How the Brain Learns

By D. Sousa. 2000

754 citations recorded by the source corpus.

Preface to the Fourth Edition Acknowledgments About the Author Introduction 1. Basic Brain Facts 2. How the Brain Processes Information 3. Memory, Retention, and Learning 4. The Power of Transfer 5. Brain Organization and Learning 6. The Brain and the Arts 7. Thinking Skills and Learning 8. Putting It All Together Resources Glossary References Index

Subfields: Cognitive Neuroscience

View Paper: https://www.semanticscholar.org/paper/a4740f8e349d51d3b4cfb4167a82419add69ccdd

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In Cognitive Neuroscience

Citations in the corpus

The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles. (2010, methodology): “Activities and content presentations in the learning-teaching environment were constructed by considering “Primacy-later, Prime Time-1, Prime Time-2 and Downshift Time (Dwyer, 2002; Sousa, 2006).”
School Counseling and Student Outcomes: Summary of Six Statewide Studies (2012, background): “…correlates of learning indicate that people have to feel safe in an environment in order for learning to occur (Bransford, Brown, & Cocking, 2000; Sousa, 2011; Willis, 2006), so the contribution that school counselors make toward that end would seem to be a key part of the educational process.”
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature (2003, background): “Current brain research (Howard, 1994; Jensen, 1998; Sousa, 2001; Wolfe, 2001) seems to reach a similar conclusion—that students should work at a level of "moderate challenge" for learning to occur.”
Agnostic Learning vs. Prior Knowledge Challenge (2007, neutral): “While it is still unclear whether this hypothesis holds or not for the neocortex, it cannot be refuted that specialized cortexes connected to sensory inputs have evolved over millions of years to process information in a specialized manner [1].”
The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention (2014, background): “In promoting greater achievement, some additional studies reported that cooperative learning also fosters greater retention of learning, as indicated by students’ results on delayed achievement tests (Sousa, 2006).”
Memristive Synapses and Neurons for Bioinspired Computing (2019, background): “Associative learning occurs when associating a stimulus that evokes a measurable response with a second stimulus that normally does not evoke this response, which is believed to originate from heterosynaptic plasticity.[32]”
Primary school students' perceptions of interactive whiteboards (2005, background): “(School 7) Sousa (2001) and Walker-Tileston (2004) point out that children of the 21st century have been part of a multi-media world from birth and as a result they are comfortable with such technologies and this experience can be exploited in the learning environment.”
The Dynamic Relationship between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-Based Practice (2008, background): “It is associated with elevations in interest, affect, and motivation, qualities that contribute to learning (Sousa, 2006); inversely, "an environment that contains mainly predictable or repeated stimuli" can be a deterrent to effective learning (p. 28).”
Categories and Subject Descriptors (2001, background): “in [14], compared to other methods teaching others and/or the immediate use of learning lead to the highest retention rate of 90%, followed by practice by doing (75%) and discussion groups (50%).”