-
ABOUT THE AUTHOR
Erik Jahner, PhD
Erik Jahner received his PhD in Educational Psychology from University of California Riverside and his Masters in Linguistics from California State University Long Beach. He examines how the socially situated and embodied mind develops the capacity for persistent seeking behaviors. His inquiries have been at the intersection of neuroscience, psychology, education, and linguistics, which has allowed him to explore the bioecological development around interest, curiosity, and information-seeking behaviors and experiences. On the pathway to understanding the neural dynamics of resting-state connectivity associated with differences in interest actualization, Jahner currently seeks to better understand the phenomenological and psychophysiological indicators of the emotions associated with individual interest engagement. At this moment Jahner is situating this line of research around adolescents and young adults attending a progressive high school in Los Angeles. In Jahner’s spare time, he explores the nature of humanity through science fiction, imagination, and artistic endeavors.
Tags
ADHD adolescence attention autism book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math methodology middle school mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Early Thoughts on A.I. Research in Schools |Education & Teacher Conferences on ChatGPT and Beyond: The Best Online Resources for Evaluating Research...
- Thom Gething on Teachers’ Professionalism: Are We Pilots or Architects?
- Experts, Expertise, and Teachers (and Students!) |Education & Teacher Conferences on How Do Experts Think?
- Embodied Cognition: How Physical Experiences Shape Abstract Thinking on “Embodied Cognition” in Action: Using Gestures to Teach Science
- The Power Of Meta-Learning For College Students - The Techs Storm on Meta-Learning: The Importance of Thinking about Thinking
ABOUT THE BLOG
Honesty by Christian Miller
At first glance, honesty might seem like a straightforward, even mundane topic. When I picked…
Awe by Dacher Keltner
We often center our lives around familiar emotions like joy, sadness, anger, anxiety, or disgust,…
Hidden Brilliance by Lynn Kern Koegel & Claire LaZebnik
As parents and educators, we often find ourselves trying to mold children into the expectations…
Rewired by Carl Marci
In Rewired: Protecting Your Brain in the Digital Age, Dr. Carl D. Marci takes readers…
The End of Trauma by George Bonanno
When faced with extreme adversity—like violent incidents or life-threatening situations—we often assume that trauma is…
Visual Thinking by Temple Grandin
Many of us think with words, solving problems and imagining scenarios by coding information verbally….
Making Room for Impact by Arran Hamilton, John Hattie, and...
Time to make time to teach effectively and efficiently by digging into your practice with…
Anxious Generation by Jonathan Haidt
From the author of The Coddling of the American Mind, The Righteous Mind, and The…
Insight into a Bright Mind by Nicole Tetreault
Insight into a Bright Mind: A Neuroscientist’s Personal Stories of Unique Thinking is a profoundly…
The Neuroscience of You by Chantel Prat
What a blast! Despite diving into countless neuroscience introductions, this journey felt uniquely enjoyable, resonating…
