Individualized learning demands different visual disruption speeds for differently abled learners: Discussion outcome with cognitive neuro-scientist
Neuro-scientific studies reveal that selective visual disruption and neural processing of brain are co-related. It is amply evident now through the studies in cognitive neuro-science that the way visual information presented and received as a stimulus-content influences learners' behaviour.
Since, I have used the dual coded flash cards for visual-object identification and sketch notes for enhancing comprehension and working memory intermittently causing selective visual disruptions to allow brain-procession of the presented material, and subsequent discussion with a neurosurgeon attached to a special school for children with mental challenges lead to the following process highlighting the role of visual learning in behaviour change.
Here is the outcome of the discussion in the form of learning as visual mediated neuro-scientific cognitive process.
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