I'm watching this video for my neuropsychology class. Very fascinating!! Neuroplasticity is the most interesting thing i've studied. ❤ Also, the loving on/petting the rat had me smiling, along with the little guy himself. I paused it twice. Once to take notes. He was definitely smiling!! Someone added that! 😂😂😂

The political narrative sucks because it’s false but her teaching method is great

Great information! But oh my god the horror movie tinkling sound at the beginning and end makes me want to throw up.

videos which break down WHY things are the way they are (why we do what we do) .... perfect for the ADHD'er like myself!!!!! :D <3

Great video, thank you very much, note to self(nts) watched all of it, ....

White Jeffrey Martinez Karen Lopez Richard

Anderson Lisa Perez George Taylor John

❤❤❤❤❤❤😊

Johnson Amy Lee Betty Allen James

Hernandez Mary Taylor David Jackson Kimberly

🙏👌🩵

Oh he's a MASON .....he's in hell

Love from Montreal

"Absolutely fascinating insights! Vygotsky's emphasis on the role of community and language in learning truly resonates. It's intriguing how his theory diverges from Piaget's, I have tried to create a simplified video on my KZbin channel highlighting the key differences between their approaches to child development. Check it out for a deeper understanding! 🎥 #ChildDevelopment #VygotskyVsPiaget"

This is really terrific.

Very good

its insane cause this video was released two years before I was born and now I'm watching it for my college psych class

Came here from reading an APA Style Guide for my Research Methodology class.

Watching for class

Lovely Video ...

I loved his Variety of Religious Experiences.

where on earth can i get this entire film?

First to comment in 12 yrs. Mmh. Why?

this was very helpful in writing a paper but my god that introduction piano thing is nightmare fuel

sympathetic request Sir/Madam, I am PhD scholar in Teacher Education at University of Haripur and have some confusion in the selection of my PhD topic. If you can spare few minutes of your most precious movement of time to guide me in this regard , I shall be very thankful to you for this act of kindness. Sir/Madam, I am teaching in Govt Middle School as Certified Teacher since 2019 to date. Prior to this I have taught in Govt Primary school as Primary School Teacher for 20 years. My educational background is: Master in Islamic Theology, Master in Library & Information Sciences, Master in Education I have research experiences at Masters as well as at MPhil level. I have researched in MPhil under the title: Role of Parents Teachers Relationship in Academic Achievement of Students at Elementary & Secondary School Level in PKP. Sir/Madam, Now I am interest to do research at SCHOOL LEADERSHIP EXPLAINATION: school leadership mean the school Headmaster, School Principal School Administrator School Director According to my knowledge and experience the main aim of a school is the academic achievement of students. Now whose role is crucial and most important in gaining this academic achievement of students among the below given topic. Furthermore, if you feel any correction in these statments, please correct → The Role of School Leader in the academic achievement of students at Elementary & Secondary School Level? OR → Linking School Leader to the academic achievement of students at Elementary & Secondary School Level? OR → The Role of Educational Policies and Practices in the academic achievement of students at Elementary & Secondary School Level? OR → The Role of Classroom instructional policies and Practices in the academic achievement of students at Elementary & Secondary School Level? OR → The Role of Classroom instructional strategies in the academic achievement of students at Elementary & Secondary School Level? Your,s sincerely, Abdur Raheem PhD scholar Teacher Education, University of Haripur- KPK- Pakistan Contact No/Whatsap No: 0333 9134307 Email: [email protected]

thanks for the video

Brain in a Vat: What Affective Neurosciences Misses in its appraisal of affect If there is one thing that mad scientists are attracted to for personal edification, the advancement of knowledge, and of course, taking over the world, it is ‘brains’. The best way to study them, at least when you give credence to science fiction and horror genres, is to detach them from their bodies, put them in a nutrient filled vat, and connect them to all sorts of probes that measure the electrical to and fro of brain waves, or excite and depress brain cells to manipulate what the brain thinks and feels. By detaching brains from bodies, this sadly resulted in creations that were more akin to Frankenstein than Einstein, a problem that was remedied by the local gendarmes and lots of aroused peasants with pitchforks and torches. And that’s entertainment! Now fast forward to real brains and the not so mad scientists that study them. For affective and cognitive neuroscientists, brain imaging (fmri) and ‘in vivo’ or direct stimulation of cellular arrays in the brain are the primary methods to understand how affect is instantiated in the brain, yet cannot account for how neuro-muscular stimuli modulate affect. In other words, the afferent or direct input from the musculature is neglected because of limitations of the observational tools that neuroscientists use, thus effectively making the brain virtually if not literally detached from the body, or disembodied. But neglect is not a research strategy, and impedes the explanatory power of neuroscience. The result does not quite make for Frankenstein, but models of the mind that are more akin to Frankenstein, who was not exactly a true model of a mind. So what’s neglected? A trifling matter of proprioception. So, what’s a proprioceptor? Proprioceptors (sensory receptors) are located in our muscles and joints and respond to changes in the relative activity of the overt and covert musculature. They also induce changes in affective states in the brain. An example of this is how we experience pleasure. Unlike other functions in the brain, from perception to thinking, the neural source of our pleasures are localized in the brain as specialized groups of nerve cells or ‘nuclei’, or ‘hot spots’, located in the midbrain. These nuclei receive inputs from different sources in the nervous system, from proprioceptive stimuli (neuro-muscular activity) to interoceptive stimuli (satiation and deprivation) to cognitive stimuli (novel positive or negative means-end expectancies), and all modulate the activity of these nuclei which release or inhibit endogenous opioids that embody the rainbow of pleasures which mark our day. For example, relaxation induces opioid activity and is pleasurable, but tension inhibits it and is painful. Similarly, satiation inhibits our pleasure when we eat, and deprivation or hunger increases it. Finally, positive novel means-ends expectancies enhance our pleasures, and negative expectancies inhibit them. It is this interleaving of proprioception, interoception, and cognition that makes our affective world go round. Thus, for our sensory pleasures (eating, drinking), watching an exciting movie makes popcorn taste better than when watching a dull or depressing movie. This also applies to when we are relaxed, as thinking or performing meaningful activity is reflected in pleasurable ‘flow’ or ‘peak’ experiences when we are engaging in highly meaningful behavior while relaxed. (Meaning will be defined as anticipated or current behavior that has branching novel positive implications, such as creating art, doing good deeds or productive work). Thus if we are tense, we find our pleasures are reduced, and if we are relaxed, they are enhanced, and these affective states are modulated in turn by abstract properties of cognition. That is, our pleasures are highly dependent not only upon how we think but how our bodies overtly and covertly ‘move’, and by depriving a brain of a body, we cannot fully understand or maximize our pleasures, which can get one a bit grumpy and prone to overturn apple carts. You know, like Frankenstein. References: Rauwolf, P., et al. (2021) Reward uncertainty - as a 'psychological salt'- can alter the sensory experience and consumption of high-value rewards in young healthy adults. Journal of Experimental Psychology: General pubmed.ncbi.nlm.nih.gov/33734772/ Embodied Cognition blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain/ A more formal explanation from a neurologically based learning theory of this technique is provided on pp. 44-51 in a little open-source book on the psychology of rest linked below. (The flow experience is discussed on pp. 82-87.) www.scribd.com/doc/284056765/The-Book-of-Rest-The-Odd-Psychology-of-Doing-Nothing The Neuro-Psychology of Rest and Tension, from the International Journal of Stress Management, by this author www.scribd.com/doc/121345732/Relaxation-and-Muscular-Tension-A-bio-behavioristic-explanation ‘A Mouse’s Tale’ Learning theory for a lay audience from the perspective of modern affective neuroscience www.scribd.com/document/495438436/A-Mouse-s-Tale-a-practical-explanation-and-handbook-of-motivation-from-the-perspective-of-a-humble-creature Berridge Lab sites.lsa.umich.edu/berridge-lab/

Great ... Dewey known as father of progressive education.

For cod under name c blessed

Slave manufacturing factory designer, a good job bro.

I always assumed Dewey understood the effect of schooling a child, but I realize only now that he was ignorant in child development and failed to grasp the significance of the concrete thinking of the child under twelve, who lacks the abstract thinking skills needed to comprehend the abstract material being presented to the child at the primary school level -- mathematics being doubly abstract (sounds depicting abstract symbols). The significance of the inability to comprehend abstract material results in the suppression of the developing intellect of the child by forcing the children to memorize the incomprehensible material in order to answer the questions put to them daily in oral form, then codified in the form of written exams. Whereas a free child uses reason and the scientific method to comprehend the world around them, the controlled child who is forced to attend school resorts to memorization to cope with the exigencies of schooling that force them to answer questions they would never naturally pose themselves, as the curriculum is nothing they would elect to learn, having been made by Jesuit design to consist of useless (especially to a child) impractical information. Whereas theJesuits knew what they were doing by replacing reason with a well-stuffed memory (their objective being not education, but obedience to authority), it appears to me now in the light of further reflection that Dewey was not consciously aware of the deliberate suppression of the intellect of the child that he was producing by schooling them Instead of educating them -- a process that requires that children be free to make their own choices and then make their own decisions as to how act upon their new knowledge, which means perforce that knowledge has to be both practical and useful. Unfortunately, it makes little difference whether John Dewey knew what he was doing or not, his role in producing the current population of mindless students who embrace easily discernible falsehoods as truth, such as the two absurdities that underpinned the twentieth century: Marxism and Darwinism -- both of which fly in the face of common sense and all life experience, and are now threatening to destroy America, which has been a light unto a very dark world immersed in social control and poverty.

May God bless Maria Montessori amen. She gave us the very best method for children.

Rest in peace 🙏

Has anyone considered that the young girl's understanding of "space" may refer to the table's surface space that makes contact with the play dough; not the 3D space of the play dough? If so, the young girl is correct in saying that the "hot dog" play dough takes up more space (it touches a larger table surface space) than the rolled up ball. Scientists may need to be more careful with explaining definitions to children, in these studies, to obtain more accurate results about a child's developmental stage.

I love to see the beautiful smiles on the preschoolers faces. Just warms my heart.

bro the end

Great to get information directly from the creator of it

Where can I find the full version?

watching for class

Thanks for sharing these ideas.

The fast forwarded horror movie piano at the beginning got me into the mindset to understand social cognitive theory. Thanks Davidson Films!

I appreciate the opportunity to see and hear this inspiring woman in the video, but I don‘t like the way in which the video is edited. Maybe because it was cut in a strange way. I would welcome more space for Joan Erikson to speak. Anyway thank you for posting the video on KZbin.

Is no one gonna talk about the rat smile

it is because of idiots like bandura, I am having to study countless pages of stupid theory for a damn exam, of what is easily observable by the observing eye & mind

Vygotskys theory on language development and learning kzbin.info/www/bejne/jYvRZ4OveJxlpdk

Very informative video but Larry Hickman looks like John Dewey

I enjoyed it

I would love to share this film with others but am culturally precluded from doing so because of the inclusion of a picture of tupapaku (a deceased person). Perhaps a consideration for next time davidsonfilms?

this video doesn't talk about Williams James' contributions to psychology or his life

Why students no longer have to memorize=John Dewey. Why is there less discipline in today's schools? John Dewey. My father was a teacher...he didn't like Dewey.