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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
(Camina & Güell, 2017)
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)
Information from the world around us is initially stored by sensory memory,
(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)
Genevieve Daly
Implicit memory encompasses all unconscious memories – four types:
1. Procedural
2. Associative
3. Non-associative
4. Priming
Neural structures involved in implicit memory:
(Camina & Güell, 2017)
"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
Engagement
Action and expression
Constructivism: epistemology (or theory) used to explain how people know what they know
(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:
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
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 that play a role in learning
(Giannopoulou, 2012).
Neuroendocrine stress response system:
(Giannopoulou, 2012).
Implicit
Explicit
(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).
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.