Neural Bottom-up and Top-down Processes in Learning and Teaching Cover Image

Neural Bottom-up and Top-down Processes in Learning and Teaching
Neural Bottom-up and Top-down Processes in Learning and Teaching

Author(s): Theresa S. S. Schilhab
Subject(s): Social Sciences, Education, Communication studies, Educational Psychology
Published by: ЮГОЗАПАДЕН УНИВЕРСИТЕТ »НЕОФИТ РИЛСКИ«
Keywords: Neural correlate; concept; metaphor; direct experience; attention; top-down; bottom-up; Executive Function; derived embodiment.

Summary/Abstract: Contemporary neuroscience perspectives on cognition allow for detailed understanding of the co-activity of unconscious, automatic 'bottom-up' processes and conscious 'topdown' processes. In this theoretical article I argue that by using direct experiences or metaphors, teachers can manipulate the neural foundation bottom-up or topdown so as to influence learning, giving teachers the conceptual tools they need to understand how specific measures - instructional and experiential teaching, as well as linguistic explanations - may work. The article thus describes how embodied cognitive approaches may be effective for teaching and learning and thus contribute to a new exchange between theoreticians and educational practitioners.

  • Issue Year: 8/2018
  • Issue No: 2
  • Page Range: 228-245
  • Page Count: 18
  • Language: English
Toggle Accessibility Mode