The Various Ways to Learn Essay

Total Length: 2170 words ( 7 double-spaced pages)

Total Sources: 6

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Learning something can be difficult. The human brain is a complex structure that science and research has just begun to understand. When students attempt to learn something new, they may have trouble understanding concepts and linking them together. They may also find it difficult to have meaning or motivation in what they do, regarding learning. That is why it is important to attempt to understand what the human brain is and ways to integrate information more effectively in the minds of students aiming to learn. From neuroscience, socio-cognition, literacy and language development, diversity and culture, and connectionism, there are a wide array of tools and information disposable to make learning easy and fun while also taking into consideration the new and emerging learning environment in the United States and throughout the world.

The Neurosciences: A Look at Our Brains



The human brain is a complex and intricate organ that allows thought and action to take place. As humans evolved and science developed, so did the desire to explore and understand the human mind. Researchers in the field of Neuroscience are attempting to understand the human brain and the various processes that occur inside it. One researcher, Michael L. Anderson wrote an article on neural reuse. "Neural reuse is a form of neuroplasticity whereby neural elements originally developed for one purpose are put to multiple uses" (Anderson, 2015, p. e120).



Anderson goes on to define what neural reuse entails. "Diverse behavioral repertoire is achieved by means of the creation of multiple, nested, and overlapping neural coalitions, in which each neural element is a member of multiple different coalitions and cooperates with a different set of partners at different times" (Anderson, 2015, p. e120). Neural reuse may have profound implications in the way humans think concerning continuity with other species. Specifically, how humans comprehend differences and similarities among various psychological processes. This can lead to a potentially unified science of the mind.



To capture brain function within the perspective of multidimensional, is to formulate a novel, action-oriented vernacular to help identify higher order cognitive processes. So much research has gone into attempting to understand mental illness and mental processes. Yet, the science behind actual physical and biological processes within the brain are still new. This area of research is perhaps the most groundbreaking in the world of science.

Socio-Cognition: Social Interactions in Learning



Learning can be difficult if performed without social interaction. That is why classrooms and schools exist, to allow students to interact with each other and socialize. Social interactions are a strong component of learning. It allows children to understand boundaries and how to interact with the world around them.



A 2016 study on knowledge sharing stated it may foster competency development along with an enhanced sense of commitment. "Knowledge sharing in the organization has a great potential to foster competency development and generate a sense of affective commitment and intention to stay of employees of Gen Y." (Naim & Lenkla, 2016, p. 142). When people share knowledge with each other or when students do, it is a way of connecting not only with the person receiving the information, but also, the information itself.
People often suggest teaching is the best way to learn. This study offers insight into why this could be.



By examining incoming information if the person is on the receiving end of the communication, this can also enhance learning. This is because it allows the receiver to interpret the information in their own way, further generating interest and thus motivation and commitment. Students often say how they may not be interested in the learning material. If they have something at stake thanks to introduction of social interaction into the lesson, it could increase the amount of interest and commitment that student has, to the project.



Another article concerning emotion understanding showed how set shifting predicted emotion understanding.



Set shifting, but not inhibitory control, predicted emotion understanding, over and above mothers' age, and children's IQ, language ability, and ToM. Mothers' age and children's language ability were also significant predictors in the final regression model. Results suggest that the capacity to shift mental sets is linked with inter-individual differences in children's understanding of situational causes of emotion (Martins, Osorio, Verissimo, & Martins, 2016, p. 1).



This article provided an interesting way to understand not only emotion understanding, but also emotional learning. Feelings play an integral role in social interaction and to some extent, learning. Feeling motivated can inspire emotions like joy, fascination, excitement, and curiosity. Accomplishing a task can inspire feelings of pride and confidence. Pair this with experiencing these feelings in a group setting, and it allows for a possibility of enhanced learning and increased commitment to learning.



Children and students need to feel positive about learning. They need to feel positive about social interaction. This is because these two things are integral in developing a healthy relationship with learning and information gathering and analysis. Children and students need to feel confident in their ability to learn and to carry out specific tasks. Without this, there is little in the way of what will spur further learning.



These two articles helped provide a link between emotion, social learning, and overall learning. However, learning is not just about social interactions and emotion understanding. Other areas include literacy and language development, which help with social interactions.

Learning and Literacy: Reading, Writing and Language Development



Overall language development can be a difficult task to undertake. However, especially early on, it can dramatically improve the chances of a student to learn more effectively and become literate faster. "High-quality preschool programs that promote early literacy through oral language, phonological awareness, print and word awareness, and alphabet knowledge prepare children to be more successful in kindergarten and more effective readers" (Knoche & Davis, 2016, p. 181). People….....

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References

Anderson, M. L. (2015). Precis of After Phrenology: Neural Reuse and the Interactive Brain. Behavioral and Brain Sciences, 39, e120. doi:10.1017/s0140525x15000631

Knoche, L. L., & Davis, D. L. (2016). Rural Language and Literacy Connections: An Integrated Approach to Supporting Low-Income Preschool Children's Language and Literacy Development. Rural Education Research in the United States, 181-199. doi:10.1007/978-3-319-42940-3_10

Martins, E. C., Osorio, A., Verissimo, M., & Martins, C. (2016). Emotion understanding in preschool children. International Journal of Behavioral Development, 40(1), 1-10. doi:10.1177/0165025414556096

Matthews, J., O'Toole, J. M., & Chen, S. (2016). The impact of word recognition from speech (WRS) proficiency level on interaction, task success and word learning: design implications for CALL to develop L2 WRS. Computer Assisted Language Learning, 30(1-2), 22-43. doi:10.1080/09588221.2015.1129348

Naim, M. F., & Lenkla, U. (2016). Knowledge sharing as an intervention for Gen Y employees' intention to stay. Industrial and Commercial Training, 48(3), 142-148. doi:10.1108/ict-01-2015-0011

Ramsey, W., Rumelhart, D. E., & Stich, S. P. (2013). Philosophy and Connectionist Theory. Psychology Press.

Sun, H., Teh, P., Ho, K., & Lin, B. (2016). Team Diversity, Learning, and Innovation: A Mediation Model. Journal of Computer Information Systems, 57(1), 22-30. doi:10.1080/08874417.2016.1181490

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