The Neural Bases of Learning
Learning is a continuous process in which we assimilate specific data and information. Then, we “store” it in our mental system. Discover all you need to know about the neural bases of learning in this article.
The learning process begins when information is received by any of the senses. The information is then stored in our brain for possible later use. What do experts say about this process?
Neuroscience consists of a set of fields that analyze the nervous system. It involves evaluating the mechanisms that enable different brain behaviors, as well as the management of an individual’s reactions.
Relationship between learning and neuroscience
Learning is the essence of human existence. The first humans to walk the Earth learned to cultivate and work the land, raise livestock, and everything else they needed to learn to survive. Moreover, they were able to pass that knowledge on to their peers.
Despite the many things they achieved, the human brain is still a huge mystery. How do we acquire knowledge? How does our memory work? These are some of the questions that haven’t been entirely answered yet.
In educational neuroscience, one of the main premises is that, both in real life as well as in the classroom, learning is based on experimentation. This means that people don’t learn by memorizing or repeating but instead through experiences and emotions.
In this sense, intelligence is a multidimensional concept. In a similar learning environment, each student receives and processes information in their mind differently.
The brains of children with ADHD work differently and have deficiencies in the production of certain substances.
Emotions and other cognitive processes
Attention, memory, communication skills, and the motivation to learn go hand in hand with this learning and information storage process. The emotions people are feeling when they’re learning also influence this process.
Below, we’ll discuss each of these processes that influence the neural bases of learning:
Communication is the first element that launches the receipt of information. To communicate, we use different parts of our brain, as well as complicated mechanisms.
Not only is language considered communication, but also expression through gestures, which is called non-verbal language.
Attention allows children to orient themselves towards a particular aspect and ignore the many stimuli around them. Only this way will they be able to receive new information.
Several brain nuclei influence attention. It’s not only about receiving information but retaining it for a quick first analysis and overview. Once considered important, other brain nuclei filter what isn’t deemed necessary and reject it.
“One of the main premises of educational neuroscience is that, both in real life as well as in the classroom, learning is based on experimentation.”
Through motivation, we encourage children to learn. With it, we invite them to take action, albeit in a mental way. By motivating children, we help them overcome difficulties such as fatigue so they can concentrate.
It allows children to store the information they received to use it in the future. Memory involves different processes and is a critical part of the neural bases of learning.
The neural bases of learning allow us to understand how we process information.
Neuroscience has gained popularity
Brain functioning has always been a topic of discussion. It’s about giving convincing explanations to emotions, social life, culture, and everything related to human life. Logically, everything is analyzed from a neural perspective.
One of the main objectives of pedagogy and neuroscience is to collaborate to be able to optimize learning in school-age children.
A current trend is the “pedagogy of fun,” which is the use of neurodidactics to arouse curiosity in learners. With this resource, curiosity will turn into motivation and then into learning.
Thus, through a fun educational environment, creativity is enhanced in children. These environments also help reduce exhaustion and the fear of school failure.It might interest you...
All cited sources were thoroughly reviewed by our team to ensure their quality, reliability, currency, and validity. The bibliography of this article was considered reliable and of academic or scientific accuracy.
- Marrón, E. M., Roig, D. A., Sánchez-Cubillo, I., Miranda, R., & Morales, J. A. P. (2013). Bases neuroanatómicas del aprendizaje y la memoria. Fundamentos del aprendizaje y del lenguaje, 63-94.
- Carboni Román, A., Río Grande, D. D., Capilla, A., Maestú, F., & Ortiz, T. (2006). Bases neurobiológicas de las dificultades de aprendizaje. Revista de neurología. https://repositorio.uam.es/handle/10486/672163
- Fasce, E. (2008). Bases neurobiológicas del aprendizaje. Boletín de la Academia Chilena, 44, 123-38.
- Aguado-Aguilar, L. (2001). Aprendizaje y memoria. Revista de neurología, 32(4), 373-381.