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ERIC Number: ED056839
Record Type: RIE
Publication Date: 1970-Dec
Pages: 11
Abstractor: N/A
Reference Count: 0
The Neurophysiology of Learning and Pedagogy.
Pellettieri, A. J.
In an effort to narrow the gap between scientific findings and applied clinicians, the author exposed clinical cases to recent laboratory findings of neurophysiology and sought to relate some possible linkage between the two. Two studies about the operation of the mind in information processing and learning were related to two clinical cases. The hyperactive child in the first case was partially brain injured. Visual modes of instruction tended to excite him excessively and result in poorer performance. The author proposed that for this child, audio presentation of instruction would offer more learning prospects than video. In the second case, the child's slight hearing loss was assumed to have resulted in some distortion of auditory input, and this affected his learning. It was felt that the child's facilitation pattern for coding was not sensitive enough for picking out cultural chords and that for him the instructional system might be too encumbered. It was concluded that breaks in learning often stem from physiological processes and that the psycho-educator should make use of the established facts of the past 7 years from anatomy and physiology to update pedagogy. References are included. (AW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the National Reading Conference, St. Petersburg, Fla., Dec. 3-5, 1970