Abstract/Notes: When emotions, thoughts, and actions align, this is referred to as “self-congruency”. Therefore, this study aimed to determine how temporal covariance of the heart and brain signals were related to self-congruency. Thirty-eight healthy adults underwent functional magnetic resonance imaging to obtain neural markers of variability, whereas heart rate variability (HRV) was measured using photoplethysmography. Participants were also asked to report their level of self-congruency with a graphic rating scale. A cross-covariance analysis (CCA) was performed to assess the temporal covariance of signals arising from both organs, which was then correlated with self-congruency scores. Overall, the CCA results revealed brain-to-heart-driven interplay in brain regions involved in the neurovisceral integration model (e.g., ventromedial prefrontal cortex) and in emotion regulation (e.g., anterior cingulate). However, higher self-congruency scores were related to heart-to-brain-driven interplay in brain regions involved in emotion regulation and empathy. Together, the present findings suggest that, while global brain-to-heart-driven interplay occurs on average, it is heart-to-brain-driven interplay that reflects higher self-congruency. Given the impact of heart-brain interplay and self-congruency on mental health, further investigations on each concept could be interesting in developing tools for early intervention.

Language: English

Published: Aug 30, 2023

Abstract/Notes: While many children suffer from stress due to school-related factors, some alternative schooling systems, such as the Montessori pedagogy, emphasize stress-free learning environments (e.g., no grades, no tests, peer-peer learning). This study compared brain markers of stress, i.e., hippocampus, amygdala, and medial prefrontal cortex (mPFC) volumes, as a function of school experience. A cross-sectional comparative morphometric study was run between 45 traditionally schooled children and 44 Montessori-schooled children (3-12 years). While both groups were comparable in terms of cognitive abilities, socio-economic environment, and anxiety levels, volumetric values within their hippocampus and their mPFC differed. While there was hippocampal growth across development for all participants, there was a higher gain for Montessori-schooled children. Furthermore, female traditionally schooled children showed a loss in hippocampal and mPFC volume across age, while female Montessori-schooled children showed a gain. It seems that traditional pedagogical approaches induce mild but chronic stress, affecting underlying brain structures.

Language: English

Published: Jun 22, 2023

Abstract/Notes: The Effects of Montessori Education on the Cognitive ability of Elementary School Children

Language: English

Published: May 16, 2014

Abstract/Notes: 1 negative : glass ; 5 x 7 in. or smaller.

Language: English

Published: n.d.

Abstract/Notes: Includes information about all the sessions at the conference. Information regarding Montessori includes: 1. Katherine Moore, teacher of the Montessori classes in the public schools of Los Angeles and a graduate of the first class of Dr. Montessori, will conduct a demonstration Montessori class each forenoon [morning] from nine to twelve o'clock during the session of the National Education Association, in the Art Room, City Auditorium [Oakland Municipal Auditorium]. The model furniture will be furnishhed by Louise Brigham the inventor of box furniture, New York, N. Y. Teachers are invited to observe this class. (see p. 6-7) 2. General Sessions - International Congress on Education - Meetings in City Auditorium - August 16, 1915 - Afternoon Session, 2:30 O'Clock - "The Montessori System" by Maria Montessori (see p. 13). 3. Departmental Congress on Kindergarten Education - Sessions in Auditorium Theatre - August 17, 1915 - Afternoon Session, 2:30 O'Clock (Joint Session with the International Kindergarten Union) - "Imagination" by Maria Montessori (see p. 15). 4. Departmental Congress on Elementary Education - Sessions in City Auditorium - August 20, 1915 - Evening Session, 8:00 O'Clock - "Organization of the Intellectual Work in the School" by Maria Montessori (see p. 20). 5. Departmental Congress on Relationship Between the School and Co-operative Organizations - City Auditorium - August 23, 1915 - Evening Session, 8:00 O'Clock - "The Mother and the Child" by Maria Montessori, interpreted by Mariana Bertola, M.D. of San Francisco (see p. 25). 6. Montessori Congress - Sessions in Ballroom, Hotel Oakland - August 28, 1915 (see p. 42-43). This includes details regarding the itinerary for the Montessori Congress held in Oakland, 1915. The morning session began at 10:00 O'Clock and included: "Address of Welcome" by Philander P. Claxton (US Commissioner of Education, Washington, D.C.); "Possibilities and Opportunities of the Montessori Work for American Children" by E. L. Hardy (State Normal School, San Diego); "The Future of the Montessori School in America" by Arthur Chamberlain (Secretary, California Council of Education and California Teachers' Association, San Francisco); and "Address" by Maria Montessori. The afternoon session began at 2:00 O'Clock and included: "Round Table under the Auspices of the National Education Association and of the San Francisco Local Committee of Advisory Patrons" with David Starr Jordan (President, National Education Association, Stanford University, California) presiding over "Questions and Discussions by Leading American Educators and Dr. Montessori". The program indicates that the Round Table discussion was an invitation only affair - "Admission by Invitation".

Language: English

Published: 1915

Abstract/Notes: This document appears to be an informational brochure regarding the Montessori Centre de Rennes, France. The date of publication is unclear but it appears to be mid-1950s and likely coincided with the move of the Centre in Limoges in 1955.

Language: French

Published: [1955?]

Abstract/Notes: The Italian doctor and engineer Maria Montessori noticed the discrimination that occurs in schools by rejecting students of determination because they do not fit the traditional school system of indoctrination. Students in traditional schools decided to generalize the idea to all children, as the child is born and carries with him his interests and tendencies that develop and renew during the years of his life, to form later his personality that distinguishes him from others, benefits him and benefits him, and these interests are more likely to take the child into the world, He loves her and will be devoted to her learning and teaching. The Montessori school aims to promote the concepts of self-education, learning play and group activity to create a child who is able to control his environment and behave in an interesting and useful manner. She says to him: You are desirable and valuable, and we will seek to discover and direct these ideas in a way that will benefit you in the first place, and to convey the idea that the child knows what he wants, and to move away from setting specific goals in the traditional school and forcing the child to submit to them only and prevent him from looking outside this The box, to his future, which he will love, benefit and benefit from, and I have sought to realize as many of these ideas as possible, from the smallest detail to the largest, in accordance with the concepts of the Montessori School, and they dealt with ages from 4-12 years.

Language: Arabic, English

Published: 2022

Abstract/Notes: Report distributed by the newswire "Interpress" (Hamburg, Germany).

Language: German

Published: Sep 2, 1949

Abstract/Notes: Report distributed by the newswire "Interpress" (Hamburg, Germany).

Language: German

Published: Aug 24, 1950

Abstract/Notes: Published by Cleveland Montessori Association (Cleveland, Ohio). Dated March 1962.

Language: English

Published: Mar 1962