Theory Review: Carol

Theory Review: Brain and Mind in Learning

Carol Shields

EDAC635

February 9, 2020

Name	Commented On
Carol Shields	Samantha McFadden
Carol Shields	Jennifer Lantz

Main Theoretical Points

            When thinking about the brain and mind in relation to adult learning, the concept of neuroplasticity immediately came to mind. This quote really stuck out to me, “When we talk about neuroplasticity we refer to the change occurring in the brain as the consequences of an experience, involving the transfer of specific functions to cerebral areas other than those originally allocated to them” (Guglielman, 2012). In the past, the plasticity of the brain was seen as only during childhood and pre-puberty but thanks to emerging science and years of hypotheses we now know this to be false. The concept emerged more than a century ago when Adolf Meyers in 1902 shared “the apparatus of biological plasticity, the nervous system” (Lamb, 2019). His works laid the ground work for later concepts of neuroplasticity to be accepted. A century later in 2000 an example would be Tobias Rees’ anthropology of neuroplasticity being a notable share (Lamb, 2019).

Connectome, the brain mapping of neural connections to our nervous system is a rapidly growing field in neuroscience (Garov, et al., 2018). Our ability to learn based on our own experiences has expanded the thoughts and possibilities in adult learning. A MRI machine can be used to study cognitive processes. We now know that when we use more of our senses in our learning activities we are wiring our brain in multiple pathways to remember the learning later on (Garov, et al., 2018). Additionally, computational theories that hold the human mind as a processing system can be seen as true with MRI findings in studies. Information processing is more efficient when larger functions can be broken down into smaller processes to allow long term memories to form (Garov, et al., 2018). Additionally to achieve automaticity is the ultimate goal of adult learning. A few keys to success in adult learning much like children is getting enough rest and reducing sound stimuli that can distract  (Knowland & Thomas, 2014).

            In a study performed on adult monkeys, they allowed them a reward doing a detection and discrimination tasks. The hypothesis was that “neurons that prefer task targets will strengthen on detection learning and will continue to strengthen on discrimination learning” (Blake, Plummer, Spingath, & Sug Kang, 2011). The results supported the hypothesis and leads to understating more on adult learning induced by the sensory cortex plasticity. Allowing rewards during a learning process can help with the ability to complete targeted tasks. “The target only receptive fields exhibited a significant increase in receptive field area upon detection learning (p<0.0004)” (Blake, Plummer, Spingath, & Sug Kang, 2011).   

            “In the last decade, transcranial magnetic stimulation (TMS) has been used increasingly as a tool to explore the mechanisms and consequences of cortical plasticity in the intact human cortex” (Hartwig & Rothwell, 2003). The healthcare network I work for is currently developing an outpatient office where TMS will be used on adults. They are using it mostly to help with depression, anxiety, and addictions. Essentially, TMS uses a magnetic field to serves as a way to carry an electric stimulus across the scalp and skull into the cortex; it is an electric current which excites the cortical neurons (Hartwig & Rothwell, 2003). They can use an assessment like a positron emission tomography (PET) scan to see the long term effects of these efforts. While not directly related to adult learning – knowledge of this approach may come in handy to help out someone you are teaching.

Reflection

Highlights

            In reviewing articles in relation to Neuroplasticity it was interesting to learn the history in how scientist have been pursuing this knowledge for over a century. I also enjoyed learning more about the biology and neuroscience of the brain. I’m not sure I understood it all in the short time I reviewed articles but I did learn a lot more from watching TED talks after my interests were peaked. I did not include that material in this document due to time left to complete the assignment.

Process

            I completed this literature review by leveraging library resources to find articles that sounded interesting and would fulfill the requirements. I like to create a literature review matrix to complete assignments like this. It will often include in the following: year the article was written, the purpose of the article, results of any studies, and when this literature might come in handy. Additionally, I added how to apply concepts to fulfill the request of the professor on this assignment. I also like to create notes on the articles and circle or underline key concepts. This helps me remember the article better. Next, I reviewed the instructions for how our professor would like us to structure our work and began pulling it all together. Below is the final piece of the review that will be most helpful long term for us as adult educators. I prefer bullet points or short pockets of information to jog my memory on learnings and it will act as that for me and perhaps others. Basically it puts the Computational Theory into practice.

Main Theoretical Ideas	How to Apply the Idea
Neuroplasticity	When learning a new skillset like data analysis in excel for example. Have someone try using excel to clean up the data on their own. They can google things they don’t know how to do and learn from their own mistakes. Have them continue to try to clean up data before doing analysis and they will eventually learn new knowledge and be able to teach others in the future. Allowing people the opportunity to experience things first hand will stick the knowledge longer in their brains than if they had simply watched someone doing a skill and never applied it themselves.
Multi-Sensory Learning	Allow learning opportunities that require people to listen, see, touch, smell, and engage in using all their senses. Example: Do a mindfulness exercise that requires people to interact with a chocolate covered strawberry. Have them look for 5 things they can see, then 4 things they can feel, 3 things they hear, 2 things they can smell, and finally 1 thing they can taste. Having done the exercise, the strawberry will task better than if you had just went for it without being mindful first. Doing an exercise like this before a course can enlighten their senses and help them to be more present for the learning.
Computational Theory	Breaking down larger tasks into easily remembered and followed smaller tasks.
Neurogenesis	Allow them to do math using core forty verses the way they learned math as a child.

References

Blake, D., Plummer, T., Spingath, E., & Sug Kang, H. (2011, January 11). Different neuroplasticity for task targets and distractors. Retrieved from plosone: www.plosone.org

Garov, P., Kandilarova, S., Kovacheva, A., Popova, F., Sirakov, N., & Velkova, K. (2018). Adult brain activation during visual learning and memory tasks, an experimental approach to translational neuroscience. Journal of Evaluation in Clinical Practice, 864-868.

Guglielman, E. (2012, June 29). The ageing brain: neuroplasicity and lifelong learning. Retrieved from eLearning Papers: www.elearningpapers.edu

Siebner, H., & Rothwell, J. (2003). Transcranial magnetic stimulation: New insights into representational cortical plasticity. Experimental Brain Research, 148(1), 1-16. doi:http://dx.doi.org.proxy.bsu.edu/10.1007/s00221-002-1234-2

Knowland, V. C., & Thomas, M. S. (2014). Educating the adult brain: how the neuroscience of learning can inform educational policy. Internal Review of Education, 99-122.

Lamb, S. (2019). Neuroplasticity: a century-old idea championed by Adolf Meyer. Canadian Medical Association Journal, 1359-1361.

* For some reason the text is not appearing as 12pt. The other Theory Reviews were posted in the same way - Mariana