Project 2: Frida & Diego

The url for my 2nd project is: http://gseacademic.harvard.edu/~ryanma1/project2index2.html.

"OLPC" - MIT's $100 Laptops

"OLPC" (or "One Laptop Per Child") relates to what we talked about in section today in that it addresses the possibility of making the Internet accessible to all kids, regardless of their education, geographic location, or economic status. Check out the following link for more information: http://laptop.media.mit.edu/

What to do for Project Two...?

While thinking about my lesson plan/prototype for a schizophrenic learner, I keep reminding myself that my former student, Gavin (see entry from 3/1/06), learned best when I worked with him one-on-one after class. As soon as the classroom environment changed from chaotic (full of 20 fifteen year-olds) to calm, Gavin suddenly became attentive and eager to learn. In other words, it was imperative that all outside distraction disappeared before he was capable of concentrating on me or the subject matter. This makes perfect sense since back in 1997, the first neuropsychological assessment of adolescent schizophrenics revealed that the greatest impairment pertained to their "focused and divided attention as well as working memory" (source: http://ajp.psychiatryonline.org/cgi/reprint/154/11/1613).

While it's very difficult to find research related to schizophrenia and foreign language acquisition, I can't say that I'm surprised. In fact, I think I remember the school administration strongly discouraging Gavin's parents from enrolling him in my Spanish class. His mother argued, however, that he was smart enough to handle it.

I often equate learning Spanish to solving a math problem. Both require the process of translation. Pieces have to be broken apart and rearranged before they can make any sense. Take the passage above, for example. Without an image of Curious George, a beginning language learner might have a hard time deciphering the passage in Spanish. By identifying proper nouns like "Jorge" and "Africa" as well as cognates like "curioso", the image helps the learner to figure out what "monito" means through a process of elimination. The image is helpful to the average learner but might go so far as to reduce stress for the schizophrenic learner.

UDL & Images

In class yesterday, I realized how important images are to students with learning disabilities. While this seems like a relatively simple concept, I hadn't really given much thought to it before! Not only does it makes me realize that I should have incorporated more images into my first project, but I hadn't considered how images are just as powerful as text (if not more so) at conveying a message to learners. Since schizophrenic students often struggle with paying attention and staying on task, reading long passages in a textbook is one of the hardest things for them to do. This is where images would come in hand. While I briefly mention a schizophrenic artist in my first project, I thought I would show an example of his art in this entry (see above).

David Marsh is a schizophrenic artist who credits his artistic talent and creativity to his disease. In fact, studies have shown that people with mental illnesses (like schizophrenia) have a creative advantage because of their ability to continually absorb outside stimuli. Unlike people who do not have a mental illness, schizophrenics do not possess "latent inhibition". In other words, they are incapable of censoring the information they receive. In terms of art, they then have the power to translate this uncensored and raw information from their environment into their art.

(source: http://www.healthyplace.com/Communities/Thought_Disorders/schizo/news/creativity_mental_illness.asp

Final Project - Part 1

To access my website on schizophrenia & the neural network, go to: http://gseacademic.harvard.edu/~ryanma1/index.html.

The creative schizophrenic

While most of us know about the famous mathematician, John Nash (if we've seen the movie "A Beautiful Mind"), how many know that there were a handful of other famous creative and intelligent schizohprenics? To name a few: the Beat Generation writer, Jack Kerouac (to the right), Albert Einstein's son, Eduard, and Abraham Lincoln's wife, Mary. Back then, it was common to simply refer to these people as "insane" and offer them the standard treatment: time spent in an asylum. Fortunately, it seems as if the advances of modern science can now offer an array of drugs to combat the symptoms of the disease and to help regulate the patients' warped perceptions as well as drown out the "inner voices" they may hear.

While doing research on this topic, I was surprised to learn that schizophrenia affects all three networks of the brain rather significantly. The recognition network can suffer visual impairment as well as hearing alterations. Due to these, the strategic network may have a difficult time figuring out what cognitive functions one should take. The schizophrenic may alter one's strategies and functions based on what the voice is telling him or her to do. The affective network, however, is the area most significantly impacted because the prefrontal cortex is where the deterioration originates. Schizophrenic patients' emotions tend to become altered (for example, they can be unemotional and withdrawn or violent and aggressive) due to shifts in the affective network.

New research has shown that the beginning stages of schizophrenia occurs when adolescents lose gray matter (or tissue in the parietal regions of the brain). The more tissue lost, the greater the hallucinations and the more severe the devastation is to the three networks. My question is: what makes some schizophrenics so highly intelligent and creative? Is it because they lack the normal brain "censors" (eg: reason, rationalization) that other people have? Since the schizophrenic brain deteriorates gradually over time (some confuse it with regular out-of-control adolescent behavior), what continues to be accessed to allow people like Jack Kerouac to write and jazz musicians to play so well? And how do we know for sure that many of these diagnoses might not be mistaking schizophrenia for regular old depression and/or drug abuse?

Pre-frontal cortex & athletes

In class yesterday, I was compelled by the idea that Olympic athletes potentially mess up their "routine" because of what's going on in their pre-frontal cortex. From what I understood, the athlete's performance is skewed because of the sudden pressure and anxiety they feel from their new environment, thus squelching the possibility of imagining a successful outcome. Like many other spectators, I was particulary interested in what Lindsay Jacobellis was thinking when she "hot-dogged" it (David's term) at the end of her run. Lindsay was a student at Stratton Mountain School when I was a teacher there so I knew her personally and this final move (to show off?) did not seem like "her". It struck me that this is also what Phineas Gage's friends said about him when he suffered his pre-frontal cortex damage! So did Lindsay suffer damage during those final seconds of her run when she decided to jump up and grab her board right before the finish? Or were her neurons releasing so many endorphins that this caused her judgement to be impaired? Either way, when Lindsay walked away with the silver medal, I wondered if maybe she knew something that we didn't. A silver medal recipient tends to be honored and forgotten and maybe this is exactly what her pre-frontal cortex had planned.