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Long term memory allows a person to store information long-term, including explicit memory (can be retrieved consciously) or implicit memory (retrieved unconsciously)

Two types of explicit/declarative memory

  • episodic
  • semantic

(Camina & Güell, 2017)

Episodic memory

Ability to learn, store, and retrieve information about experiences in daily life unique to the individual

(Camina & Güell, 2017)

Involves: Perirhinal cortex (PRC),

entorhinal cortex, and parahippocampal

cortex (PHC), cortical and subcortical structures,

and circuits within the medial temporal lobe and

hippocampus

(Camina & Güell, 2017)

Neuroanatomy

Semantic memory

Information from the world around us is initially stored by sensory memory,

  • echoic
  • iconic
  • haptic

(Camina & Güell, 2017)

Activities such as reasoning, planning for the future, or thinking about the past depend on the activation of the concepts stored in semantic memory.

Sensory, motor, and emotional modalities are involved in understanding language.

Parts of the brain (inferior parietal lobe and a large part of the temporal lobe) are involved in tasks related to understanding.

Short term/working memory covers information processed in a short period of time.

Working memory: system that temporarily retains and manipulates information as one aspect of part of a spectrum of essential cognitive tasks (i.e. learning, reasoning, understanding)

(Camina & Güell, 2017)

the human learning process

Genevieve Daly

Implicit memory

Implicit memory encompasses all unconscious memories – four types:

1. Procedural

2. Associative

3. Non-associative

4. Priming

Neural structures involved in implicit memory:

  • Basal ganglia
  • Cerebellum
  • Limbic system

(Camina & Güell, 2017)

UDL & the brain

"The concept of neuro-variability is important for educators, because it reminds us that learners do not have an isolated learning “style”, but instead rely on many parts of the brain working together to function within a given context."

CAST, 2018, p. 1.

UDL & the brain

Representation network

  • “what” of learning
  • perception, language, symbols, and comprehension
  • Recognition neural networks: occipital and temporal lobes of the brain

Engagement

  • “why” of learning
  • interest, effort, persistence, and self-regulation
  • Affective neural networks: center of the brain (corpus callosum)

Action and expression

  • “how” of learning
  • Physical action, expression, communication, and executive function
  • Strategic neural networks: frontal lobe

Constructivism: epistemology (or theory) used to explain how people know what they know

Knowledge creation process

(Lamon, n.d.)

Problem solving is at the heart of learning, thinking, and development.

As people solve problems and discover consequences of their actions, by reflecting on past and immediate experiences, they construct their own understanding.

This is based on active participation of learners in problem-solving and critical thinking when given real and authentic problems.

(Lamon, n.d.)

Started with Jean Piaget, who emphasized the adaptive function of cognition.

Four stages in human development as per Piaget:

  • sensorimotor
  • preoperational
  • concrete operational
  • formal operational stage

Some aspects of his theory have been modulated over time, but his hypothesis that learning is a transformative process as opposed to a cumulative one is central.

(Lamon, n.d.)

Vygotsky contributed the idea of social constructivism

  • learning and development tied to communication with others

Dewey brought in the idea that schools need to incorporate real world problems into school curriculum

An important aspect of a constructivist-oriented curriculum is negotiation of meaning.

(Lamon, n.d.)

The limbic system is closely linked to emotional experiences and reactions as well as learning and memory

Factors playing a role in learning

Factors that play a role in learning

(Giannopoulou, 2012).

Neuroendocrine stress response system:

  • Prolonged exposure to stress hormones have a negative effect on early brain development
  • Early exposure to chronic stress or psychological trauma, through neurobiological effects and learning process can lead to dysfunctional behavior

(Giannopoulou, 2012).

Implicit

  • Develops during a child’s prelingual stage of development and refers to unconscious memories of previous experiences

Explicit

  • Closely linked to language development and refers to memories that can be consciously recalled

(Giannopoulou, 2012).

Early childhood experiences can alter the course of brain development and the neural structures mentioned earlier, which significantly influences the learning process.

(Giannopoulou, 2012).

References

References

Camina, E., & Güell, F. (2017). The Neuroanatomical, Neurophysiological and Psychological Basis of Memory: Current Models and Their Origins. Frontiers in pharmacology, 8, 438. https://doi.org/10.3389/fphar.2017.00438

CAST. (2018.) UDL and the learning brain. https://www.cast.org/binaries/content/assets/common/publications/articles/cast-udlandthebrain-20180321.pdf

Giannopoulou I. (2012). Neurobiological inscriptions of psychological trauma during early childhood. Psychiatriki, 23 (1), 27–38.

Lamon, M. (n.d.). Learning theory - constructivist approach. https://education.stateuniversity.com/pages/2174/Learning-Theory-CONSTRUCTIVIST-APPROACH.html.

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