Theme 2 - Brain Changes Flashcards
How are neural connections built?
Repeated use of a neural pathway
Learning
When the brain changes
Neural (brain) plasticity
the ability of the brain to be shaped and changed by experience throughout the lifespan.
Brain changes are always _______?
Experience-dependant (without experience to drive it, learning doesn’t occur)
Adaptive change
anything in the brain that leads to positive outcomes over time
maladaptive change
anything in the brain that leads to harmful, dangerous, or disabling outcomes
What are the 3 types of brain changes?
- Anatomical
- Neurochemical
- Metabolic
Anatomical change
(physical) something physically changes in the brain. This could be new brain cells, neural connections, neural pruning, dedritic growth, etc.
Examples of Anatomical change
-concussion causes brain damage
-brain surgery
-brain tumors
-drug use killing brain cells
Neurochemical change
(chemicals) An existing neuron increases or decreases the amount of chemicals (neurotransmitters) that are transferred between neurons.
-This can either increase or decrease the learning process, our feelings, memory, etc.
Examples of Neurochemical changes
-teacher walks towards you and it makes you nervous
-dopamine hit when you eat ice cream
Metabolic change
(food) Increase or decrease the amount of glucose and oxygen available or used in the brain
example of reperception
As second-grader Johnny begins to reach for Susie’s hair to pull it, he vividly
remembers sitting in the principal’s office on a hard-wooden chair, feeling the
tears crawl down his face, and hearing the principal’s deep firm voice and stern
warning the last time he pulled Susie’s hair.
example of Metabolic Change
A mechanism influenced by experience resulting in brain glucose or oxygen
fluctuations.
example of Learning History
Fourth-grader Philip understands equations such as 3+5=8 and 2+4=6. However,
when learning about “equivalent” equations such as 1+6=6+1 and 5+2=3+4, he
doesn’t understand how there can be addition on the right side of an equal sign.
His teacher has him work for awhile on equations such as 10=6+4 and 9=2+7.
Then she has Philip again try “equivalent” equations and he can solve them.
Information Processing
Approach
Experience and new information is encoded into symbolic representations in
long-term memory.
Reperception
Memories are constructed of what we perceive/our experiences. (when we remember we are repercieving events from our past)
Meshing
Our memories help us make sense of what we are perceiving in the present by meshing with it.
Suppression
the act of suppressing current senses/perceptions so that our memory can reprecieve something from the past.
Atkinson-Shriffin or Computer memory model
sensory memory
(attention passes things through)
working memory
(encodes; retrieval and rehearsal)
long term memory
Multicausality
All behavior is created by many interacting factors, not one dominant controlling factor.
Learning History
sum total of everything you have ever learned through any mechanism.
Neural Plasticity
the ability of the brain to be shaped and changed by experience throughout the lifespan
Embodiment
learners are engaged and intertwined in their social and material surroundings (as many senses are contributing as possible)
Critical Periods
specific time windows in early development when experiences have a lasting impact on brain function and behavior
How does most learning probably affect the brain?
▪ Many theorists and researchers believe that the physiological basis for most learning and much of cognitive
development lies in changes in the interconnections (i.e., synapses) among neurons
▪ Learning often involves (a) strengthening synapses, (b) forming new synapses, and even at times (c) eliminating
synapses
What effect do “enriching experiences” in the early years have on brain power over the long run?
▪ There is no evidence that intensive, enriching experiences in the early years enhance brain power over the long
run.
▪ There is no evidence to indicate that critical periods exist for traditional academic subjects such as reading,
writing, or mathematics. All people can learn throughout their lives.
What are the current limits of brain research?
▪ Brain research cannot tell us what information and skills are most important for children to acquire in a
particular community and culture
▪ Brain research does not provide many clues about the instructional strategies that are most likely to promote
children’s mental growth
What are the two mechanisms by which experience can cause change in the brain?
Anatomical and Neurochemical
What is the bad news about the relationship of experience and the human brain?
Wrong experiences (such as stress, social isolation, and maternal deprivation) can have problematic effects on
the brain
▪ Early or late exposure to stress can affect a range of brain systems, and thus a range of behaviors.
▪ Synaptic growth—We have a lot in early life and goes down from then on.
▪ Pruning of unused neural pathways (this is both good and bad)
What is the good news about the relationship of experience and the human brain?
▪ Right experiences (i.e., normal complex environments) can have beneficial effects on the brain and behavior
▪ Reorganization (plasticity) of the brain based on selective experience can also occur in adults (e.g. – musicians
playing string instruments, limb amputation, learning to read late in life, relearning after a stroke)
▪ We keep making new connections and we keep the “best” or strongest connections throughout our life.
Key differences between Teen and mature brains
The key difference between a teenage brain and a mature brain is that a teen’s brain is still developing, particularly in the prefrontal cortex responsible for decision-making and impulse control, leading to more impulsive behavior and a greater reliance on emotions compared to adults who can process information more rationally and consider long-term consequences; this means teens may act on emotions more readily and struggle to weigh risks effectively compared to adults.
Teens tend to process information primarily through the amygdala, the brain’s emotional center, leading to stronger reactions to stimuli and potential impulsivity.
Arguments against using brain research in classrooms
■ Many people use brain findings incorrectly
■ Critical periods—most if not all are not important in school
Arguments for using brain research in classrooms
Pedagogical practices informed by brain research include 5 dimensions:
■ Positive Attitudes
■ Acquiring/Integrating Knowledge
■ Extending/Refining Knowledge
■ Using Knowledge meaningfully
■ Habits of mind
dentify and explain the 3 main ideas of ET?
-Reperception
-Meshing
-Suppressing
What is the main difference between ET and the Information Processing Model?
There is no “encoding” of experience or new information into a symbolic representation in long-term
memory; rather, the experience is stored in memory which we “reexperience” or reperceive.
What are some Teaching Strategies/Guidelines/Principles that would be supported based on the Embodiment
Theory?
gestures, enactment, simulation, or physical activity (students can stomp to create counts or dance to represent wildlife ecosystems, create with play-doh, make slime, or participate in other sensory play activities.)
Atkinson-Shiffrin (Computer) Model
Experience and new information is “encoded” into a symbolic representation in long-term memory. Thus, we
retrieve symbolic representations from long-term memory.
What are the 3 memory components and their relationship to one another? Describe each component
Sensory Memory, Working (Short-Term Memory), and Long-Term Memory
