Tychsen Vind (columnthroat90)

After acquiring knowledge of the neuroscience of learning, memory, stress and emotions, teachers incorporate more cognitive engagement and student-centered practices into their lessons. However, the role understanding neuroscience plays in teachers own affective and motivational competencies has not yet been investigated. The goal of this study was to investigate how learning neuroscience effected teachers' self-efficacy, beliefs in their ability to teach effectively, self-responsibility and other components of teacher motivation. A pilot training-of-trainers program was designed and delivered in Liberia combining basic neuroscience with information on social, emotional, behavioral and mental health issues faced by students. Tier I of the professional development was a 2 weeks workshop led by a visiting neuroscientist. A subset of the 24 Tier I secondary science teachers formed a Leadership Team who adapted the content to the Liberian context and subsequently led additional workshops and follow-up sessions fo. Together, these results demonstrated that (i) teacher affective-motivational attitudes can be altered with professional development, (ii) basic neuroscience, as knowledge of how students learn, can improve teacher competency, and (iii) a training-of-trainers model can be effective in a low and middle income country for disseminating neuroscience knowledge, increasing teachers' knowledge of students' social and emotional needs, and promoting educational improvement.How deeply does action influence perception? Does action performance affect the perception of object features directly related to action only? Or does it concern also object features such as colors, which are not held to directly afford action? The present study aimed at answering these questions. We asked participants to repeatedly grasp a handled mug hidden from their view before judging whether a visually presented mug was blue rather than cyan. The motor training impacted on their perceptual judgments, by speeding participants' responses, when the handle of the presented mug was spatially aligned with the trained hand. The priming effect did not occur when participants were trained to merely touch the mug with their hand closed in a fist. This indicates that action performance may shape the perceptual judgment on object features, even when these features are colors and do not afford any action. How we act on surrounding objects is therefore not without consequence for how we experience them.Inhibition of return (IOR) refers to the phenomenon that a person is slower to respond to targets at a previously cued location. The present study aimed to explore whether target-reward association is subject to IOR, using event-related potentials (ERPs) to explore the underlying neural mechanism. Each participant performed a localization task and a color discrimination task in an exogenous cueing paradigm, with the targets presented in colors (green/red) previously associated with high- or low-reward probability. The results of both tasks revealed that the N1, Nd, and P3 components exhibited differential amplitudes between cued and uncued trials (i.e., IOR) under low reward, with the N1 and Nd amplitudes being enhanced for uncued trials compared to cued trials, and the P3 amplitude being enhanced for cued trials vs. uncued trials. Under high reward, however, no difference was found between the amplitudes on cued and uncued trials for any of the components. These findings demonstrate that targets that were previously associated with high reward can be resistant to IOR and the current results enrich the evidence for interactions between reward-association and attentional orientation in the cueing paradigm.Social status-dependent modulation of neural circuits has been investigated extensively in vertebrate and invertebrate systems. However, the effects of social status on neuromodulatory systems that drive motor activity are poorly understood. Zebrafish form a stable soc