär, neurobiologisch sowie lebensweltlich plausibel. Hiermit lassen sich positive ästhetische Erfahrungen präzise erklären – und bei Umkehrung der Prozessrichtung auch negative ästhetische Erfahrungen. Soll dieser Mechanismus als notwendige und hinreichende Bedingung fungieren, stellt sich die Frage: Warum empfinden dann nicht alle Menschen gleich? Im zweiten Schritt wird aus dem Basis-Prozess durch Iteration und Rekursion der Möglichkeitsraum ästhetischer Erfahrung und ein erweitertes Prozess-Modell abgeleitet. Es zeigt sich, dass konkurrierende Präferenz-Stile als Teilmengen dieses Möglichkeitsraumes zu verstehen sind. Meta-ästhetisch betrachtet ist selbst die Vorliebe für eine bestimmte (Bereichs-)Ästhetik ein solcher Präferenz-Stil, der als Mittel zu einem Zweck bestimmbar ist.

Today we appear to ourselves under new, immunological premises. We must learn to actively take responsibility for what we passively undergo. Plasticity, according to Malabou, forms the condition of the very coherence of thought and life. But is the concept of plasticity enough to learn from the brain? While it is clear that plasticity compels thought, it is not clear how thought matters in the becoming of the brain, nor how we can learn from the risks to which the brain is exposed. Drawing on Deleuze's concept of 'vis elastica' and two concepts in the recent work of Sloterdijk, 'elastic conservatism' and 'vertical tension', I supplement Malabou’s concept of plasticity with the concept of elasticity. To supplement plasticity with elasticity is to supplement the question ‘what to do?’ with the question ‘why here (and now)?’. While the former question belongs to knowledge and action, only the latter is capable of reorienting thought itself.

Since the last common ancestor shared by modern humans, chimpanzees and bonobos, the lineage leading to Homo sapiens has undergone a substantial change in brain size and organization. As a result, modern humans display striking differences from the living apes in the realm of cognition and linguistic expression. In this article, we review the evolutionary changes that occurred in the descent of Homo sapiens by reconstructing the neural and cognitive traits that would have characterized the last common ancestor and comparing these with the modern human condition. The last common ancestor can be reconstructed to have had a brain of approximately 300-400 g that displayed several unique phylogenetic specializations of development, anatomical organization, and biochemical function. These neuroanatomical substrates contributed to the enhancement of behavioral flexibility and social cognition. With this evolutionary history as precursor, the modern human mind may be conceived as a mosaic of traits inherited from a common ancestry with our close relatives, along with the addition of evolutionary specializations within particular domains. These modern human-specific cognitive and linguistic adaptations appear to be correlated with enlargement of the neocortex and related structures. Accompanying this general neocortical expansion, certain higher-order unimodal and multimodal cortical areas have grown disproportionately relative to primary cortical areas. Anatomical and molecular changes have also been identified that might relate to the greater metabolic demand and enhanced synaptic plasticity of modern human brain's. Finally, the unique brain growth trajectory of modern humans has made a significant contribution to our species' cognitive and linguistic abilities.

Although hypnosis and meditation represent distinct domains of practice, they appear to overlap in phenomenology, cognitive mechanisms, neural substrates, and potential therapeutic merits. Whereas numerous studies have documented the beneficial impact of these approaches, few have harnessed these distinctive phenomena together, either clinically or as a means of illuminating cognitive questions. This paper introduces the theme of the present issue and discusses the potential value of yoking empirical studies of hypnosis and meditation. The marriage of these seemingly disparate yet overlapping practices promises to improve our scientific understanding of each as well as unravel their underlying mechanisms. On the one hand, albeit largely overlooked by researchers studying meditation, the intimate relationship between attention and suggestion holds important implications for both theoretical models and therapeutic applications of contemplative practice. On the other hand, hypnosis and meditation serve as complementary vehicles for elucidating salient topics in cognitive neuroscience, including the neural underpinnings of perception and cognitive control, and the governing of deeply-ingrained processes. Binding these approaches to the science of attention and suggestion paves the road to a more nuanced appreciation of hypnosis and meditation while fostering novel therapeutic prospects and improving our understanding of consciousness and cognition.

Our understanding of the operation of the brain has been limited by a lack of understanding of fundamental physics which has prevented a deep understanding of key aspects of brain function. Now with the introduction of the Spacetime Wave Theory the nature of consciousness can be addressed.

The 'hard' problem of consciousness is addressed by considering the ability of the brain to control focus of attention. The control of focus of attention has a neuronal network functional equivalent which is the ability of the brain to use the wave patterns generated within the brain to focus and select other specific functional areas of the brain. The wave patterns detected from brain activity are not just the results of brain activity but play an active role in the operation of the brain.

The individual can focus attention on visual, auditory or other sensory inputs or focus on internal thought processes. This has implications for the process of learning which requires focus of attention and also for the process of recall.

Este trabalho apresenta uma proposta de arcabouço teórico transdisciplinar para uma fundamentação epistemológica do Problema do Entendimento Humano, que permita a identificação e a análise das causas de imprecisões e distorções em representações do conhecimento construídas a partir de narrativas. Analisa o processo de ramificação e/ou integração entre a Ciência da Informação e diversas áreas do conhecimento, fundamentando uma proposta mais abrangente e transdisciplinar para esta área do conhecimento, justificando assim a realização deste projeto de pesquisa na área disciplinar da Ciência da Informação. Testa alguns conceitos filosóficos específicos da Teoria do Conhecimento, sob uma perspectiva fenomenológica, utilizados nesta pesquisa de mestrado, contrapondo-os  com propriedades e resultados experimentais da Física e da Neurofisiologia. Analisa a natureza da informação, do dado e do conhecimento, entradas e resultado do processo cognitivo humano, procurando distingui-los e defini-los a partir da contraposição de conceitos filosóficos específicos da Teoria do Conhecimento, sob uma perspectiva fenomenológica, com propriedades e resultados experimentais da Física e da Neurofisiologia. Constrói um modelo teórico do mecanismo humano de apreensão, sob uma perspectiva fenomenológica da Teoria do Conhecimento, objetivando o detalhamento da estrutura e a identificação dos diversos estágios do processo cognitivo humano, envolvidos na produção e transformação do conhecimento. Identifica e analisa algumas das principais causas de ocorrências não intencionais de imprecisão e distorção em representações do conhecimento, construídas a partir de narrativas.

This work proposes a transdisciplinary theoretical framework for an epistemological foundation of The Problem Of Human Understanding, enabling the identification and analysis of the causes of inaccuracies and distortions in representations of knowledge constructed from narrative. Analyzes the process of branching and/or integration of the Information Science and various fields of knowledge, supporting a more comprehensive and transdisciplinary proposal to this field of knowledge, justifying this way the realization of this project in the subject area of Information Science. Tests the philosophical concepts of the Theory of Knowledge, under a phenomenological perspective, used in this master's research, contrasting them with properties and experimental results of Physics and Neurophysiology. Analyzes the nature of information, data and knowledge, inputs and results of the human cognitive process, seeking to distinguish them and set them from the contraposition of the philosophical concepts of the Theory of Knowledge, from a phenomenological perspective, with properties and experimental results of physics and neurophysiology. Builds a theoretical model of the human mechanism of apprehension, under a phenomenological perspective of the Theory of Knowledge, with the objective of detailing the structure and the identification of the various stages of human cognitive process involved in the production and transformation of knowledge. Identifies and analyzes some of the leading causes of unintentional occurrences of inaccuracy and distortion representations of knowledge, built up from narratives.

While the psychical sciences and parapsychology have languished over the decades and failed to produce a viable theoretical basis for their observations, great strides have been made in the neurosciences especially in the areas of neurophysiology and neurophysics. The object of these researches goes beyond just discovering how the brain functions, but to actually discover the neural correlates of mind and consciousness. Understanding how brain and consciousness relate to one another has opened a new door to understanding psi and how consciousness survives death. The new physical model of consciousness presented below goes a long way toward explaining the paradoxical nature of mind and consciousness that psi and survival present.

Abstract At the most fundamental biological level the brain can be regarded as an organ which functions as a controller of basic homeostatic processes. In terms of its primary structure the brain is grossly composed of three parts: the brain stem, the cerebellum, and the cerebrum. Control is carried out at an innate level by the brain stem, and at a learning based level by the cerebellum and cerebrum. The "hybrid" control facilitated by the interaction of the cerebellum and cerebrum involves communication between the two learning based systems, and this is a particularly important feature in relation to understanding psychological processes. It is proposed that, as a starting point for understanding the function of the brain and its relationship to psychological development and psychological processes, the "core architecture" of the brain can most usefully be described a three tier nested hierarchy of brainstem, cerebellum cerebrum.

This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle-versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge Building initiatives, each focused on a curriculum theme and facilitated by nine teachers over eight years, were analyzed using measures of student discourse in a Knowledge Building environment--Knowledge Forum.

Incorporating new insights from the neuroscience of learning and the role of language in cognition, CNE is an approach to optimizing positive learning outcomes in the enhancement of cognitive processes through a new understanding of the brain-mind-behavior connection. CNE is directly applicable to both education and mental health and is the only modality in either field that is strictly tied to how the brain actually works within a tightly constructed, exhaustively comprehensive model of the mind as formed exclusively from rigorous hermeneutic and phenomenological analysis.

Starting with a model of human behavior based on the evolution of the human brain, we describe how a new understanding of the brain-mind-behavior connection leads to both innovation in the classroom and the basis for a breakthrough modality in the recovery from cognitive and behavioral disorder.

General neurolinguistics is meant to corresponds to the major revision of General Semantics that Alfred Korzybski mentioned on numerous occasions as most likely to occur within 25 years of his passing away (he passed away in 1950), and that naturally derives from it when the mental barrier caused by the unwarranted certainty that physical reality cannot be confirmed with certainty and cannot be objectively understood is removed. Interestingly, the analysis leading to this particular revision was carried out in the 1970's, that is, within the time frame that Korzibski expected, even though it was fully documented only much later later due to the time required to localize all confirming formal references.