Dancing to Learn: The Brain's Cognition, Emotion, and Movement
Notice bibliographique
Résumé
Contents Acknowledgments Prelude: To Dance Is Cognitive, Emotional, and Moving What Do We Know about Dance? Triangulating Knowledge Brain Scientists Study Dancers and Spectators Disclosure Steps toward Understanding Dance as a Learning Medium Chapter 1. The Brain Choreographs Dance-Maker, Dancer, and Spectator Cross-Cultural Conceptualization of Dance The Body in Space, Time, and With Effort Transformation of Everyday Movements for Expressive Purpose Culture The Moving Body Aids Human Evolution Dancing Nourishes a Ravenous Brain Architecture of the Brain Neurons - Atoms of Thinking Sparking - Neurogenesis Dance Embodies Cognition Senses, Interoception, and Perception Vision, an Especially Important Sense Mirror Neurons Mind and Consciousness Memory Dance in Mind, Space, Pace, and Aging Verbal and Nonverbal (Dance) Languages of Thought Comparison of Languages Many Languages and Dialects of Dance Thinking through Language Multilingualism in Dance Feeling and Emotion Stress Recollection/ Reconsolidation of Emotion Motivation and the Pleasure of Dance Encore Chapter 2. The Mentality and Matter of Learning through Dance The Brain Sustains Dance Languages Powerful Hand Communication More Body Parts, More Powerful Dance Declarative, Procedural, and Social Knowledge for Dance Music and Dance Together Packing and Unpacking Meaning in Dance Symbolization Dancing a Science Dissertation Dimensions of Meaning in Dance (Probing with a Semantic Grid) Dance in the Moment and Memory Visual Images and Mindfulness Perception of Emotion Thinking through Memorable Images of Dance Dance Sparks Brain Networks and Learning for Old and Young Dance Lowers Risks for Brain Deterioration Performing Arts in General Acquisition of Learning Skills through Dance Creativity Challenges Prompting Creativity Encore Chapter 3. Brain-Changing Dance Venues: From Street/Studio/Classroom to Stage and Back Multi-linguistic Dance: Plethora of Genres Many Ways of Learning Dance Academic Schools Pre-School Dance Dance as a Discipline Pre-professional Dance Dance Company Schools and Outreach Programs Arts Magnet Schools Program within a School New York City Public Schools Cluster School Program A County-Wide Multifaceted Program in all Public Schools Dance Integration - with Other Arts or Non-Arts Disciplines Elementary School High School University Dance Education Performing Arts Organization Offerings John F. Kennedy Center for the Performing Arts Lincoln Center Institute for the Arts in Education Washington Performing Arts Society Young Audiences National Dance Institute (NDI) ArtsConnection Young Talent Dance Program/ English Language Literacy Program Community Based Dance Programs Dance Teacher Preparation Private Dance Studios and Conservatories Dance Education Lab Pulse Ontario (Canada) Dance Education Conference National Registry of Dance Educators State Dance Certification In-service Workshops National Dance Education Organization Encore Chapter 4. The Dancing Brain Leaves No One Behind A Performing Art A Liberal Art An Applied Art Personal Development through Dance Aids Learning Dance Engages and Motivates Dance and Changing Behavior Dance Integrated with Other Subjects Assessing Non-dance Learning through Dance Children's Own Dance as a Diagnostic Tool Transfer of Dance Learning Dimensions of Transfer Brain Action Teaching for Transfer Research on Transfer Tools for Dance Learning Media, Cyberspace, and Social Networks Distance Learning Pen and Paper Movement Analysis Dance Curriculum, Standards, Assessment, and Evaluation Dance to Cope with Stress Bad Stress - Distress Good Stress - Eustress Dance a Stressor Escape Encore Chapter 5. Mind and Emotion in Learning Self, Cultural and National Identities through Dance Dancer Identity, Career, Transitions, and Dance-related Options Gender and Sexual Orientation Who Is On-stage? Females Males in Dance Culture, Diversity, Understanding, and Choreographic Inspiration Black/White Interaction Regional or National Identity Applying Cultural Diversity Selecting Dances Cultural Appropriation Playing Anthropologist to Learn about a Culture's Dance Encore Finale and Reverence Dance - Cinderella of Education and Brain Science Plie: Ready to Soar in Brain and Body Figure 1. Elements of Dance Figure 2. Ways of Conveying Meaning in Dance (Semantic Grid) Appendix 1: Tools to Discover the Dancing Brain Appendix 2: To Dance in a Classroom, Even for Non-Dancers Images and Credits References Cited About the Brain Teaching Dance Index About the Author
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,003 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».