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Abschlussrede

Prof. Dr. Gertraud Teuchert-Noodt

Gertraud Teuchert-Noodt, Prof. Dr., Neurobiologin

Prof. Dr. Gertraud Teuchert-Noodt war von 1979 bis 2005 Leiterin der Neuroanatomieabteilung, Fakultät für Biologie / Universität Bielefeld. Ihre Fachgebiete sind Neuro-, Evolutions- und Humanbiologie. Ihr Forschungsschwerpunkt liegt bei der Entwicklungsbiologie und Forschung im Lernen und Psychose im limbisch-präfrontalen System, d.h. Transmitter- und Plastizitätsforschung einschließlich der Entwicklung eines nichtinvasiven Psychose-Modells (Gerbils).

Publikationen: verschiedene Veröffentlichungen in Fachzeitschriften im Bereich der Lern- und Psychose-Forschung, verschiedene Beiträge in Bildungs- und Psychologiezeitschriften, Bücher und Arbeiten zur Behandlung und Neurobiologie von Burnout.

Der Fokus von Prof. Dr. Gertraud Teuchert-Noodt liegt derzeit auf verschiedenen Themen rund um die Auswirkungen digitaler Medien auf das Gehirn. Anhand der aktuellen wissenschaftlichen Erkenntnisse über Neuroplastizität und der Erforschung von Transmitter- und Hirnrhythmen vermitteln ihre Vorlesungen in einem allgemein verständlichen Stil den derzeitigen Wissensstand über die Wirkung von Medien auf höhere Hirnfunktionen. Sie befasst sich insbesondere mit den Auswirkungen der Medien auf Lerneignung, Konzentration, Sucht usw. im Kindesalter.

Kontakt: g.teuchert@uni-bielefeld.de

Summary

Recommendations from brain research

G. Teuchert-Noodt

  1. thesis: The b i l l  can not be made without the  h o s t   –   the childs‘ brain. What does it mean? The brain is a developing organ. By non-appropriate use of digital media the child’s brain is not able to develop the capacities needed later in life.
  2. Having the time and space to explore is essential if the cognitive functions of the brain are to develop. We have to give the child plenty of time and an education based on natural and real-world conditions if these basic brain mechanisms established by the coupling of structure and function, are to develop. They will continue to mature even beyond adolescence.
  3. The early activation of the functional modules and synaptic contacts of the sensory and motor cortex, enables and enhances the capacity to grasp and understand. Impoverished conditions result in the neglect of these mental functions.
  4. Parents should be aware that the primary contact spectrum cannot be established beyond a certain developmental stage because development in the sensory-motor cortex zones is very time limited. Digital games have a counter-productive effect on the development of the associated cortex zones.
  5. Highly specific rhythms and selective transmitter interactions provide the framework for an effective pre-frontal function that forms the power of concentration, social behaviour, working memory, the control of conflicts and emotions and depending on the level of maturity, sets up a trail of memory through space and time.
  6. An early use of digital media has the effect that the foundations of social communication and the control of conflicts and emotions will be lost because neuro-chemical metabolic processes and high-order rhythms are unable to synchronize their coordinated activity patterns.
  7. Brain arrhythmias have recently become the number one disease problem. To improve their brain health, parents should always ensure that their children have a healthy sleep (even during adolescence).
  8. Parents should encourage their child to play an instrument or sing in a choir – and teachers should offer opportunities for playing two-handed games and furthermore… “Learning is experience – everything else is information” Albert Einstein
  9. It is only when learning content is actively and repeatedly taken up and absorbed through mental effort – with the help of reading and writing – that success will be achieved and memory improved.  Only knowledge can create awareness and by increasing knowledge more consciousness and creativity will result.
  10. Since the development of the vestibular and cerebellar circuits is predominant during childhood, the motor activities of climbing, tumbling and running are indispensable for the development of mental capacities – including those needed later for mathematical thinking.
  11. Parents can reduce the risk of their child becoming addicted if they become role models and as far as possible renounce their own private use of screen-based media.
  12. Only muscles in continuous training perform well. The greatest cerebral activation leads to the highest mental performance.  The recommendation is therefore: To use your brain more than your mobile or SatNav!


December 2017