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Juggling in the 21st Century - publication by Dr. Éva Gyarmathy
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Juggling in the 21st Century - publication by Dr. Éva Gyarmathy

Dr. Gyarmathy Éva - Zsonglőrködés a 21. században eng. below #3Ccircus References 1. Rizzolatti, Giacomo (2004). „The mirror-neuron system”. Annual Review of Neuroscience 27, 169–192. o. DOI:10.1146/annurev.neuro.27.070203.144230. PMID 15217330. 2. Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U., May, A. (2004). Neuroplasticity: changes in grey matter induced by training. Newly honed juggling skills show up as a transient feature on a brain-imaging scan. Nature, 427(6972), 311-312. 3. Driemeyer J, Boyke J, Gaser C, Büchel C, May A (2008) Changes in Gray Matter Induced by Learning—Revisited. PLoS ONE 3(7): e2669. https://doi.org/10.1371/journal.pone.0002669 4. Scholz J, Klein MC, Behrens TE, Johansen-Berg H (2009) Training induces changes in white-matter architecture. Nat Neurosci 12:1370–1371, doi:10.1038/nn.2412, pmid:19820707. 5. Sampaio-Baptista, C., Khrapitchev, A.A., Foxley, S., Schlagheck, T., Scholz, J., Jbabdi, S., DeLuca, G.C., Miller, K.L., Taylor, A., Thomas, N. et al (2013) Motor skill learning induces changes in white matter microstructure and myelinationation. Journal of Neuroscience 33 (50), 19499-19503 6. Rubenstein, J. L. R., Merzenich, M. M. (2003) Model of Autism: Increased Ratio of Excitation/Inhibition in Key Neural Systems. Genes, Brain and Behavior. Vol. 2, 5. 255–267. 7. Gyarmathy Éva (2017) Zsonglőrök teljesítménye a Raven-féle képességmérésben. (kézirat) 8. Merzenich, M. M., Nelson, R. J., Stryker, M. P., Cynader, M. S, Schoppmann, A., Zook, J. M. (1984) Somatosensory Cortical Map Changes Following Digit Amputation in Adult Monkeys. The Journal of Comparative Neurology. Vol. 224, 4, 591–605. p. 9. Merzenich, M. M., Jenkins, W. M, Johnston, P., Schreiner C., Miller, S. L., Tallal, P. (1996) Temporal Processing Deficits of Language-learning Impaired Children Ameliorated by Training. Science. Vol. 271 no. 5245. 77–81. p. 10. Merzenich, M. M., DeCharms, R. C. (1996) Neural Representations, Experience and Change. In: Llinas, R. – Churchland, P. (eds) The Mind-Brain Continuum. Boston, MIT Press. pp 61–81. 11. Gage, F. H. 2004. Structural Plasticity of the Adult Brain. Dialogues in Clinical Neuroscience. Vol 6. No. 2. 135–143. 12. Kilgard, M. P., Merzenich, M. M. (1998) Cortical Map Reorganization Enabled by Nucleus Basalis Activity. Science. Vol. 279 no. pp 5357 1714–1718. 13. Merzenich, M. M. (2001) Cortical Plasticity Contributing to Child Development. In: McClelland, J., Siegler, R. (eds.) Mechanisms in Cognitive Development. Mahwah NJ., L. Ehrlbaum Assoc. pp. 67–96. 14. Lillard, A. S., & Erisir, A. (2011). Old dogs learning new tricks: Neuroplasticity beyond the juvenile period. Developmental review, 31(4), 207-239.
Social and Emotional Learning (SEL) in Circus Pedagogy - publication by Dóra Csűrös
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Social and Emotional Learning (SEL) in Circus Pedagogy - publication by Dóra Csűrös

Szociális és érzelmi tanulás (SEL) a cirkuszpedagógiában #3Ccircus Irodalomjegyzék Biru, A. (2019). The Development of the Features of Positive Youth Development among Youth Who Are Practicing Circus Art at Fekat Circus Club in Addis Ababa. Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. Washington, DC: National Endowment for the Arts. - See more at: http://www.artsedsearch.org/summaries/the-arts-and-achievementin- at-risk-youth-findings-from-four-longitudinal-studies#sthash.NZrPdvid.dpuf Csűrös D., (2016a) Circus workshops in the child psychiatry, In: Arteterapia. Papeles de arteterapia y educación artística para la inclusión social, Universidad Complutense de Madrid, 2016 Csűrös D., (2016b) „Tiszta szívvel betörök”, avagy a szociális cirkusz lehetséges terápiás hatásai. Kézirat. D’Esposito, M. (2008). Developing and Implementing Neuroimaging Tools to Determine if Training in the Arts Impacts the Brain. Learning, arts, and the Brain, 71. Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E. és Shriver, T. P. (1997): Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development, Alexandria, VA Gergely Gy., Watson, J. S. (1996/98). A szülői érzelmi tükrözés szociális biofeedback modellje: a csecsemő érzelmi öntudatra ébredése és az önkontroll kialakulása. Thalassa, 9(1), 56-105. Hofer, M.A. (1995). Hidden regulators: Implication for a new understanding of attachment, separation, and loss. In S. Goldberg, R. Muir, & J. Kerr (eds), Attachment heory: Social, developmental, and clinical perspectives. 203–30. NJ: The Analytic Press, Hillsdale. http://revistas.ucm.es/index.php/ARTE/article/view/51696/47939 Kraemer, G. W. (1992) A psychobiological theory of attachment, Behavioral and Brain Sciences, 15, 493-511. Neave, Nick, Johnson, Angie, Mckenzie, Karen and Whelan, Kathryn (2019) The psychological benefits of Circus Skills Training (CST) in schoolchildren. Theatre, Dance and Performance Training. ISSN 1944-3927  Posner, M., Rothbart, M. K.,Sheese, B. E., &Kieras, J. (2008). How arts training influences cognition. LearningArts and theBrain, 1-10. Ross, A., & Shapiro, J.L. (2017). Under the big top: An exploratory analysis of psychological factors influencing circus performers. Performance enhancement and health, 5, 115-121. Smith, C., Roy, L., Peck, S., & Macleod, C. (2017). Evaluation of program quality and social and emotional learning in American Youth Circus Organization social circus programs. Retrieved from: https://drive.google.com/file/d/1ZhHiZK8EKgK4XPrYVXefQTj8nqs Fe3PQ/view Stern, D. N. (2002) A csecsemő személyközi világa a pszichoanalízis és a fejlődéslélektan tükrében. Animula, Budapest. Waugh, R. M., (2002) A Grounded Theory Investigation of Dyadic Interactional Harmony and Discord: Development of a Nonlinear Dynamical Systems Theory and Process–Model. Disszertáció, University of Texas, Austin
2. QuickQuestion: Why the grey matter research from 2004 is interesting? - Dr. Éva Gyarmathy answers
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