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Learning about the anatomy of the brain and the learning process helps theorists , educators, and scientist to investigate how to improve cognitive function. While browsing journals and educational articles about the brain, I was really intrigued to read about research conducted in the regular classroom setting and the use of technology to detects areas of the brain that are consistently active.
In Principles of Cognitive Science in Education, a team of scientists also known as the Columbia team used their research in cognitive science and implemented this principles to enhance student learning (Metcalfe, 2006). Their theory was based on their principles in learning and memory in conducive to the brain (Metcalfe, 2006). The article does not clarify specific principles in cognitive science, however it does reflect the brain’s function in human learning in reference to psychologists Woodworth, Cattell, Throndike, G. Stanley Hall, Skinner, Bruner, and Piaget theories. This group of scientist developed a computer program focused on science and advanced English vocabulary (Metcalfe, 2006). The design of this program was founded on the principles of cognitive science. A case study was conducted with urban inner city sixth grade students, who were identified as high risk for academic failure and early school termination (Metclafe, 2006). This case study was conducted for six weeks with a control group and seeks to find if the computer program developed improved student achievement (Metcalfe, 2006). The computer based program was designed with the variable of self-generation rather than reading, multimodal and contextual variability, spaced practice, corrective feedback, repeated testing both immediately and at a delay (Metcalfe, 2006). Produced results display that cognitive-science-based computer program increased student performance by 411 percent (Metcalfe, 2006). A pattern in an upward trend was detected when the study was conducted two more times with other recipients (Metcalfe, 2006).
The findings of this computer based program are incredibly important in the field of education. The education system is always using research based methods and strategies to implement to increase student achievement and to promote more rigorous instruction. It is evident that research on the cognitive processing is a tool used for these developments. Vocabulary development is essential for students of lower economic status, such as the students referred to in the case study to be able to learn words that will strengthen their cognitive skills. It would be interesting to seek if the computer based program incorporates mathematics vocabulary, would demonstrate the same results generated.
In Science Daily, the article focuses on research conducted to determine how the brain learns. Researchers from the group of Professor John –Dylan Haynes, Director of the Berlin Center for Advanced Neuroimaging used fMRI (functional magnetic resonance imaging) to find the areas of the brain that where most active during learning (Charité - Universitätsmedizin Berlin, 2011). Haynes’ group monitored the brain’s activity changes across the course of a learning process. Participants observed images and identified differences among the images (Charité - Universitätsmedizin Berlin, 2011). The team wanted to conclude whether the visual center of the brain is involved in learning through the use of increased detailed representation of the stimuli (Charité - Universitätsmedizin Berlin, 2011). If not, then it would be concluded that learning occurs due to an improved interpretation of the stimuli in the brain (Charité - Universitätsmedizin Berlin, 2011). Thus the areas of decision making of the brain are involved in learning (Charité - Universitätsmedizin Berlin, 2011). Results from the fMRI measurements show that the activity in the visual center remained constant during the entire learning process (Charité - Universitätsmedizin Berlin, 2011). The areas of the brain that were most active were in region in the prefrontal cortex (Charité - Universitätsmedizin Berlin, 2011). Researchers confirmed that the learning process occurs at the level of decision making (Charité - Universitätsmedizin Berlin, 2011) In other words, the learning process is stimulated by learning more and more to interpret given information (Charité - Universitätsmedizin Berlin, 2011).
Based on these findings, this is connected with the information presented in “Information Processing and Problem Solving” (Laureate Education Inc, 2009). In reference to information processing that involves encoding, retrieval, and metacognition, it is evident that problem solving and decision making are intertwined to determine how the brain processes information. It is important to use this information in order to develop programs and technology tools that will facilitate the learning process of the brain. It is essential to stimulate the brain in order to enhance the brain’s knowledge and to function proficiently. Technology tools on the web and educational games need to be geared towards these finding to be effective for students’ learning process.
Learning about the anatomy of the brain and the learning process helps theorists , educators, and scientist to investigate how to improve cognitive function. While browsing journals and educational articles about the brain, I was really intrigued to read about research conducted in the regular classroom setting and the use of technology to detects areas of the brain that are consistently active.
References
Charité – UniversitätsmedizinBerlin. "Reading the fine print of perception: Human brain learns by interpreting details, study shows." ScienceDaily, 18 May 2011. Web. 11 Nov. 2011.
Laureate Education, Inc. (Producer). (2009). Information Processing and Problem Solving (video)
Metcalfe, J. (2006, March). Principles of Cognitive Science in Education. Retrieved November 11, 2011, from www.psychologicalscience.org: http://www.psychologicalscience.org/observer/getArticle.cfm?id=1950
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