Wednesday, April 6, 2011

fast brain techniques to medical students

Active intellect, or active knowledge, is the Propheto psychological concept of knowledge being actively used (as opposed to passive knowledge). For example, if you are speaking French, your knowledge of it is currently active knowledge for you. If you simply know French, but do not happen to be speaking it at the moment, it would be considered passive knowledge. Active intellect is sometimes represented by three wavy lines of equal length stacked together. this study of area is the part of secured Educational psychology.
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, In the US researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. In the UK, however, this distinction is not made and the generic term for practitioners is "Educational Psychologist." Educational psychology is concerned with how students learn and develop, often focusing on subgroups such as gifted children and those subject to specific disabilities. Secured Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between Medicine and Biology and also between Engineering and Physics. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology text books. these are the mergencies of the latest Educational motivations.
Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure.
A form of attribution theory developed by Bernard Weiner describes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance.
Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing.
Self help as self activations of learning should be utilize the many Intellectual coachings. Self Calculating, Investigative story making, Computer chess etc...
Computer chess
this is computer architecture encompassing hardware and software capable of playing chess autonomously without human guidance.
The prime motivations for computerized chess playing have been solo entertainment (allowing players to practice and to amuse themselves when no human opponents are available), as aids to chess analysis, for computer chess competitions, and as research to provide insights into human cognition. For the first two purposes, computer chess has been a phenomenal success - going from the earliest real attempts to programs which challenge the best human players took less than fifty years.
One potentially fruitful field of research is in distributed computation, where many computers are joined together through the Internet and are each tasked with a small section of the overall search tree to analyse. The leading project is the ChessBrain project, which gained a world record in 2004 for the largest number of computers ever playing a game of chess simultaneously (2,070).
It's inconclusive that memory may be improved via simple lifestyle changes such as undertaking memory exercises, eating healthily, engaging in moderate physical activity, and reducing stress.
The International Longevity Center released in 2001 a report which includes in pages 14-16 recommendations for keeping the mind in good functionality until advanced age. Some of the recommendations are to stay intellectually active through learning, training or reading, to keep physically active so to promote blood circulation to the brain, to socialize, to reduce stress, to keep sleep time regular, to avoid depression or emotional instability and to observe good nutrition.
IIPP Intelligent tutoring system
An intelligent tutoring system (ITS) is any computer system that provides direct customized instruction or feedback to students, i.e. without the intervention of human beings, whilst performing a task. Thus, ITS implements the theory of learning by doing. An ITS may employ a range of different technologies. However, usually such systems are more narrowly conceived of as artificial intelligence systems, more specifically expert systems made to simulate aspects of a human tutor. Intelligent Tutor Systems have been around since the late 1970s, but increased in popularity in the 1990s.
All this is a substantial amount of work, even if authoring tools have become available to ease the task. This means that building an ITS is an option only in situations in which they, in spite of their relatively high development costs, still reduce the overall costs through reducing the need for human instructors or sufficiently boosting overall productivity. Such situations occur when large groups need to be tutored simultaneously or many replicated tutoring efforts are needed. Cases in point are technical training situations such as training of military recruits and high school mathematics. One specific type of intelligent tutoring system, Cognitive Tutors, has been incorporated into mathematics curricula in a substantial number of United States high schools, producing improved student learning outcomes on final exams and standardized tests. Intelligent tutoring systems have been constructed to help students learn Geography, Crcuits, Medical diagnosis, Computer programming, Mathematics, Physics, Genetics,Chemistry, etc...
Thus, we should think about the latest motivative and intellectual secured Education as Active Intelletual Education.

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