Signifiers of this shift into the brain
Neuroscience and Cognitive Science
The human brain is one of the most complicated pieces of hardware in the world. Emerging work in the fields of neuroscience and cognitive science are assisting in the advancement of our educational approaches to optimise for learning. Books such as the Social Neuroscience of Education state that social contexts at different stages of an individual’s life can be used to aid in the learning process
This book explains how the brain, as a social organism, learns best throughout the lifespan, from our early schooling through late life. Positioning the brain as distinctly social, Louis Cozolino helps teachers make connections to neurobiological principles, with the goal of creating classrooms that nurture healthy attachment patterns and resilient psyches.
Future of Learning and Brain Games
Brain games like Lumosity also claim to advance this field of Neuroscience.
What did we do before Google?
Hippocampal Cognitive Prostheses
Conceptual representation of a hippocampal prosthesis for the human.
How Do Cochlear Implants Work?
- A sound processor worn behind the ear or on the body, captures sound and turns it into digital code. The sound processor has a battery that powers the entire system.
- The sound processor transmits the digitally-coded sound through the coil on the outside of your head to the implant.
- The implant converts the digitally-coded sound into electrical impulses and sends them along the electrode array placed in the cochlea (the inner ear).
- The implant’s electrodes stimulate the cochlea’s hearing nerve, which then sends the impulses to the brain where they are interpreted as sound.
Rethinking the Thinking Cap
Although a growing body of evidence suggests that noninvasive brain stimulation techniques such as transcranial magnetic stimulation and transcranial direct current stimulation have the capacity to enhance neural function in both brain-injured and neurally intact individuals, the implications of their potential use for cosmetic self-enhancement have not been fully explored
Hamilton, H., Messing, S., & Chatterjee, A., 2011, Rethinking the thinking cap: Ethics of neural enhancement using noninvasive brain stimulation, Neurology, vol. 76, pp. 187-193.
Arndt, P.S., Arcaroli, J., Hines, A. and Ebinger, K., 1999, “Within Subject Comparison of Advanced Coding Strategies in the Nucleus 24 Cochlear Implant” Cochlear Corporation.
Berger, T. W., Song, D., Chan, R. H. M., Marmarelis, V. Z., LaCoss, J., Wills, J., and Granacki, J. J., 2012, A Hippocampal Cognitive Prosthesis: Multi-Input, Multi-Output Nonlinear Modeling and VLSI Implementation, Ieee Transactions on Neural Systems and Rehabilitation Engineering, pg 198–211.
Cozolino, L., 2013, ‘The social neuroscience of educations: optimizing attachment and learning in the classroom,’ The Norton Series on the Social Neuroscience of Education, 7 January, W. W. Norton & Company.
Frakomanesh, M., 2013, ‘Throw Trucks With Your Mind demonstrates the power of calm and focus,’ Polygon, 8 June, <http://www.polygon.com/2013/6/8/4366188/throw-trucks-with-your-mind>.
Microsoft Hololens Experience, 2015, <http://www.microsoft.com/microsoft-hololens/en-us/experience>.