Archive | Artificial Learning RSS feed for this section

Update: Children of the Code Release: “The Brain’s Challenge”

By on January 8, 2013 in Artificial Learning, Brain Science, Children of the Code, Mind-Shame

“THE BRAIN’S CHALLENGE” is the centerpiece of the Children of the Code project and illustrates the main challenge underlying learning to read difficulties in the English language.

Continue Reading • Comments { 0 }

Neuroscience: Neural Correlates of Math Anxiety

By on November 22, 2012 in Artificial Learning, Maladaptive Schema, Mind-Shame, Unhealthy Learning

Since posting my previous piece (When Learning Hurts – Toxic Learning) earlier this week, another blog focused on medical neuroscience posted a great overview of math anxiety called “Brain Markers of Math Anxiety“. The post refers to a study “The Neurodevelopmental Basis of Math Anxiety” that has identified the neural correlates of math anxiety for [...]

Continue Reading • Comments { 2 }

IQ Learning

By on June 28, 2012 in Artificial Learning, Brain Science, Children of the Code, I AM LEARNED, Learning

Working Memory: IQ is not fixed. For better and worse, learning changes IQ. Because intelligence both shapes and is shaped by learning our conversation about the plasticity of IQ is another case in point for: “I” become the “me” I learn to be.

Continue Reading • Comments { 0 }

Reading: The Brain’s Challenge: Processing Stutters – Processing Speed

By on May 1, 2012 in Artificial Learning, Brain Science, Children of the Code

This is the first in a series of posts that explores the brain processing issues underlying difficulties in learning to read. In this post we focus on ‘processing stutters’ and their relationship to ‘processing speed’. We also establish the ‘speed of language’ as a baseline for understanding the processing speed demands of reading.

Continue Reading • Comments { 1 }

Re: Word-spotting baboons leave scientists spellbound: Reading baboons may shed light on human learning

By on April 14, 2012 in Artificial Learning, Children of the Code

Re: Word-spotting baboons leave scientists spellbound: Reading baboons may shed light on human learning This kind of article can be . There is an incomparable difference between the way hearing able children  and learning to recognize words as wholes on sight. Good Readers Read Wholes They Learned To Recognize Phonically How many never before encountered words are these primates [...]

Continue Reading • Comments { 1 }

Re: Man vs. Computer: Who Wins the Essay-Scoring Challenge?

By on April 14, 2012 in Artificial Learning, Capital Value Case, Challenge of Change, Technology for Learning

Re: Man vs. Computer: Who Wins the Essay-Scoring Challenge? From Education Week: Curriculum Matters 4-13-2012 “The results demonstrated that overall, automated essay scoring was capable of producing scores similar to human scores for extended-response writing items with equal performance for both source-based and traditional writing genre,” says the study. This is fascinating. Artificial intelligence has already [...]

Continue Reading • Comments { 0 }

Re: Brain’s involvement in processing depends on language’s graphic symbols (3/29/2012)

By on March 29, 2012 in Artificial Learning, Children of the Code, Comments on other sites

Re: Brain’s involvement in processing depends on language’s graphic symbols (3/29/2012) “Readers whose mother tongue is Arabic have more challenges reading in Arabic than native Hebrew or English speakers have reading their native languages, because the two halves of the brain divide the labor differently when the brain processes Arabic than when it processes Hebrew [...]

Continue Reading • Comments { 0 }

Re: The Link Between Reading Level and Dropout Rates

By on March 21, 2012 in Artificial Learning, Children of the Code, Comments on other sites, Mind-Shame

Re: New York Times: The Link Between Reading Level and Dropout Rates 3-19-2012 “Children who aren’t reading proficiently by fourth grade are four times more likely to drop out of high school, and according to the National Assessment of Educational Progress, only 34 percent of America’s fourth graders read at grade level.” It’s always good to [...]

Continue Reading • Comments { 0 }