Search results

The purpose of this study is to reveal how research on brain-based learning (BBL) addressing adult learners’ education and training issues has contributed to the overall knowledge base linking neuroscience, adult education and human resource development (HRD) research and practices. Through this comprehensive review of the BBL studies, this paper aims to expand the landscape of understanding educational phenomenon in adult education and organizational settings using the lens of neuroscience.

Using the content analysis method, this study extracts key research themes and methodological choices from the body of BBL studies. In addition, this paper explores the relationships and proximity among key concepts of BBL research using keyword network analysis. For data analysis, this study reviews the current literature on BBL addressing both adult education and HRD topics from 1985 to 2019.

The findings of this study provide a clearer picture of the potential mechanisms of BBL approaches observed in the literature of adult education and HRD. What has been found from the thematic analysis is that addressing misconceptions about the neuroscience of learning is regarded as an important topic. In terms of the methodological approaches, the literature review was a dominantly used method, whereas experimental or quantitative research has yet to be fully performed. Influential keywords and topics obtained from the keyword network analysis reveal the primary foci and structural patterns of current BBL research.

This study makes a significant contribution to theories and research in adult education and HRD scholarship as it provides an integrative view of key research themes and major issues about BBL. Additionally, our findings offer practical insights for adult educators and HR professionals to successfully apply neuroscientific approaches.

This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning.

The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regarding the selection of the literature and the identification and verification of emerged themes of main ideas.

The core assumptions of andragogy (self-direction, prior experience, readiness to learn and immediacy of application) have a connection to the neural networks related to memory and cognition.

First, this study provides fundamental foundations for combining cognitive neuroscience and adult learning to illuminate how cognitive neuroscience contributes physiologically to adult learning. Second, the findings in cognitive neuroscience related to the four assumptions for andragogy help to provide scientific explanations and interpretations for adult learning theories influencing human resource development (HRD), such as self-directed learning, experiential learning and role theory.

First, HRD practitioners could use the integrative approach between andragogy and the cognitive neuroscience to reduce the issues of learning activities in generation differences. In addition, cognitive neuroscience research may contribute to improving teaching and instructional techniques.

The contributions of this study is that it provides an integrative review about why and how anagogical principles work through the lens of cognitive neuroscience. Based on the findings, we suggested a model of adaptive cognitive neuroscience-adult learning structures.

How does the human brain absorb information and turn it into skills of its own in psychotherapy? In an attempt to answer this question, the authors will review the intricacies of processing channels in psychotherapy and propose the term transprocessing (as in transduction and processing combined) for the underlying mechanisms. Through transprocessing the brain processes multimodal memories and creates reparative solutions in the course of psychotherapy. Transprocessing is proposed as a stage-sequenced mechanism of deconstruction of engrained patterns of response. Through psychotherapy, emotional-cognitive reintegration and its consolidation is accomplished. This process is mediated by cellular and neural plasticity changes.

This paper aims to highlight the challenges that case managers face in accessing appropriate statutory services and funding for young brain injured adults.

The paper uses aggregate case material, based on two years of case management with young adults with an acquired brain injury.

There is a need for separate, dedicated acquired brain injury services within local authority adult services. There should be a greater emphasis on assessments of functioning and decision‐specific mental capacity for clients with acquired brain injury rather than simplistic assumptions of capacity. Health and social welfare professionals in this field need a knowledge of the law related to benefits disregard and mental capacity, including recent case law. The statutory complaints system can provide redress where statutory services have been wrongly withheld.

Case managers need to keep up to date with the case law and application of health, social welfare and mental capacity legislation in order to ensure clients' rights and access to statutory services and funding.

This paper provides a subjective account, and analysis, of the reality of independent case managers working proactively, pragmatically and intensively across multidisciplinary and multiagency settings in the pursuit of clients' statutory rights.

Although the field of neuroscience has evolved dramatically, little research has attempted to conceptualize the impact of neuroscience on the field of human resource development (HRD). The purpose of this study is an integrative review of the influential relationship between neuroscience and workplace learning including applicable implications for HRD research and practice.

By reviewing 93 studies on neuroscience and brain-based learning published between 1995 and 2017, the authors synthesized their findings.

This study discusses the basic concepts of neuroscience such as the structure and functions of the brain, neuroscientific findings about memory and cognition, the effect of neural transmitters on memory and cognition and the neuroscience of learning. This study also illustrates brain-based learning styles affecting learning and describes various neuroscientific learning principles and models that can be applied to practical planning and the delivery of workplace learning and HRD activities.

This study concludes with brain-based learning principles called neuroscientism compared with traditional learning theories. It also includes several brain-based learning cases from workplace settings and implications for future research and further HRD practices.

Since 1985, Advances in Special Education has aspired to advance theories and best practices essential to understanding, treating, and instructing students with disabilities. At times, advancement involves vision and innovation. At other times, new technologies, cutting edge medical procedures, or innovate pedagogical practices capture the attention of special education professionals globally and substantial changes can result in the way students with special needs are instructed. This volume in Special Education International Perspectives invites a call for common ground and global commonalities in all schools. The main theme of this chapter is that teachers matter. The chapter reviews two decade of scientific evidence that supports this theme. The scientific evidence comes from neuroscience and social cognition findings related to the importance of the teacher–student interaction. Environmental influences are not only the physical world but the all-important social world. The chapter begins with an overview of the “social” brain relative to teaching. A practical guide for teacher use of evidence-based educational practices concludes the chapter.

The purpose of this paper is to describe level of education and return to school and employment among children and young adults who sustained a Traumatic brain injury (TBI) 15 years ago and to analyse the occurrence of any medical disability.

The study is descriptive. The authors used a questionnaire with questions covering education, employment, sick leave, insurance compensation and medical follow-up.

A total of 37 individuals, 17 (45.9 per cent) women and 20 (54.1 per cent) men, participated. Just over half (20 individuals, 54.1 per cent) were in employment, five (13.5 per cent) were unemployed and four (10.8 per cent) received disability pension. In total, 18 (48.6 per cent) individuals had received full compensation from their insurance companies, while 12 (35.3 per cent) had had their medical disability classified. A total of 12 (33.3 per cent) individuals were taking medication and five (13.9 per cent) had been followed by the health care system. The results indicate that people sustaining a TBI are less successful on the labour market than the general population, that relatively few had had their disability classified and that almost 50 per cent receive no insurance compensation.

There are few long-term follow-up studies on brain injuries acquired during childhood, and this study would add to the previous knowledge, as aspects of medical disability and legal compensation are included.

Traumatic brain injuries (TBIs) are a significant public health problem that affect an estimated 1.7 million US residents yearly. TBI patients experience a variety of symptoms related to physical functioning, sensory processing, cognition, communication, behavior, and mental health, all of which differ in severity by individual. Recent evidence suggests that hypothalamic pituitary dysfunction may be impacting recovery. The purpose of this paper is to increase awareness about the frequency of hypothalamic pituitary dysfunction following a TBI and its effect on functional recovery.

The paper reviews the literature regarding hypothalamic pituitary dysfunction following TBI and discusses the potential benefits of hormone replacement therapy for individuals with hormone deficiencies.

The rate of hypothalamic pituitary dysfunction following TBI has been reported as anywhere between 25 and 80 percent. Specifically, abnormal hormone levels, both chronic and acute, are generally estimated to be approximately 5-22 percent for thyroid hormones, 15-33 percent for growth hormone (GH), and 25-80 percent for testosterone. The effect of hypopituitarism has been reported on several aspects cognitive and physical function as well as overall quality of life. In these studies, GH and testosterone deficiencies appear to underlie the observed impairments.

The paper suggests the importance of understanding and screening for hypothalamic pituitary dysfunction as hormone replacement therapy may be a beneficial intervention to promote physical and cognitive rehabilitation.

The purpose of this paper is to evaluate a weekly, group-based occupational therapy (OT) intervention in an inpatient brain injury rehabilitation unit. The evaluation aims to assess whether this intervention incorporates evidence-based recommendations for executive functioning and positive social interactions.

A literature review was carried out to identify those components deemed most effective for improvements of executive functions and group interventions. Systematic observations of the intervention were used to collect data matching the research requirements. The group intervention which was subject to the evaluation was a weekly OT activity called Life Skills Group. Participants were four brain injured patients, aged between 49 and 62 years and on average 4.5 month post injury. The group activities included the preparation, cooking and consuming of a meal.

Some elements of evidence-based procedure for executive functioning training were observed, including repeated practice and errorless learning. The group provided opportunities for social interaction and peer support/modelling. The evaluation indicated opportunities for improving executive functions within the Life Skills Group setting, for instance, the consistent use of errorless practice, repetition and meta-strategy training. Social interventions were mainly initiated by the facilitation therapists and opportunities for social skills training and positive interactions between participants were overlooked. The evaluation concludes in a set of recommendations aimed at optimising the effectiveness of future groups.

This paper gives an example how the use of research evidence can influence and optimise cognitive rehabilitation, social training and group interventions. Thus it is an attempt to highlight how occupational interventions and social interactions can be improved by a systematic evaluation. The evaluation provides a framework for how OT and social interventions can be planned, implemented and researched which will hopefully increase systematic outcomes studies in this field in the future.