How the Brain Learns
By: JM Bell Written on: August 31st 2015
The Brain and Attention:
Attention unifies the three core processes of executive functioning
Figure 4: Chart showing how teachers can help students to pay attention and focus when learning [Image], by: © CAST, 2015. CAST INC. (© 2015). Universal Design for Learning [Image]. Retrieved from: http://diandudl.wikispaces.com/file/view/The_Brain.png/198373016/The_Brain.png
The Brain and Executive Functions:
Executive functions are primarily located in the prefrontal cortex, but involve the other neural networks. They are necessary for:
- Initiating goal-directed behavior,
- Regulating emotions & behaviors,
- Delaying gratification,
- Attention,
- Functionality of working memory,
- Organizational skills, and
- Prioritizing and planning future behavior.
Executive Functions and Role
Executive functions develop throughout childhood in correlation with the maturation of the frontal lobe. There are three core executive functions that play a huge role in a child's play, learning, development, and academic success:
- Working Memory
- Inhibitory Control
- Set Shifting
The Brain and Memory:
Working Memory:
The Brain and Inhibitory Control
- Playing "Simon Says," "Simon Says do the Opposite," "Follow the leader," "Guess the leader," "Red light, Green light," Etc.
- Day/Night tasks: i.e. the children respond to cards held up with what time of day it is or the opposite of what the card shows
- Physical Activity
Set Shifting (aka Cognitive Flexibility):
- Play sorting games
- Do Puzzles
- Play Make-believe
- Make up stories
- Use their imaginations
- Physical Activity
Development of Executive Functions
Figure 7: The development of executive functions from infancy through Adolescents and the effects of slowly-developing executive functions [Image], by: Unknown. Unknown (n/d). Development of Executive Functions [Imagae]. Retrieved from: http://image.slidesharecdn.com/riotspresentationslideshare-150320082821-conversion-gate01/95/ri-o-ts-presentation-slideshare-5-638.jpg?cb=1426858167
Neural Regions and Executive Functions
- Neural Regions and Executive Functions (2 points): Explain at least two ways the prefrontal and ventral striatum neural regions are associated with executive functions in emotional situations.
Figure 8: Illustration of the prefontal cortex and its association with executive functions and emotions [Image], by: Optometry Student. Optometry Student (2014, May 6th). Lecture 19 central nervous system (a): Slide 50 [Image]. Retrieved from: http://www.slideshare.net/seharasif1234/lecture-19-central-nervous-system-a
Ventral Straitum:
Is the area of the brain associated with mood regulation and monitoring, motivation, and rewards (aka self-regulation). As the Ventral Striatum develops so too are children able to regulate their moods and emotions as well as delay gratification over wanting instant gratification (aka the executive function of inhibitory control).
Delayed Gratification:
- Young children need emotional stability and inhibitory control enable to delay gratification
Environmental Influences
There are many environmental influences that impact executive functioning and memory, such as:
- Whether or not their needs are being met
- Learning is supported (emotional encouragement)
- Stress
- Fatigue
- Nutrition
- Physical Exercise
Training of Executive Functions
However, the brain learns in three main steps:
· 1. Remodeling—Actual physical connection or new connection between neurons, within the brain, that takes place when learning occurs.
- Learning something new takes all your concentration
· 2. Repetition—Strengthens and thickens the connection in the brain, neural processes become more efficient, less energy is needed, higher-order pathways become available to use.
- The learning has become easier through reinforcement and rewards
· 3. Use—A very thick and strong connection in the brain has developed, the connection has become more efficient, and so the process is now automatic. The learning has become ingrained into long-term memory, because the connection between neurons has become embedded in the brain.
- The process is now easy and automatic. It has become second-nature to you
Note:
References:
Caine, G. & Caine, R., (2014). The Caines’ Brain/Mind Learning Principles [Image]. Retrieved from: http://www.cainelearning.com/
CAST, (© 2015). Universal Design for Learning [Image]. Retrieved from: http://diandudl.wikispaces.com/file/view/The_Brain.png/198373016/The_Brain.png
Dale, E., (1969). The Cone of Learning [Image]. sparkinsight.com. Retrieved from: http://1.bp.blogspot.com/-u7QznN5ilI0/T_Lv7iytfsI/AAAAAAAATg8/3WE4YY6bGPA/s1600/Dale_cone_of_learning.png
Davidson, A., (2013, Jun 23rd). Your Child’s Brain. Snuggles Childcare Ltd. Retrieved from: http://www.snuggleschildcare.co.uk/your-childs-brain/
Farrar, M. J. & Montgomery, D. (2015). Cognitive development of children: Research and application [Electronic version]. Retrieved from https://content.ashford.edu
Kapkayev, I., (2014). The Brain and Memory [Image]. MATH FOR AMERICA, NEW YORK CITY, 2014 COHORT: Memory: What it is, and How it is, Weebly.com. Retrieved from: http://mfa2014.weebly.com/memory-what-it-is-and-how-it-is.html
Mia. (2013, Oct. 7th). Learning and the Brain [Image]. Retrieved from: https://anethicalisland.wordpress.com/2013/10/07/learning-and-the-brain-a-few-quick-facts/
More Good Days- Parenting Blog. (2014, Sept. 26th). Retrieved from: http://gooddayswithkids.com/2014/09/26/brain-development-poster/
Optometry Student (2014, May 6th). Lecture 19 central nervous system (a): Slide 50 [Image]. Retrieved from: http://www.slideshare.net/seharasif1234/lecture-19-central-nervous-system-a
Riazati, S., & Bamford, M., (2011). Working Memory [Image]. Learnnc.org. Retrieved from: http://www.learnnc.org/lp/media/uploads/2011/03/working_mem.png
Unknown (n/d). Development of Executive Functions [Imagae]. Retrieved from: http://image.slidesharecdn.com/riotspresentationslideshare-150320082821-conversion-gate01/95/ri-o-ts-presentation-slideshare-5-638.jpg?cb=1426858167