Relevant bibliographies by topics / Brain-based teaching strategies

Academic literature on the topic 'Brain-based teaching strategies'

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Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Brain-based teaching strategies"

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Doolen, Jessica. "Embracing Brain-Based Teaching and Learning Strategies." Clinical Simulation in Nursing 10, no. 10 (October 2014): 491–93. http://dx.doi.org/10.1016/j.ecns.2014.08.002.

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Oh, Jina, Shin-Keong Kim, Kyung-Ah Kang, Sung-Hee Kim, Heyrin Roh, and Jennie C. De Gagne. "Brain-based Teaching Strategies for Nurse Educators: An Integrative Review." Journal of Korean Academic Society of Nursing Education 20, no. 4 (November 30, 2014): 617–27. http://dx.doi.org/10.5977/jkasne.2014.20.4.617.

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Coffman, Teresa L., and Mary Beth Klinger. "Collaboration and Communication in the Online Classroom through a Brain-Based Approach." International Journal of Information Communication Technologies and Human Development 6, no. 3 (July 2014): 42–52. http://dx.doi.org/10.4018/ijicthd.2014070104.

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Utilizing brain-based learning strategies in the classroom encourages the creation of learning environments that are inviting, engaging, and meaningful. Information and communication technologies used in online classes can be enhanced and made more meaningful for students by applying a brain-based approach. This paper examines the use of brain-based learning in an online environment to build an inviting and collaborative cultural experience for learners. A brain-based model is explored to illustrate effective teaching strategies that can be implemented in an online learning environment. Empirical research and analysis are presented in a research study along with a theoretical evaluation of how incorporating brain-based strategies in online learning can positively affect overall student development and online culture.
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MacNabb, Carrie, Lee Schmitt, Michael Michlin, Ilene Harris, Larry Thomas, David Chittendon, Timothy J. Ebner, and Janet M. Dubinsky. "Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation." CBE—Life Sciences Education 5, no. 2 (June 2006): 144–57. http://dx.doi.org/10.1187/cbe.05-08-0109.

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The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.
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Mendez Aguilera, Pedro Julio, Italo Rigoberto Carabajo Romero, and Ketty Zoraida Vergara Mendoza. "Neuroscience in the teaching of English." Pro Sciences: Revista de Producción, Ciencias e Investigación 2, no. 13 (August 30, 2018): 3–10. http://dx.doi.org/10.29018/issn.2588-1000vol2iss13.2018pp3-10.

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This study seeks to give an approximation to the role of the use of neuroscience in the teaching of the English language, to create educational resources to a language with a communicative approach teaching and reflecting on the implementation of methodological strategies congruent to modern education, is made a revision to new contributions in the pedagogical field, which include neural studies to see more closely how it develops and mature central nervous system and the brain, so now that the emphasis on learning a foreign language has become popular in recent decades, arduous way seeks to methodological strategies and activities to enhance their learning, which in this study proposes the use of six teaching strategies based on knowledge of how the brain, which are a contribution to reduce the educational gap between the old and the new school.I conducted this study is with teachers of English from the University of Agraria del Ecuador. The correlational descriptive method is used and as results were obtained that the relationship between the studied variables is positive.
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Kim, Yong-Seong, Jin-Su Jeong, and Chan-Ung Park. "Search for Observational Teaching Strategies of Students with Intellectual disability based on Brain Science Theory." Journal of special education : theory and practice 18, no. 2 (April 30, 2017): 105–23. http://dx.doi.org/10.19049/jsped.2017.18.2.06.

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Smith, Sara. "Using Action Research to Evaluate the use of Brain Based Teaching Strategies in the Classroom." International Journal of Learning: Annual Review 12, no. 9 (2007): 121–26. http://dx.doi.org/10.18848/1447-9494/cgp/v13i09/45052.

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Meinawati, Euis. "PERSEPSI DOSEN TERHADAP PENGEMBANGAN MATERI AJAR MENULIS AKADEMIK BAHASA INGGRIS BERBASIS BRAIN-FRIENDLY STRATEGIES [TEACHERS' PERCEPTIONS OF AN ENGLISH ACADEMIC WRITING MATERIAL MODEL BASED ON BRAIN-FRIENDLY STRATEGIES]." Polyglot: Jurnal Ilmiah 15, no. 2 (August 24, 2019): 270. http://dx.doi.org/10.19166/pji.v15i2.1682.

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<p>The purpose of this study was to identify teachers’ perceptions of an English academic writing teaching material model based on brain-friendly strategies. The research method used was qualitative. The process of collecting data was interviews and questionnaires. The research findings indicated that the material model of English academic writing was effective and matched teachers' perceptions that it fulfilled the learning needs. This could be seen in the percentage of teachers’ questionnaires. They thought that the teaching material was appropriate for the students’ needs context and the global challenges of their program of study.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Tujuan dari penelitian ini adalah untuk mengidentifikasi persepsi dosen terhadap model materi ajar menulis akademik bahasa Inggris berbasis <em>brain-friendly strategies</em>. Metode penelitian menggunakan kualitatif. Proses pengumpulan data menggunakan wawancara dan kuesioner. Hasil kajian menunjukkan bahwa model materi ajar menulis akademik bahasa Inggris berbasis <em>brain-friendly strategies</em> efektif. Efektifitas tersebut terlihat pada presentase yang cukup baik dari dosen. Menurut para dosen materi ajar yang telah dirancang sesuai dengan konteks pembelajaran menulis akademik bahasa Inggris dikelas dan tantangan global saat ini. Dengan demikian, model materi ajar bisa diterapkan pada program studi Manufaktur.</p>
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Willis, Judy. "Review of Research: Brain-Based Teaching Strategies for Improving Students' Memory, Learning, and Test-Taking Success." Childhood Education 83, no. 5 (August 2007): 310–15. http://dx.doi.org/10.1080/00094056.2007.10522940.

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Alava, Estrella Espinar, and María Elena Moya Martinez. "Impact of teaching-learning process for brain." International journal of health sciences 3, no. 1 (April 30, 2019): 33–40. http://dx.doi.org/10.29332/ijhs.v3n1.304.

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This research has based on a theoretical review of the knowledge about the topics, the importance of the brain and its learning styles, which some theorists propose, whose interests and publications focus on the importance of the brain for learning. The purpose was to demonstrate, the impact of these topics on the teaching-learning process and the problems. That arise around them, as well as topics on the need to incorporate flexible models that take into account the diversity of human thought. Develop capacities taking into account the particularities of the student, attention should be paid, manipulate methodological strategies and resources that respond to the different learning styles and systems proposed in this article, so that the teaching of all students benefits, according to their progressive period, level of development and educational needs, without separating them from their environment or context in which they operate. It shows how the brain influences learning, so that knowledge has strengthened in a humanistic way. The objective is to potentiate teaching and learning, to achieve a better academic performance, which seeks to offer significant experiences to adapt to the new demands of the society of the 21st century.
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Dissertations / Theses on the topic "Brain-based teaching strategies"

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Evanshen, Pamela, and P. McPeak. "Classroom Environments Utilizing Brain-based Teaching Strategies." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4393.

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Swedlund, Margo R. "Increasing elementary level academic performance through brain-based teaching strategies." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003swedlundm.pdf.

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NguyenGUYEN, Tong Ba. "Second-Grade Teachers' Brain-based Teaching Strategies for Struggling Readers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5385.

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In the era of this 21st Century, there are numerous known and unknown causes of reading impairments which have destructively affected elementary school students. Some causes are linguistic, and others are nonlinguistic. Lack of research on how previous teaching methods and experiences in implementing brain-based teaching (BBT) strategies became critically important, and were the concerns for this study. Developed by Hart's brain-based learning (BBL) theory together with other BBL theorists such as Jensen and Caine, the purpose of this qualitative study was to observe and explore the implementation of BBT strategies from 4 distinct second-grade participant teachers/subjects, located at the school district of a southwestern state. With the research questions focused on brain-based knowledge, BBT paradigms and brain-based implementation of teaching strategies, data from the cross-case synthesis and analyses of participant subjects' interviews, classroom observations, interactive journals, and other sources related to the study were processed and analyzed to address the research questions. Findings indicated that participant subjects perceived positive experiences of the implementation of BBT strategies in a way that enhanced their teaching qualities and improved students' reading impairments. The results of this study will likely contribute to positive social change by raising awareness for effective teaching and learning as well as promoting implementing BBT strategies in all teaching and learning environments. The results of this study may promote positive change in education, aim to improve brain-based teachers' enthusiasm and self-efficacy, and reduced students' reading impairments.
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Sperlich, Juntana Ginda. "Designing a brain-based learning environment." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3216.

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The purpose of this project was to develop a teacher friendly guide that would help teachers not only apply brain-based strategies in the classroom, but also to see results from transforming their classrooms into brain-based learning environments.
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Szabados, Cynthia Grassel. "Utilizing the principles and strategies of brain based learning in educating the deaf." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2405.

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Uster, Sema. "The Role Of Gender-based Brain Differences On The Vocabulary Learning And Consolidation Skills And Strategies." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610252/index.pdf.

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ABSTRACT This study aims to investigate the possible relationship between the differences of the male and female brain and vocabulary learning strategies of male and female students. For this purpose, a study has been carried out with a group of 200 students attending the Preparatory Program at TOBB University of Economics and Technology. This study initially aims to identify the differences between the biology of the male and female brain as well as the hormones influencing the memory and vocabulary retention. This information will then be applied to the vocabulary learning strategies of males and females. In order to identify the strategies used by males and females, a questionnaire was administered to a group of students attending the Preparatory Program at TOBB Economy and Technology University. Before the main study, the questionnaire was administered as a pilot study with 50 students from the same achievement group. After the pilot study of the questionnaire
validity, reliability and factor analysis studies were carried out. All of these subjects were at the same level of proficiency. The relationship between the genders and their vocabulary learning strategies was studied according to the results of the study through statistical evaluation through t-test analysis on SPSS. The data collected through the questionnaire were analyzed by comparing them to the literature suggesting the differences between the male and female brain characteristics. As the result of this study, it has been found out that females use more variety of strategies than males. Females have been found to employ determination, social, and cognitive strategies more frequently than males while males employ memory strategies more than females. In addition, there was not a statistically significant difference between the use of metacognitive strategies of male and female participants.
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White, Dan, and res cand@acu edu au. "Pedagogy – The Missing Link in Religious Education: Implications of brain-based learning theory for the development of a pedagogical framework for religious education." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp60.29082005.

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Over the past three decades, the development of religious education in Australia has been largely shaped by catechetical and curriculum approaches to teaching and learning. To date, little emphasis has been placed on the pedagogical dimension of religious education. The purpose of this research project is to explore the manner in which ‘brain-based’ learning theory contributes to pedagogical development in primary religious education. The project utilises an action research methodology combining concept mapping, the application of ‘brain-based’ teaching strategies and focus group dialogue with diocesan Religious Education Coordinators (RECs). The insights derived contribute to the formulation and validation of an appropriate pedagogical model for primary religious education, entitled the ‘DEEP Framework’. The model reflects an integration of insights from brain-based theory with nuances from the contemporary Australian religious education literature. The project identifies four key, interactive principles that are crucial to pedagogical development in religious education, namely: Discernment, Enrichment, Engagement and Participation. It also recognises a fifth principle, ‘an orientation towards wholeness’, as significant in combining the various pedagogical principles into a coherent whole. The DEEP framework enables teachers to more successfully select and evaluate appropriate, interconnecting teaching strategies within the religious education classroom. The framework underpins the pedagogical rationale of the recently developed Archdiocese of Hobart religious education program and forms the basis for the implementation of a coherent professional development program across the Archdiocese.
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Horton, Staci Marie. "Effect of educational neuroscience techniques in the university aural skills classroom." Diss., 2018. http://hdl.handle.net/2097/39229.

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Doctor of Philosophy
Curriculum and Instruction Programs
Jana Fallin
The purpose of this study was to test student achievement in the course of one semester while enrolled in an Aural Skills music classroom. The research used the framework from Caine and Caine’s 1991 Brain/Mind Learning Principles (later revised and republished in 2005 by Caine, Caine, McClintic and Klimek) and Jensen’s Brain-Compatible Teaching theory (1997). The research was completed at a mid-American university. Treatment classrooms taught using strategies to implement novelty, student engagement, and scaffolding success techniques based on a subset of Caine’s et al. Brain/Mind Learning Principles. The researcher used a quasi- experimental design with a treatment and control group, gathering quantitative pre-test/post-test data from student assessments before and after the implementation of the research-based brain- compatible strategies in the university Aural Skills classroom. The study followed four graduate teaching assistants who were new to collegiate teaching over the course of a semester; two were put in a training program and trained on how to create novelty, perpetuate student engagement, and build levels of success and two were left alone, to continue with a lecture style of teaching. At the end of the study, student test scores were examined to determine significance of the treatment. Results of this study are inconclusive, due to a methodology fail during the grading of the pre and post-tests. In the final chapter, preliminary findings indicate that academic gains were maintained within the control classes of Aural Skills I and III, and academic gains were maintained within the treatment class of Aural Skills II. The study is concluded with a discussion on methodological improvements necessary to provide reliable results within the bounds of educational research.
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Books on the topic "Brain-based teaching strategies"

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Secrets of the teenage brain: Research-based strategies for reaching and teaching today's adolescents. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2009.

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40 engaging brain-based tools for the classroom. Thousand Oaks, CA: Corwin Press, 2009.

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Ronis, Diane L. Brain-compatible mathematics. Arlington Heights, IL: SkyLight Training and Pub., 1999.

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Brain-compatible mathematics. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2007.

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Sprenger, Marilee B. Wiring the Brain for Reading: Brain-Based Strategies for Teaching Literacy. Wiley & Sons, Incorporated, John, 2013.

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Sprenger, Marilee B. Wiring the Brain for Reading: Brain-Based Strategies for Teaching Literacy. Wiley & Sons, Incorporated, John, 2013.

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Sprenger, Marilee B. Wiring the Brain for Reading: Brain-Based Strategies for Teaching Literacy. Wiley & Sons, Incorporated, John, 2013.

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Learning to Write for Readers: Using brain-based strategies. NCTE (National Council of Teachers of English), 2011.

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Feinstein, Sheryl G. Secrets of the Teenage Brain: Research-Based Strategies for Reaching & Teaching Today's Adolescents. The Brain Store, 2004.

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Brain-Based Strategies to Reach Every Learner: Surveys, Questionnaires, and Checklists That Help You Identify Students' Strengths-Plus Engaging Brain-Based Lessons and Activities (Teaching Strategies). Teaching Strategies, 2005.

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Book chapters on the topic "Brain-based teaching strategies"

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Rukminingsih, Januarius Mujiyanto, Joko Nurkamto, and Rudi Hartono. "Building executive function with technological support: Brain-based teaching strategies." In Post Pandemic L2 Pedagogy, 108–13. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-18.

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Hall, Karen C., and April T. Sawey. "Cultivation of Local Botanical Knowledge or Knowledge of Nature Using Interdisciplinary, Innovative, and Mind/Brain-Based Techniques." In Innovative Strategies for Teaching in the Plant Sciences, 101–17. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0422-8_7.

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El-Henawy, Walaa M. "The Effect of Brain-Based Professional Development on Shifting English Language Teachers' Pedagogical Perceptions." In Paradigm Shifts in 21st Century Teaching and Learning, 118–30. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3146-4.ch008.

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Brain-based learning (BBL) represents a new paradigm for teaching 21st Century learners. This chapter introduces brain-based professional development (BBPD) that utilizes theories and key findings from the field of cognitive neuroscience. This chapter reviews brain-based approach to learning and brain-compatible strategies for teaching as well as how to design a BBL lesson plan. Additionally, the chapter highlights the significance of incorporating BBL in professional development especially for novice English language teachers on shifting English language teachers' pedagogical perceptions. It stresses the importance of educating teachers about the brain and introducing brain-based instructional strategies. Besides, future research directions and educational implications of brain-based instruction are provided particularly for English language teaching and classroom environment.
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Chai, Meei Tyng, Aamir Saeed Malik, Mohamad Naufal Mohamad Saad, and Mohammad Abdul Rahman. "Application of Digital Technologies, Multimedia, and Brain-Based Strategies." In Research Anthology on Adult Education and the Development of Lifelong Learners, 837–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch042.

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Teaching adult learners is challenging because the characteristics of adult learners and their expectations are different from children/early adolescence. Recent advances in digital technology offer various opportunities that are particularly useful in fostering adult learning by transforming traditional “live” classroom-based into “virtual.” This chapter aims to explore how the digital technologies affect the way the brain learns and memorizes, including cognitive, emotional, and behavioral dimensions to promote personal and professional development. First, this chapter presents the application of digital technologies that support and engage adult learners in enhancing knowledge acquisition and retention, discusses the specific engagement techniques for adult, along with the research on multimedia learning. This chapter also covered neuroscience studies related to brain-based learning and strategies. The opportunities and challenges of the use of digital technology and multimedia platform to be effective learning tools for academic context and lifelong learning are also presented.
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Travis, Frederick, and John Collins. "Consciousness-Based Education." In Advancing Innovation and Sustainable Outcomes in International Graduate Education, 144–59. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5514-9.ch009.

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Consciousness-based education balances academic challenge with students' ability to master the material (1) using a block system to spread academic work across the semester, (2) teaching strategies to connect individual lectures to larger discipline principles, and (3) incorporating Transcendental Meditation practice into the curriculum. Brain integration and constructive thinking were compared in 27 freshman/senior pairs involved in consciousness-based university education. As seniors, these subjects had higher levels of brain integration, associated with emotional stability and success in life, and higher global constructive thinking, associated with work success and stable personal and social relationships. These variables typically do not change during college.
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Trinchero, Roberto. "Designing Intelligent Tutoring Systems With AI." In Handbook of Research on Teaching With Virtual Environments and AI, 540–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7638-0.ch023.

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This chapter describes the research problems inherent the design of effective intelligent tutoring systems (ITS) based on cognitive neuroscience research (brain-based approach) and evidence-based education. Effective student-ITS interaction requires a thorough understanding of the brain processes that underpin learning. The knowledge of these principles allows you to select optimal pedagogical strategies to monitor and guide the process. AI-based tutors have great potential in constantly adapting teaching content and tactics to the changing cognitive needs of the individual student in order to foster deep understanding, increase motivation, and develop a sense of self-efficacy in the learner. The brain-based approach can give ITSs a significant increase in effectiveness in promoting learning.
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McKeen, Heather. "Culturally Relevant Preparedness Using STEAM Integrative Teaching in the Classroom." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, 127–38. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch008.

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Although there exist some studies that examine culturally relevant teaching and its positive impact on learning outcomes; overall, these studies are not abundant, and teachers are generally unaware of the educational frameworks that would allow them to apply their theoretical knowledge of culturally relevant preparedness in practice. In this respect, STEAM can be a perfect solution for reinforcing culturally relevant teaching at schools. First, culturally relevant teaching requires certain conditions (e.g., diversity, inclusion, a teacher's willingness to learn, etc.) that are inherent in the STEAM educational framework. Second, the STEAM educational framework shares similar values with culturally relevant teaching (e.g., brain focus on social and cross-cultural skills, pedagogical focus on teachers' learning, etc.). Finally, the literature review demonstrates that there are numerous strategies of using the STEAM educational framework to reinforce culturally relevant teaching (e.g., to design a culturally relevant program based on STEAM).
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Curry, Marjorie. "Culturally Responsive Math." In Theory and Practice: An Interface or A Great Divide?, 115–17. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.23.

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Using the Ready for Rigor framework, Zaretta Hammond’s book Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students gives educators a neuroscience-based approach to closing the achievement gap. The Ready for Rigor framework consists of four strands: awareness, learning partnerships, information processing, and community building. Acknowledging that all four strands are paramount to culturally responsive teaching but restricting focus to information processing, this session will give participants examples of and strategies for making their mathematics lessons more culturally responsive. More specifically, participants will learn to game-ify it, story-ify it, and make it social.
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Jovanovski, Diana, and Konstantine K. Zakzanis. "On the Use of Virtual Reality as an Outcome Measure in Neuropsychological Rehabilitation." In The Role of Technology in Clinical Neuropsychology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190234737.003.0009.

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Despite the prevalence of executive dysfunction across multiple neurological and psychiatric conditions, there have been few validated rehabilitative interventions targeting it. One intervention holding promise for patients with executive dysfunc­tion is Robertson’s Goal Management Training (GMT; Robertson, 1996). GMT is based on Duncan’s (1986) theory of goal neglect (or failure to execute intentions), in which disorganized behavior is attributed to impaired construction and use of “goal lists,” considered to direct behavior by controlling actions that promote or oppose task completion. GMT attempts to ameliorate goal neglect through verbally mediated, metacognitive strategies that systematically target planning abilities by teach­ing individuals to structure their intentions. Through presentations, discussions, exercises, and homework assignments, GMT trains participants to use strategies like stopping and orienting to relevant information, partitioning goals into more easily managed subgoals, encoding and retaining goals, and monitoring performance. Investigations into the efficacy of GMT have been promising in both normal older adults and in patients with acquired brain injury (ABI). In order to investigate the efficacy of GMT for older adults with cognitive complaints, van Hooren and colleagues (2007) randomly assigned 69 normal, community-dwelling adults age 55 years or older to a six-week GMT program or to a waitlist control group. After the intervention, participants from the GMT group reported significantly fewer anxiety symptoms, were significantly less annoyed by their cognitive failures, and reported improved ability to manage their executive failures as com­pared to control participants. Though this study reported positive results for subjective outcome measures, the intervention showed no effect on the Stroop Colour Word Test (Houx, Jolles, & Vreeling, 1993; Stroop, 1935). Levine and colleagues (2000) reported on 30 traumatic brain injury (TBI) patients who were randomly assigned to receive a brief trial (1-hour session) of GMT or motor skills training. Upon completion of the intervention, the GMT group, but not the motor skills group, showed significant improvement on paper-and-pencil tasks designed to mimic everyday executive tasks that are problematic for patients with goal neglect.
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