Faculty Publications and Other Works -- Ecology and Evolutionary Biology
Source Publication
International Association for Cognitive Education and Psychology
Document Type
Presentation
Publication Date
January 2010
Abstract
• This report explores the proposition that teaching effectiveness can be enhanced by accommodating the key differences between two complementary and deeply engrained modes of reality testing, each predominantly centered in different hemispheres of the brain. • (1) Correspondence involves “reality-testing” of a percept, the cerebral representation of an experience in the world. • (2) Coherence involves “textualizing”, that is, reality-testing of a percept by how easily it relates to previous and ongoing parallel and collateral experiences. • Confidence in the validity of any percept throughout development is related to the interplay of these key processes. • As organisms develop, the “reference base” of previous experiences is enlarged and refined. • Motivation to enlarge the “reference base” is more or less intentionally energized by two variables: developmentally: an initial intrinsic desire to explore followed by the real or apparent need for additional experience and, ecologically, the costs and benefits of obtaining that experience.
Recommended Citation
Greenberg, Neil, "The Biology of Reality Testing - Implications for Cognitive Education" (2010). Faculty Publications and Other Works -- Ecology and Evolutionary Biology.
https://trace.tennessee.edu/utk_ecolpubs/3
Included in
Behavioral Neurobiology Commons, Educational Psychology Commons, Liberal Studies Commons, Medical Sciences Commons, Psychology Commons