1 / 11

Understanding Bio-Cognitive Cycles: The Temporal Influence on Learning and Performance

This chapter explores the interplay of biological rhythms and cognitive function, detailing how our brain's time clock impacts memory, learning, and overall performance. It covers dual cycles—highlighting circadian rhythms, the influence of the hypothalamus, and hormonal variations throughout the day. With insights into learning efficiency, gender differences, and optimal scheduling for tasks, it emphasizes the importance of both deep rest and timely breaks for enhancing cognitive abilities. Discover how awareness of these cycles can inform better learning and work practices.

mahon
Télécharger la présentation

Understanding Bio-Cognitive Cycles: The Temporal Influence on Learning and Performance

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Bio-cognitive Cycles Jensen, Chapter 4

  2. Brain Time Clock Memories Vary Dual Cycles Bio-Cognitive Cycles Relax to Energize Sleep Time Deep Rest Pulse Style Gender Styles

  3. Your Brain’s Time Clock • Facts: • Performance affected by biological rhythms • Regulated by • The hypothalamus influenced by • Supra chiasmatic nucleus genes, sunlight • Pineal glands & environment • Circadian rhythms correspond to • 24 hours solar cycles • 25 hours lunar cycles • Seven day cycles • Staying “in sync” Efficiency is bumped one hour each day Transplant patients

  4. Physiological functions impacted by the cycles: • Examples: • Physical strength and body temperaturepm • Sleep and alert cycles—12 hours • E/two hours hormones are released into our bloodstream affect moodlearning (women and menstruation) • Breathingalternate nostrilshemisphere usage • Overall intellectual performance in the late pm • Comprehension increases as day progress • Reading decreases as day progress • Minerals, vitamins, glucose & hormone levels varies from day to day • STM best in am and worst in pm

  5. Inter and intra-individual differences in chronomes->we must be aware of such • Key attention cycles = 90 minutes16/day • Affect our blood flow and breathing • And we become more efficient in verbal and spatial processingthese differences are significant “Good case for alternative assessment” • At the end of each low cycle, the brain tells us to take it easy • Workers need 5-10 minute break e/1 ½ hrs. • This is congruent with the bottom of our 90 minute cycle “Good argument for scheduling…including down time” • Learners switch hemispheric dominance about 16 times during the day • The basic Rest-Activity Cycle (BRAC) correspond to our REM rest periods • Hormone release

  6. Brain learns in dual cycles Low to high energy-------relaxation to tension • Which affect learning and the perceptions of ourselves • Focusing = early morning and early evening • These patterns can be modified by changing sleep and eating habits • Even memory varies by the clock • Literal factsam • Inferientialpm • Brewer and Campbell suggest that • 9-11 amtasks for the short term memory • 9-12 amtasks that require rote learning, spelling, problem solving, writing, math, theory and science • Noon to 2 pmmovement oriented tasks such as manipulatives, computer, etc.

  7. The Relax to Exercise Learning Cycle • Losanov • Activation and suppression of the cerebral limbic structures are the key aspects of accelerated teaching and learning practices • Learning climate = relaxing and trusting (distressing exercises)more information is given • Anxious/low periodsreduce content • Adds • The whole brain system needs to be simultaneously satisfied = activation of structural, educational learning system and the emotional systems at the same time • These are the optimum functional needs of needs of the central nervous system

  8. “Pulse Style of Learning” • Hobson • Ability to maintain learning and attentiveness is affected by normal fluctuations in brain chemistry • 90 minute cycles (either awake or asleep)natural learning pulse • Learning is best • Focused Diffused Focused • Breaks can be structured…they don’t have to be free time • Difussed learning = divergent activities: • Peer teaching • Mind mapping • Project work • Toss ball • Walk internal time internal time

  9. Variable Related to Optimal Content and Low Content Information • Processing time (internal time) depends on the novelty and complexity of the instruction

  10. Gender Learning Styles • Influences • Menstrual cyclehigher levels of estrogen = better verbal fluency and fine motor skills • Estrogen promote more active brain cell, sensory awareness and alertness • Brain when flooded with hormones experience feelings of pleasure, sexual arousal, well being and enthusiasm • Progesterone cycle = reduction of cerebral flow, oxygen, and glucose consumptionunmotivated behavior (also reduction of anxiety) • Prior to the menstrual period no progesterone and no estrogenpoor learning • Weeks of high learning and weeks of brain dead

  11. Our Brain Needs Deep Rest • To get brain’s best performancedeep physiological rest (dead to the world) • Anxiety or stress = inadequate learning • Enough sleepREM state, individual differences • Short quizzes and multiple choice little sleep (cramming) • Performance or essay testinggood sleed the 2 nights before

More Related