Describes a genetic engineering project to build an intelligent mouse. Cites understanding the molecular basis of learning and memory as a very important step. Concludes that while science will never create a genius mouse that plays the stock market, it can turn a mouse into a quick learner with a better memory. (YDS)

Current brain research findings are amazing, but they are in tune with educators' best intuition and experience. The notion of learning as a body-mind activity accents and legitimizes educators' focus on emotion and provides important clues for implementation. Three starting points should be high-quality, nonthreatening interpersonal…

Everyone appreciates a second chance. Effective teachers realize the value of a second chance when initial strategies fail to elicit optimal learning. Repecharge has a special effect on extroverted students, who frequently blurt out inappropriate responses. Reflective, introvertive students also appreciate the opportunity for later comments. Links…

Creation of many strong connections among areas of the brain (via thematic instruction and cooperative learning techniques) substantially aids memory enhancement. A pleasant, academically oriented school climate can influence the mind's readiness to accept and retain information. Friendly classmates, nice surroundings, gentle colors, cleanliness,…

Three big ideas from brain science have arisen during the past 20 to 30 years: neural connections form rapidly early in life; critical periods occur in development; and enriched environments profoundly affect brain development during the early years. Current brain research has little to offer educational practice or policy. (10 references) (MLH)

Interviews with five neuroscientists--Martin Diamond, Pat Wolfe, Robert Sylwester, Geoffrey Caine, and Eric Jensen--disclose brain-research findings of practical interest to educators. Topics include brain physiology, environmental enrichment, memorization, windows of learning opportunity, brain learning capacity, attention span, student interest,…

Three brain-research principles--emotional safety, appropriate challenge, and self-constructed meaning--find a one-size-fits-all approach to classroom teaching ineffective for most students. A child needing an open learning environment will feel intimidated by a controlling teacher. Differentiated classrooms are responsive to students' varying…

Examines results and interpretations from recent books, journal articles, policy studies, and media stories on how the emerging understanding of brain development and neural function could revolutionize educational practice, focusing on: the neuroscience and education argument; synaptogenesis; critical developmental periods; enriched environments…

Provides a general review and discussion of studies relating to hemispheric asymmetry in normal and reading disabled populations and possible implications with regard to the meaningfulness of IQ test results. Emphasizes research suggesting that the verbal factors of the WISC-III are related to the length of the left temporal bank of the planum…

Research suggests that physical activity benefits learning. Movement increases heart rate and circulation, enhances spatial learning, provides a break from learning, allows cognitive maturation, stimulates release of beneficial chemicals, counteracts excessive sitting, and affirms the value of implicit learning. Energizing classroom strategies are…

In the brain, five modules or systems (emotional, cognitive, physical learning, social, and reflective) wax and wane in influencing our thoughts and behavior. Emotionally, socially, and physically comfortable students attuned to the content being taught learn relatively easily. Focusing solely on cognitive learning is counterproductive. (MLH)

Examines migration patterns into, out of, and within Appalachia during the periods 1975-80 and 1985-90. Focuses on the elderly, working-age adults, the school-age population, college students, college graduates, African Americans, Hispanics, and occupational and economic status groups. Notes significant differences between northern, central, and…

Maintains that one future direction for cognitive development research involves a closer integration with knowledge about the developing brain. Presents a framework for analyzing and interpreting postnatal functional brain development. Discusses three contributing hypotheses, within which a variety of phenomena associated with the neural basis of…

Notes that scientists understand in greater detail the various anatomical and neurological changes that allow children to develop motor and sensory abilities. Explores how the research findings are calling into question the notion of prescribed developmental milestones. (HTH)

Examined whether the atypical pattern of brain activity found in infants of depressed mothers generalized to situations not involving the mother. Found that 13- to 15-month-olds of depressed mothers exhibited reduced left--relative to right--frontal activity during baseline and during interactions with mother and familiar experimenter. This…