{"id":32,"date":"2018-02-20T21:00:36","date_gmt":"2018-02-20T21:00:36","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/chapter\/week-7-innovations-in-cognition-learning\/"},"modified":"2023-05-11T13:06:42","modified_gmt":"2023-05-11T13:06:42","slug":"week-7-innovations-in-cognition-learning","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/chapter\/week-7-innovations-in-cognition-learning\/","title":{"raw":"Innovations in Cognition & Learning","rendered":"Innovations in Cognition & Learning"},"content":{"raw":"

Review the following to prepare for Module 7:<\/h2>\nBeltran, J.<\/strong> (2018). Poor fitness linked to weaker brain fiber, higher dementia risk. University of Texas.\nhttp:\/\/www.utsouthwestern.edu\/newsroom\/articles\/year-2018\/fitness-dementia.html<\/a>\n\nMinero, E.<\/strong> (2017). When students are traumatized, teachers are too.\u00a0\nhttps:\/\/www.edutopia.org\/article\/when-students-are-traumatized-teachers-are-too<\/a>\n\nOse Askvik, E., van der Weel, F. R., & van der Meer, A. L. H.<\/strong> (2020). The importance of cursive handwriting over typewriting for learning in the classroom: A high-density EEG study of 12-year-old children and young adults. Frontiers in Psychology, 11.\nhttps:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2020.01810\/full<\/a>\n\nQuinn, D. M.<\/strong> (2020). Experimental evidence on teachers\u2019 racial bias in student evaluation: The role of grading scales. Educational Evaluation and Policy Analysis, 42(3), 375\u2013392.\nhttps:\/\/journals-sagepub-com.libproxy.plymouth.edu\/doi\/10.3102\/0162373720932188<\/a>\n\nSanger, K. L., Thierry, G., & Dorjee, D.<\/strong> (2018). Effects of school-based mindfulness training on emotion processing and well-being in adolescents: Evidence from event-related potentials. Developmental Science, 21(5).\nhttps:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/desc.12646?hootPostID=d01056047c7fc28b78514a074fe3ff52&<\/a>\n\nWalter, J.<\/strong> (2019). Audiobooks or reading? To our brains, it doesn\u2019t matter. Discover Magazine.\nhttps:\/\/www.discovermagazine.com\/mind\/audiobooks-or-reading-to-our-brains-it-doesnt-matter?fbclid=IwAR1r9pF319PBmDOarOUas9Dt5MqzbD2mCqUjBJzKZGHSdmgcJN867e5lXPg<\/a>\n\nYeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., \u2026 Dweck, C. S.<\/strong> (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364\u2013369.\nhttps:\/\/www.nature.com\/articles\/s41586-019-1466-y<\/a>\n\n
\n\n

To do:<\/strong> This week you will develop your own questions based on one of the readings above.<\/h3>\n

Outcomes<\/strong>: Reflect on how learning theories impact life beyond the classroom<\/h3>","rendered":"

Review the following to prepare for Module 7:<\/h2>\n

Beltran, J.<\/strong> (2018). Poor fitness linked to weaker brain fiber, higher dementia risk. University of Texas.
\nhttp:\/\/www.utsouthwestern.edu\/newsroom\/articles\/year-2018\/fitness-dementia.html<\/a><\/p>\n

Minero, E.<\/strong> (2017). When students are traumatized, teachers are too.\u00a0
\nhttps:\/\/www.edutopia.org\/article\/when-students-are-traumatized-teachers-are-too<\/a><\/p>\n

Ose Askvik, E., van der Weel, F. R., & van der Meer, A. L. H.<\/strong> (2020). The importance of cursive handwriting over typewriting for learning in the classroom: A high-density EEG study of 12-year-old children and young adults. Frontiers in Psychology, 11.
\nhttps:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2020.01810\/full<\/a><\/p>\n

Quinn, D. M.<\/strong> (2020). Experimental evidence on teachers\u2019 racial bias in student evaluation: The role of grading scales. Educational Evaluation and Policy Analysis, 42(3), 375\u2013392.
\nhttps:\/\/journals-sagepub-com.libproxy.plymouth.edu\/doi\/10.3102\/0162373720932188<\/a><\/p>\n

Sanger, K. L., Thierry, G., & Dorjee, D.<\/strong> (2018). Effects of school-based mindfulness training on emotion processing and well-being in adolescents: Evidence from event-related potentials. Developmental Science, 21(5).
\nhttps:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/desc.12646?hootPostID=d01056047c7fc28b78514a074fe3ff52&<\/a><\/p>\n

Walter, J.<\/strong> (2019). Audiobooks or reading? To our brains, it doesn\u2019t matter. Discover Magazine.
\nhttps:\/\/www.discovermagazine.com\/mind\/audiobooks-or-reading-to-our-brains-it-doesnt-matter?fbclid=IwAR1r9pF319PBmDOarOUas9Dt5MqzbD2mCqUjBJzKZGHSdmgcJN867e5lXPg<\/a><\/p>\n

Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., \u2026 Dweck, C. S.<\/strong> (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364\u2013369.
\nhttps:\/\/www.nature.com\/articles\/s41586-019-1466-y<\/a><\/p>\n

\n

To do:<\/strong> This week you will develop your own questions based on one of the readings above.<\/h3>\n

Outcomes<\/strong>: Reflect on how learning theories impact life beyond the classroom<\/h3>\n","protected":false},"author":11,"menu_order":7,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[],"contributor":[],"license":[57],"class_list":["post-32","chapter","type-chapter","status-publish","hentry","license-cc-by-nc-sa"],"part":19,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/pressbooks\/v2\/chapters\/32","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/pressbooks\/v2\/chapters\/32\/revisions"}],"predecessor-version":[{"id":33,"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/pressbooks\/v2\/chapters\/32\/revisions\/33"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/pressbooks\/v2\/chapters\/32\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/wp\/v2\/media?parent=32"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/pressbooks\/v2\/chapter-type?post=32"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/wp\/v2\/contributor?post=32"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/wp-json\/wp\/v2\/license?post=32"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}