janet by lanyuehua

VIEWS: 4 PAGES: 5

									                                                          4/27/2009 8:47:00 PM


Affect – Part 3


Review from last week
Hippocampus brings context – where did that happen? What was I doing
when bad things happened to me?
Medial prefrontal cortex – can mediate experiences to some extent


The more prefrontal cortex, can plan for the future and you get the affect
with that as well
Ie – thoughts can activate the amygdala, harder to turn things off


Hippocampus – late development


Young children – outsource executive function, plans, inhibitions, etc to
parents until about 3 years old


Amygdala – early development


Ledoux – emotional stimulus----- sensory thalamus-----amygdala-
responses
At the same time --- sensory thalamus---cortex


Integration with other networks!


Capgras Syndrome – David’s favorite syndrome (cap – gruh) – defining
symptom – person– reports that in life (loved one) has been taken over by
some malevolent force
Affect is not functioning, brain reasons (constructs a new narrative) – looks
like the person I love, but not really him or her – then build the paranoia –
he has been taken over by aliens
Affective lesion – reason that it revolves around someone you love, because
you know them emotionally


Fusiform gyrus – recognition network – can know emotionally that person,
but don’t recognize
Prosopagnosia (face blindness)
Affective McGurk Effect – visual + auditory = brain makes up something new
Strong source to reach affect – sound – right next to affect
Sound is a 360 degree proposition – don’t have to look around to take it in
Sound that moves a lot of air – alarming


What you see is not just what you see, but impacted by affect, ditto sound
What lights up when we sleep – temporal lobe cortex – so part of cortex we
use to see, also lights up when we imagine
Also midline affect – central core limbic structures
Prefrontal cortex lights up less – so affect and perception “run amuck”

Kudos to Nancy for her innovative and creative voice thread – thank
goodness she makes the MBE crowd look smart


Guidelines begin with the simple first (outside and work in)
Recognition systems – can you perceive, language and non-language,
cognition


Strategic Systems - Physical response, symbolic creation, can you organize
strategically


Affect system –


Recruit interest


UDL Guideline 7 Provide options for recruiting interest
If you are not attending to information – it is inaccessible – both in the
moment and in the future (unlikely to be remembered if not interested)


Cannot assume we are going to recruit everyone’s interest in the same way
Can I get the amygdala to care


7.1 Options that increase individual choice or autonomy
-good recruiting strategy for recruiting interest
7.2 options that enhance relevance, value and authenticity
highlight utility
7.3 Options that reduce threats and distractions – want to have kids be able
to handle some stress and distractions – want them to manage stress
options that allow cumulative stress


key word – “options” – we can turn them off
of note – some cultures cannot tolerate choices – it is a negative rather than
a positive influence - we need options that vary
just want to see everyone in their Zone of Proximal Development


Sustain effort


Guideline 8: Provide options for sustaining effort and persistence
Scaffold sustained effort with UDL (Guideline 9 – teach kids to regulate
sustained effort)
8.1 – options that heighten salience of goals and objectives
8.2 options that vary levels of challenge and support
8.3 – options that foster collaboration and communication
8.4 – options that increase mastery-oriented feedback
(feedback gives direction about what can do)


Benjamin Bloom – use of affect


Self-regulation of effort


Edutopia.org/math


Guideline 9
4/27/2009 8:47:00 PM
4/27/2009 8:47:00 PM

								
To top