Neuroanatomy of and Neural Processes of Learning
Describe the neuroanatomy of and neural processes related to learning based on current literature.
Through research and laboratory studies, we have a better understanding of how learning can truly physically change the structure of the brain and its functional organization. With these advancements in cognitive neurosciences, educators and psychologists can enhance and form learning techniques to fit multiple settings and learning styles.
However, as we grow into adulthood our “perception” of what we learn, at times, evolves into our own belief system. For some, perception is reality. This perception and other stimuli contribute to our process of learning.
When we learn, the process is similar to that of a computer processing information. As we receive new stimuli, our brain searches for any existing information regarding the subject matter. If it is a new skill, our brain makes the necessary adjustments and begins to create a “database” on the new skill. As we gain experience the skill improves and the brain stores the information (Zirbel, n.d.).
This neurophysiological processing remains the same from a young child to an adult, even though the brain constantly reorganizes itself. Neural patterns and the development of neural connections are those talents and capabilities that an individual is striving to improve, those that have important emotional, personal or survival value, and other skills that used repeatedly. These patterns are nearly impossible to destroy unless they are affected by some brain trauma or some form of disease. The higher the level of dense neural connections signifies someone’s knowledge, abilities, and skills. This expands concept understanding by connecting into the person’s strengths. In order to support proficiency in these skills a large number of neural pathways must exist. We use our stored knowledge to process and interpret our experiences. When there is an inadequate neuronal investment this usually means
Through research and laboratory studies, we have a better understanding of how learning can truly physically change the structure of the brain and its functional organization. With these advancements in cognitive neurosciences, educators and psychologists can enhance and form learning techniques to fit multiple settings and learning styles.
However, as we grow into adulthood our “perception” of what we learn, at times, evolves into our own belief system. For some, perception is reality. This perception and other stimuli contribute to our process of learning.
When we learn, the process is similar to that of a computer processing information. As we receive new stimuli, our brain searches for any existing information regarding the subject matter. If it is a new skill, our brain makes the necessary adjustments and begins to create a “database” on the new skill. As we gain experience the skill improves and the brain stores the information (Zirbel, n.d.).
This neurophysiological processing remains the same from a young child to an adult, even though the brain constantly reorganizes itself. Neural patterns and the development of neural connections are those talents and capabilities that an individual is striving to improve, those that have important emotional, personal or survival value, and other skills that used repeatedly. These patterns are nearly impossible to destroy unless they are affected by some brain trauma or some form of disease. The higher the level of dense neural connections signifies someone’s knowledge, abilities, and skills. This expands concept understanding by connecting into the person’s strengths. In order to support proficiency in these skills a large number of neural pathways must exist. We use our stored knowledge to process and interpret our experiences. When there is an inadequate neuronal investment this usually means
References: Zirbel, E. L. (n.d.). Learning, concept formation and conceptual change. Informally published manuscript, department of physics and astronomy, Tufts University, Retrieved from http://cosmos.phy.tufts.edu/~zirbel/ScienceEd/Learning-and-Concept-Formation.pdf Wesson, K. A. (n.d.). From synapses to learning-understanding brain processes. Retrieved from http://cetl.matcmadison.edu/efgb/2/2_1_4.htm