Brain Development and Learning

The brain is a very complex organism and it is very fascinating learning about how it works in relation to learning and retaining information. How many times have we heard the argument between left/right brain learners or how many have you wondered the true importance the brain has in relation to learning?

Myths on the brain and learning:

In Worden, Hinton, & Fischer’s article, they seek to explore five different myths (the brain is irrelevant in learning, neuroscientist know it all and teachers don’t understand research, Johnny is right brained and that is why, everyone knows you can’t learn a language after age, and girls are better at reading, but boys dominate math and science) on the relation between the brain and actual learning.

This week’s readings on the inner working of the brain gave insight on the different parts of the brain and how each system contributes to the workings of the brain and how it connects to the functions of other parts of the body. As the text outlines, there are many methods of brain research (animal studies, postmortem testing and case studies), and authors Worden, Hinton, & Fisher has recognized its value but also warned that caution is needed when reviewing research that is being done.  One of the myths that stood out to me is the myth that neuroscientist know it all and teachers don’t understand research. Through their discussion, the authors have noted that in order to support brain research and have it directly correlate to classroom education, would be a collaboration between the two fields. In doing this, contributions will be made by both scientists and teachers in an effort to formulate plans to incorporate into daily teaching practices that would enhance learning and foster an environment in which research and teaching can take place cohesively.

The information processing theory and learning disabilities

While we have a clear understanding of how the brain works on a healthy functioning human, what are the differences in the information processing theory in an individual with a learning disability? This article is interesting it seeks to understand the main difference in information processing between a “normal” individual and a learning disabled individual and what strategies can be placed to improve the learning process of a learning disabled person. In an attempt to recognize how this theory affects students with learning disabilities, Swanson (1987), has also identified that the learning environment can have a direct effect on learning processes. For many teachers, most learning happens in the classroom, and the author has indicated that the learning environment can ultimately have a direct effect on the successes or failure of a learning disabled student.

This article is the first in four series that explores information processing and learning disabilities. I found it useful in that it identifies the various factors that affect the learning process (environment, subject matter, and age) and this early research seeks to offer strategies in improving and understanding the information learning process in learning disabled individuals.

References

Swanson, H. L. (1987). Information processing theory and learning disabilities: An overview.

      Journal Of Learning Disabilities. 20(1), 3-7

Worden, J. M., Hilton, C., & Fischer, K. W. (2011). What does the brain have to do with

      learning? Phi Delta Kappan, 92(8), 8-13.