Please enable JavaScript.
Coggle requires JavaScript to display documents.
A multi-perspective understaning of learning - Coggle Diagram
A multi-perspective understaning of learning
What is learning? The view from neuroscience
Learning and Memory
Declarative
Learning and hippocampus
Can be true or not
Non declarative
Performance and other areas
Connectivity
Learning such as changes in patterns of connectivity
LTP
More syncronized neural activity
LTD
Demonstered indirectly by animal study (now other hypothesis such as genetic hypothesis)
Working Memory
DLPFC activity
Structural changes
Hippocampus and London taxi drivers (but also for shorter periods of time)
Functional correlates
After training, shifted activity from frontal areas to posterior regions
What is learning? The view from education
Lack of consensus and often no needs for empirical validation
British TLRP considers this:
Constructivist perspective
Social construction of learning
Concepts such as scaffolding
Not Biological Processes
Incompatibility between educational and neuroscientific perspective?
Monistic approach
Risks of confusing psychological and neuropsychological term
Typical of commercial "brain-based" programmes
Per neuroscience avoids it, but Bennet and Hacker disagree about that
Use concepts from cognition to brain, such as map
In reality, they acquire a different contingent value (vocabulary redifinition)
Dualistic approach
Fear of neuroscientists to confront themselves with cognitive complex elements (such as consciousness)
Mind completely separated from the brain and external world
Problems with medicalization (in the case of ADHD)
ADHD not only solved by use of drugs as treatment
Mind and brain together
Morton and Frith model
Biological basis / Cognition / Behaviour
Environmental factors
Considering also socio-cultural factors
To improve learning
Not only one type of explanation
Social comunication between the individuals
Bidirectional causal connections
Neuroscience privileged the route from brain to behaviour
Reading acquisition, shifting in left language regions (confirmed by dyslexic people)
We are not sure about that
Pratical interventions
Considering means of our behaviour (requires another level, the social science level)
Importance of free will of the individual
Neuroscience gives importance to the learners' indipendence
Impossibility to disconfirm free will (considering the legal system)
Stevens' Trimodal theory
1) Biological Science Level
Basis for emergence symbol system and learning
2) Social Science Level
Social context in learning
3) Moral science level
Free will in learning