Question

Progress in brain research has necessitated a call to action for application of this research into the practice of education. Your text addresses many different aspects of brain research that might inform educational practice, including information processing models, research directed toward different kinds of memory, and new research regarding brain development. For this discussion:

• Find a recent journal article (published within the last 5 years) from a peer-reviewed journal that discusses a new study or research that is related to one of the areas of brain research discussed in your text this week. Be sure to post a link to the article you are discussing.
• Briefly describe the study from your article, including the results of the study.
• How might the results of the study you chose inform intentional teaching? Discuss at least one (1) way in which an intentional teacher might use this information in the classroom.
• Be sure to include properly cited scholarly sources.

Answer 1

Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain.

In one of the latest research in 21016 named Visual-motor functional connectivity in preschool children emerges after handwriting

Handwriting letters has been shown to increase Blood Oxygen Level Dependent (BOLD) signal during letter perception in visual and motor brain regions relative to other types of training in preschool children. However, co-activation in these regions speaks neither to the presence of functional connections between them nor to the experiences by which such connections might be established. they investigated functional connectivity by applying generalized psychophysiological interactions analysis to BOLD data obtained from 4 to 6 year-old children after learning symbols through handwriting, tracing, or typing. Functional connections between

(1) visual and parietal regions increased after all training conditions

, (2) visual and ventral frontal regions increased after handwriting training with letters more than shapes, and

(3) visual and dorsal frontal motor regions increased more after handwriting than typing letters.

They conclude that visual-motor training creates functional connections among visual and motor brain regions that reflect different aspects of the handwriting experience.

for further references kindly look into the link below

https://www.sciencedirect.com/science/article/abs/pii/S2211949316300187