The brain plays a major role in motor functioning. To better understand this role, I examined the effects of brain plasticity on motor learning. Many parts of the brain, such as the cerebrum, diencephalon, cerebellum, and the brainstem have significant effects on movement. Certain regions of the brain specialize in motor control and motor learning. For example, the primary motor cortex functions in the initiation and coordination of fine motor skills as well as postural coordination.
Different theories are appropriate for explaining some learning situations, but not all. So being a teacher, I believe I need to build an ability to apply the learning theories to enhance my classroom learning that involves social, emotional, and participatory factors in addition to cognitive ones. No two individuals are alike, people think differently, act differently and learn in their own unique way, so researchers introduced the terms; visual learners, auditory learners, kinaesthetic learners and we all have our own predominant learning styles. People also have different combinations of intelligences. So deep and lifelong learning happens when the environment is according to the individuals' predominant learning styles, interests and abilities.
The nervous system works together with other systems to send signals to the brain. The central nervous is made up of the brain and the spinal cord. The nervous system is responsible for all the process the make human life possible. It lets us think, dream, and have a lifetime of memories. It also handles our most basic, involuntary actions and reactions
Types of Synesthesia Most defintions of synesthesia refer to cross modal sensory experiences. That is experiences where a percept in one sense initiates or co-occurs with a percept in another sense. This in itself is not uncommon. Scientists are starting to learn that the brain integrates sensory information all the time. Perhpas the way we see synesthesia will change over time as we understand it more and people discuss it more readily.
The temporal lobe gives us memories, allows us to hear, and gives us a sense of organization. All in all, each of these three lobes play important roles in our brain. These lobes can’t function alone. The frontal lobe is in the upper from of the brain and is associated with language, motor skills, and reasoning. The parietal lobe is located in the upper middle section of the brain and is involved in tactile sensory.
Each category of memory has its own store. (For e.g. STM uses a particular section of the brain than the LTM) 3. Each type of memory has a single- unitary store. HM’s study strongly supports this model as it shows that long term memory and short term memory are two crucially important but distinct stores.
In this essay, I will be presenting some strengths and limitations of the reliability of one cognitive process, namely memory. Memory is defined as the process of organizing the multitude of information gathered through personal experience. Schema, defined as many networks of knowledge, beliefs, and expectations about aspects of the world, can help memory be more accurate, since people tend to remember details more vividly when their schemas are activated. However, each time a person recalls a memory, the memory is reconstructed. This is known as reconstructive memory.
It is thought that the hippocampus works with the amygdala, which is another important part of the limbic system responsible for fear and for storing memories of events for future recognition. Thus both the hippocampus and the limbic system play essential roles in human memory. Experts believe the hippocampus may work as a gateway through which new memories pass to enter to the permanent long-term memory storage.5 It is generally agreed that the hippocampus also has part of the role of detecting new surroundings, occurrences and stimuli. Some scientists believe it is specifically involved in declarative memory (explicit memory), which is one of the two main types of memory into which long-term memory is divided, and consists of facts, events and performance skills that can be consciously recalled or declared. It has to do with information that can be explicitly stored and
But it something which takes place in our mind and bodies, that connects us all with our physical, social and mental world. Learning, which can occur in many ways, happens through relations and comparisons, evaluations we constantly make by interacting with the world outside us and with the world inside us. Nowadays neuroscience and biological studies it is evident that learning changes our bodies, by embodying our memories, causing chemical and physical reactions that lead to our behaviours as living relational creatures. So, for all these reasons we could consider the process of learning almost like breathing, there is no life without it. And that why it is so important for all of
Collective memory is not the opposite of individual memory, but what comes to be when individuals construct their memories in a shared setting, “[w]e can understand each memory as it occurs in individual thought only if we locate each within the thought of the corresponding group’’ (Halbwachs and Coser, 1992). An individual will always reflect their own memory in those of others, creating a common memory shared and not confined to the individual. This can be as much of an issue as it can be a solution, as authors might plug the holes in their memory, but risk representing a memory incorrectly. Instances of collective memories going wrong are usually found in accidents where an involved party will have their memory affected by newspapers or other people’s statement, thinking that that version makes sense and