教育即大脑皮层的再利用:以阅读和数学为例

大量的神经科学研究证据表明,我们的阅读和算术能力得益于对某些神经回路的再利用。这些科学进展不仅为我们如何教育提供了科学的依据,而且为矫治认知损伤带来了希望。大脑可塑性为教育神经科学开启了光明的前景,这一新兴向荣的科学研究领域通过将心智、脑与教育的研究联结起来,为教育提供坚实的科学基础。     

论“音乐形象”的确定性、可塑性、随意性

文章从舞蹈《天鹅之死》与器乐曲《天鹅》的不同艺术表现说起,论述了“音乐形象”的确定性、可塑性和随意性及其相互关系。     

等厚圆盘塑性区的本构关系

等厚圆盘在设计上有时允许出现局部塑性区,用全量理论导出塑性区的本构方程,力学概念较为明晰,在此基础上进一步导出了塑性状态下当量应变Ed和材料割线模量E′的计算显式,在进行塑性区内的应力应变换算时,将它们与本构方程联立,。可使试算逼近工作大大简化。     

关于跳远运动员选材的几点思考

采用文献资料法、调查法、数据统计等方法,对国内外有关跳同选材方法进行分析研究,从中找出规律,以增强跳远训练的科学性。     

线粒体可塑性与运动健康适应的关系

长期的耐力训练或运动不仅能够提高运动能力,还能促进身体健康,减少慢性疾病的发病几率,但具体机制还不清楚.骨骼肌对耐力运动的健康适应表现为增加肌糖原含量和胰岛素敏感性、氧化型肌纤维的转化以及提高线粒体的数量与功能.线粒体的形态结构、数量和质量,具有高度的可塑性,各种生理应激都能充分的调节线粒体的可塑性.运动训练不仅刺激肌细胞线粒体的生物合成,还通过线粒体分裂和融合对线粒体网状结构进行重塑,并且通过线粒体质量控制清除旧的、受损的或功能失调的线粒体.研究线粒体可塑性与运动适应动态变化中的作用,从线粒体形态、结构和动力重构角度出发,了解线粒体和能量代谢的关系,为代谢疾病、退行性疾病寻找明确的靶标提供一定的理论基础.     

基于磁共振成像的优秀排球运动员大脑结构可塑性研究

目的:采用磁共振成像技术(MRI),对优秀排球运动员和普通大学生的大脑结构进行研究,探讨多年的动作技能学习和运动训练对优秀排球运动员大脑结构产生的可塑性变化.方法:采用Siemens Magnetom Tri0 3.0T磁共振成像系统,对20名优秀排球运动员和20名普通大学生安静状态下进行全脑MRI扫描.数据通过头动校正、空间标准化、高斯平滑等预处理后,采用SPM 8分析组间全脑灰质和白质体积的差异,采用最优化的VBM获取高分辨率的全脑图像.将Freesurfer测量出来的皮层厚度数据进行组间方差分析,找出组间皮层厚度存在显著差异的区域.结果:运动员在大脑右半球枕叶外侧上的灰质体积要显著高于普通大学生;大脑右半球枕叶外侧上的皮层厚度要显著厚于普通大学生.出现显著性差异的主要脑区部位是负责视觉加工的脑区.结论:优秀排球运动员多年的动作技能学习和运动训练能够对其大脑右半球负责视觉信息加工的枕叶脑区结构产生可塑性变化.     

Educational Plasticity: Catherine Malabou and ‘the feeling of a new responsibility’

Abstract

This paper attempts to reintegrate the concept of plasticity into educational philosophy. Although John Dewey used the concept in Democracy and Education (1916) it has not generated much of a critical or practical legacy in educational thought. French philosopher, Catherine Malabou, is the first to think plasticity rigorously and seriously in a contemporary philosophical context and this paper outlines her thinking on it as well as considering its applicability to education. My argument is that her definition not only successfully reintroduces the concept in a way which is generative for contemporary educational philosophy and practice but that it also significantly extends the remit of educational plasticity as previously conceived by Dewey. This paper will examine the concept of educational plasticity as providing an opportunity as well as ‘the feeling of a new responsibility’ towards the plastic subject in philosophical approaches to education.     

Plasticity: a new materialist approach to policy and methodology

Abstract

This article examines Catherine Malabou’s philosophical concept of plasticity as a new materialist methodology. Given that plasticity simultaneously maintains the ability to receive, give, and annihilate form, plasticity and plastic readings offer material-discursive possibilities for educational research. This article begins by discussing the evolution of plasticity, applications thereof, and its location within new materialist philosophy. To then demonstrate the possibilities of plasticity, this article takes the example of educational policy reform in relation to technology-centered models of education. A plastic reading of ongoing policy discourses argues that conceptualizing policy, stakeholders, and technology as plastic contribute new scholarly understandings regarding the shape and movement of educational policy formation. Significantly, the methodology of plastic readings provides an ideal lens through which to approach educational policy development as a series of entangled ideas and interests. In addition, plastic readings enable the re-envisioned types of analysis and critique increasingly called for by qualitative methodologists and new materialist scholars.     

快速眼球运动睡眠剥夺对记忆和突触可塑性的影响及其分子机制的研究进展

睡眠不足是快节奏的现代社会人们需要面对的越来越严重的问题之一,而长期的睡眠不足又会导致认知功能障碍。睡眠剥夺会影响实验动物的学习记忆能力已得到广泛认可。本文回顾总结了近些年有关快速眼球运动睡眠剥夺对记忆和突触可塑性的影响及其分子机制的研究新进展,以期为相关治疗靶点和治疗药物的研究提供理论支持和启发。     

Altered visual focus on sensorimotor control in people with chronic ankle instability

The purpose of this investigation was to examine the effects of the combination of chronic ankle instability (CAI) and altered visual focus on strategies for dynamic stability during a drop-jump task. Nineteen participants with self-reported CAI and 19 healthy participants performed a drop-jump task in looking-up and looking-down conditions. For the looking-up condition, participants looked up and read a random number that flashed on a computer monitor. For the looking-down condition, participants focused their vision on the force plate. Sagittal- and frontal-plane kinematics in the hip, knee and ankle were calculated at the time points of 100 ms pre-initial foot contact to ground and at IC. The resultant vector time to stabilisation was calculated with ground reaction force data. The CAI group demonstrated less hip flexion at the point of 100 ms pre-initial contact (P < 0.01), and less hip flexion (P = 0.03) and knee flexion at initial contact (P = 0.047) compared to controls. No differences in kinematics or dynamic stability were observed in either looking-up or looking-down conditions (P > 0.05). Altered visual focus did not influence movement patterns during the drop-jump task, but the presence of CAI did. The current data suggests that centrally mediated changes associated with CAI may lead to global alterations in the sensorimotor control.