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The neural basis of self is the idea of using modern concepts of neuroscience to describe and understand the biological processes that underlie humans' perception of self-understanding. The neural basis of self is closely related to the psychology of self with a deeper foundation in neurobiology .
The Dehaene–Changeux model contributed to the study of nonlinearity and self-organized criticality in particular as an explanatory model of the brain's emergent behaviors, including consciousness. Studying the brain's phase-locking and large-scale synchronization, Kitzbichler et al. (2011a) confirmed that criticality is a property of human ...
Educational neuroscience (or neuroeducation, [1] a component of Mind Brain and Education) is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education.
Rather than attempting to cover all the aspects of consciousness (self-awareness, thought, imagination, perception, etc.), Crick focuses on the primate visual system and breaks down the prerequisites for conscious experience into several broad subconditions, including some sort of short-term memory and attention mechanism. The book then delves ...
Sociology of human consciousness uses the theories and methodology of sociology to explain human consciousness. The theory and its models emphasize the importance of language, collective representations, self-conceptions, and self-reflectivity. It argues that the shape and feel of human consciousness is heavily social.
Higher-order theory can account for the distinction between unconscious and conscious brain processing. Both types of mental operations involve first-order manipulations, and according to higher-order theory, what makes cognition conscious is a higher-order observation of the first-order processing.
A classroom in Norway. Learning theory describes how students receive, process, and retain knowledge during learning.Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Discovering and characterizing neural correlates does not offer a causal theory of consciousness that can explain how particular systems experience anything, the so-called hard problem of consciousness, [6] but understanding the NCC may be a step toward a causal theory. Most neurobiologists propose that the variables giving rise to ...