Learning
disorders has been studied from different perspectives trying to explain or solve
the complications that have linked with learning at school, even though in
general these disorders become notorious in formal education, they affect other
environments, sometimes of lifetime.
This is the main topic
of educational psychology and they have designed enough strategies to help to
persons to be successful. However, do not always keep the advances obtained
with learning strategies, either because the psychologist is no longer working
with the child, schools change the teacher, school cycles, work strategies are
changed and then the effects of psychological interventions are lost.
This learning
effect, almost always diluted, in part, because just thinking about the what to
teach and how to teach. It is very common to hear or read that learning
problems are due to the mode of teaching, and it may be so in some cases, but
in others, the effect of maintenance is lost by that trust in the memory and
studies on the brain, are made of side so appealing to brain plasticity, as
more permanent learning process is the proposal of this work.
From neuroscience
point of view, cognitive processes can be analyze molecularly, step by step,
which makes it fascinating to understand usual task as reading or writing, but it makes them complex
if they are observed them from a minimum expression, so it is very easy to get
lost in the details and forget the problem of how children are learning and
relating the environment.
However, the
advantage of this position, is that it avoids falling into the error of talk
about, for example, reading disorder as a kind of diagnosis, but it’s better to
ask: what is the process?, Maybe the person has not learned the relationship
between sounds and letter?, or can’t persons recognize the difference between a
letters or sounds?, maybe child can’t
understand what does reading mean?, but it is always possible to detect the link
that is causing a problem from the
process, observing the chains of events to every process. Of course, each link in the chain of events is
important, if the letters are not known it will not be possible to understand
what you read, but does not mean that there is a brain damage, since the
brain is always ready to learn other ways of approaching events.
One problem of
traditional psychology is the fact they are looking for a diagnosis from tasks that don't run as the majority of the
population, however usually they forget very easily think about what the child
can do, and their potential from its strengths, is the best model
student-centered, as the students is their own connectome.
Thus the
advantage of neurocognition is the fact of explaining from the higher
mental processes from neural networks and biochemical processes, and their
studies can be as sophisticated as analyze a molecule implicated in memory or
understanding neural networks specific related in the pronunciation of a Word,
but it has failed to be a real bridge between the biochemistry of the brain and ideas, because there is a
question still unanswered: when do the neural connections become subjective
experience?. I hope that in the next 10 to 20 years is possible to respond to
this, however, is the best bridge that exists so far to understand the higher
mental processes.
It seems to me to
determine the best way to learn, it is a completely personal aspect, and there
are no magic formulas or generally applicable programs. Red color will be
attractive for some while others will see it offensive. There will be those who
need 2 seconds to understand a task, while some will never understand it,
others will try to remember it only to approve the bimonthly test. Despite all
research on the processes of learning, there is a curriculum that takes
advantage of all that knowledge.
The understanding
of the brain, allows moreover, try to
find better models of teaching and learning, appeal to the cerebral plasticity,
seems to me is the best way to put aside the stigma you can't do this and you never will be able to do it, you are
not SMART. We all have specific disorders in some area, but what makes some
successful is the ability to look for alternatives.
School learning
is usually viewed as abilities or tasks that students must master as a
requirement for academic success. From the classrooms, one of the jobs of the
teacher is to help students to acquire learning and give them sense, ensuring a
logical sequence of acquisition of knowledge.
However the child
learns not only at school or books, because when children enter school, they know
things. Some of them are evolutionary legacies that allow you to adapt better to
the environment, language for example, which since the early days of born
begins to develop, first by way of crying to provide food and company and later
as a means of expression.
Those who promote
them language and children shows them that language is a useful tool as a mean
of communication, for example, will be more apt to develop a more comprehensive
and with time vocabulary, will be children for whom reading and writing will be
a logical step to the transmission of ideas.
On the other
hand, when children are developed in a more challenging environment for the
movement, as athletes, will generate more motor connections, because they will
exercise them more extensively and probably set aside the words. I am pretty
sure there is no need of explanations when you see a child to score his or her first
goal or reach the goal first as the rest of the team?.
In this regard,
it is worth mentioning that this vision is not black and white, children will
develop brain connections that will manifest themselves in learning skills,
whether in the areas of thought or language or motor activities depending on so
much stimulation to provide the environment, at the same time how much these
activities is seen as a necessity. In this category fall activities even though
they are genetically programmed as language and arithmetic, not carried out
because the environment does not promote them.
Example of this
are the children that although they can speak and know the words to ask for
their milk, parents do not require to use your vocabulary and it is only enough
for the child point a cup and someone will translate the action: Yes, my dear: I
know you want your hot milk with
chocolate and sugar in your red glass!. When parents can read children minds,
there is not a possibility of exploring and developing their own words that if
they were corrected, would eventually be expanded and would be presented in a
logical order.
The previous
example allows glimpse to learn must exist certain principles. On the one hand,
there must be a brain capable of doing so, and it is known that in the early years
the brain is a sponge suitable to acquire skills that allows you to adapt.
Secondly, there
should be the need to learn, because otherwise, the brain will not endeavor by
creating connections and this will take you to lose those who are not fit to
stay or who are not employed. This principle of the struggle of the strongest
and the fittest will be evident throughout the brain development. If a phone
number is not in use more than once, do you remember it?.
Hence, there are
two processes that become indispensable for learning, memory, which
allows the system to create memories that is something useful from the
stimulation of the medium, for example, you know to read these lines because it
is a task that has carried out many times, first as a game and then
systematizing the task until you reach the point not only of reading, but the
reading comprehension. This is possible thanks to the loyal friend of memory: motivation.
When babies are born, their motivations are simple: eat, sleep, feel
hugs from mom or caregivers. Little by little these basic, maybe selfish
motivations change by the need to make happy the caregiver, developing the
social function, and when that person smiles widely and asks him to smile baby,
this responds, is that you among most happy is the person, the longer it will
devote and your needs will be covered. Little by little this relationship will
become more and more close to the point they will begin to share. If mom wants
to respond in this way, the baby will do so. This will allow you to take the
step needed to ask for things, like milk, or seek shelter when you feel cold
and develop their social needs.
That will lead to the next point of learning what he or she wants, when
he or she wants to, and there is clear the stage well known for the parents and
educators in which the child learns by repetition, asking and making movements
again and again and again and one more, to the extent they are able to repeat
each of the dialogues of a film which you are already tired. Have you read any
time something like that?.
So children before formal teaching, will learn what they like, what make
him or her happy, what allows them to adapt to the rules of the household, from
stimulation from the environment, repetition of activities and exploration,
thus create a memory that allows them to sustain that neuronal connection and
make it strong to make it possible to build other learning that eventually will
become formal.
In conclusion, this perspective explains learning first how willing
human needs for survival of the species, what would humanity if there is
no transmission of knowledge?, from simple events like explain to others when a
food is no longer edible, or spread the findings of neuroscience.
Apprenticeships require stimulation from the environment, able to
create a need be employed in multiple tasks that generate regular neural
connections that eventually become strong and thereby enable the development of
increasingly complex skills, creating chains of steps, known as a process of
learning, because each new skill is presented thanks to others that can be
traced to birth.
Motivation that encourages repeated practice, which were already analyzed the
benefits, but also allows find in the learner is also important a reason to
continue learning and self-regulate their behavior determined by the praise you
receive from others within the class environments, since it increases the
likelihood that a behavior will repeat if it is pleasant or helpful anyway and who doesn’t like to demonstrate special abilities?.
Though this principle also suggests that there is only one way to learn,
because the human brain as opposed to a computer that learns only what is
programmed you, is capable of searching multiple responses to a single problem,
in order to achieve satisfaction. This, however, goes against the traditional
school, which sees learning as a reflection of a single answer, invariable e
equal for all, leaving aside the student though in correct way, not responding
as expected.
Learning when it is practiced and is based on motivation, enters the memory
this process will allow to automate chains of response and thus to save steps
for the achievement of goals. All learning at the beginning should be modeling
i.e., others must show and explain how to do it, except those that are based on
reflexes or vegetative needs such as breathing, swallowing, or flashing, and
little by little are automated to do without thinking. The first time you saw letters
someone told you that these signs were letters, with time, was able to make
sense of the signs, and with the passage of years is now able to read and
understand, thanks to a reduction in steps that used to give when you started
reading, which is now practically automatic process.
If there was little memory, lets you store information, provided this is
significant and apply more than once and preferably in more than one
environment. So surely you already do not remember the name of the author of
this article unless you know previous works. If not, the name is not relevant.
That being so, learning is more than loading books and fill flat, we all
know that, but from a neurocognitive perspective, learning is a brain process,
shared socially, because the brain requires stimulation of the environment and
the social approval to decide if he has given the necessary answers and also,
why not?, motivating!.
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