getRidOfNotData.tex

\section{Cognitive Science}
Cognitive science includes modeling plausible functioning of the brain. It helps us notice constraints that computational complexity illuminates, on how learning, including memory and retrieval of information, might be carried out.

\section{Neuroscience / Neurophysiology}

Though Marton and Booth\cite[p. 114]{marton1997learning} state that description of experience is autonomous from the student's nervous system, nevertheless we believe that supportive evidence from natural science can be of interest.

In education with assessment, instructors transmit information towards the student and attempt to elicit signs of learning from the student.
Neuroscience enables us to investigate stages of progress in learning that may occur starting from the moments at or just after the transmission through the event of assessment.
For example, single neuron measurements show that conjuncts of variables having positive literals, as described by Valiant\cite{valiant2000circuits} in cognitive science, are learned in one showing, into medial temporal lobe tissue.
Functional magnetic resonance imaging (fMRI) combined with electro-encephalography (EEG) show that slow wave sleep is a process that supports memory formation in other locations in the brain. \cite{}
Moreover, these technologies show us that exposing students to educational stimuli of multiple modalities rather than single modalities (e.g., sight and sound vs. only sight) changes the area within the brain in which the information is stored. \cite{keylist}
We claim that the combination of the work of these researchers shows us that transmitting with multiple modalities increases the ease of recall of information. \cite{}
We claim that the combination of the work of these researchers shows us that if we wish information to be subject to recall when relevant, rather than what Whitehead\cite{whitehead1959aims} calls inert knowledge, we should concern ourselves about how the information is transmitted.
We claim that these conjectures provide guidance about how we can plan for better assessment results by facilitating recall, in turn by shaping our transmission strategies.
We propose that strategies for transmission, for guided exercises in retrieval and in application can be aided through attention to relevance structure.
We provide support for this conjecture by considering well-received teaching practices.
	\section{Cognitive Science}
	Cognitive science includes modeling plausible functioning of the brain. It helps us notice constraints that computational complexity illuminates, on how learning, including memory and retrieval of information, might be carried out.

	\section{Neuroscience / Neurophysiology}

	Though Marton and Booth\cite[p. 114]{marton1997learning} state that description of experience is autonomous from the student's nervous system, nevertheless we believe that supportive evidence from natural science can be of interest.

	In education with assessment, instructors transmit information towards the student and attempt to elicit signs of learning from the student.
	Neuroscience enables us to investigate stages of progress in learning that may occur starting from the moments at or just after the transmission through the event of assessment.
	For example, single neuron measurements show that conjuncts of variables having positive literals, as described by Valiant\cite{valiant2000circuits} in cognitive science, are learned in one showing, into medial temporal lobe tissue.
	Functional magnetic resonance imaging (fMRI) combined with electro-encephalography (EEG) show that slow wave sleep is a process that supports memory formation in other locations in the brain. \cite{}
	Moreover, these technologies show us that exposing students to educational stimuli of multiple modalities rather than single modalities (e.g., sight and sound vs. only sight) changes the area within the brain in which the information is stored. \cite{keylist}
	We claim that the combination of the work of these researchers shows us that transmitting with multiple modalities increases the ease of recall of information. \cite{}
	We claim that the combination of the work of these researchers shows us that if we wish information to be subject to recall when relevant, rather than what Whitehead\cite{whitehead1959aims} calls inert knowledge, we should concern ourselves about how the information is transmitted.
	We claim that these conjectures provide guidance about how we can plan for better assessment results by facilitating recall, in turn by shaping our transmission strategies.
	We propose that strategies for transmission, for guided exercises in retrieval and in application can be aided through attention to relevance structure.
	We provide support for this conjecture by considering well-received teaching practices.