Why can I imagine something?

Cognitive scientists hypothesize that our ability to imagine, to come up with mental images and creative new ideas, is the result of something called a “mental workplace,” a neural network that likely coordinates activity across multiple regions of the brain.

Can the learner imagine something which he has not experienced through his sense?

Yes, but the imagination that the learner has is different from the imagination of the person who first-handedly felt the experience.

Can you imagine something new?

No, it is a myth. In fact most things we imagine don’t exist in the real world. There would never be invention or creativity if we could only imagine things that were seen before. You’re brain can interpolate and extrapolate, both are areas outside our experience.

Can there be learning without feelings or emotions involved?

The brain also links different ideas and concepts based on how we feel about them, so without an emotional “tag,” we will not be able to retrieve the information or apply it to new situations. In fact, Dr. Antonio Damasio has demonstrated that without emotions, no learning can take place.

How do feelings affect the learners learning?

Emotions have an impact on learning. They influence our ability to process information and to accurately understand what we encounter. For these reasons, it is important for teachers to create a positive, emotionally safe classroom environment to provide for optimal student learning.

Why not use only informative priors?

To answer directly the question, “why not use only informative priors?”, there is actually no answer. A prior distribution is a choice made by the statistician, neither a state of Nature nor a hidden variable.

What is an example of prior knowledge?

Our previous experiences, as limited as they may be, are our prior knowledge. A perfect example is this lesson. You may have not already known what prior knowledge was, but you may know what the word prior means (before), and knowledge has to do with information.

Is more detailed prior-knowledge assessment more useful?

More detailed prior-knowledge assessment provides detailed information about the students’ prior-knowledge base7,20,22and, further, may be more beneficial as a diagnostic tool for student support. In the prior knowledge model6applied in the present study, a distinction was made between declarative and procedural knowledge.

Why is activating prior knowledge important in students understanding?

Definition/Description: Activating Prior Knowledge is important in students understanding, because it allows them and helps make connections to the new information.