The Brain And Its Relationship With Learning

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The brain and its relationship with learning

Introduction

The human brain is of vital importance in our development because it is the main engine of learning because there are various evolutionary processes of vital importance, for the development of language communication.

According to Gómez, (2005) learning is the process through which new skills, skills, knowledge, behaviors or values ​​are acquired as a result of study, experience, instruction, reasoning and observation. This process can be analyzed from different perspectives, so there are different learning theories. Learning is one of the most important mental functions in humans, animals and artificial systems.

Now, just as the learning process can be complex, the organ in which it takes place is even more. Ormrod describes the brain and its study as: “The human brain is an incredibly complex mechanism and researchers have a long way to go until they understand how it works and why it does not always work as well as it should.”(Ormrod 2005, P. 14)

It should be noted that today thanks to the great scientific and technological advances and after many years of research, we can know that the process to learn something is more complex than we imagine because for this it is necessary to use practically the whole brain.

Thus, the objective of knowing the study of the brain and the relationship of this with the learning process.

Developing

Brain

The human brain is the central organ of the nervous system, located in the head of the human being and protected by the skull. It is a very complex organ and performs important vital functions.

The brain is the organ that makes us think, feel, desire and act. It is the seat of multiple and different actions both conscious and not aware, which allows us to respond to a world in continuous change and that demands quick and precise answers.

Brain functions

The brain works through the transmission of information between neurons (or other receiving or effector cells) through electrical impulses. This transmission of information occurs during synapse. In the synapses neurons and cells are put in touch and by chemical discharges and electrical impulses are exchanged neurotransmitters that are responsible for exciting or inhibiting the action of the other cell.

• Control of vital functions: such as temperature control, blood pressure, heart rate, breathing, sleep, eat
•  Receive, process, integrate and interpret all the information it receives from the senses: the view, the ear, the taste, the touch and the smell.
•  Control the movements we make and the postural position: walk, run, talk, stand up.
•  Is responsible for our emotions and behaviors.
•  Allows us to think, reason, feel, be.
•  Controls the upper cognitive functions: memory, learning, perception, executive functions.

Structure of the brain

Hemisphere

The brain consists of two halves, the right half called right hemisphere and the left half called the left hemisphere. Both hemispheres are connected to each other by a structure called Calloso Body, formed by millions of nerve fibers that run through the entire brain. The right hemisphere is responsible for coordinating the movement of the left part of our body, and the left hemisphere coordinates the right part

Lobe

It is composed of 4 lobes, each involved in certain mental processes. The brain lobes are:

• Frontal lobe: This lobe controls several functions such as problem solving, creative thinking, judgment, intellect, attention, behavior, physical reactions, abstract thinking, coordinated movements, coordinated muscles and personality.
•  Parietal lobe: This lobe focuses on movement, calculation, orientation and certain types of recognition.
•  Occipital lobe: the occipital lobe is located on the back of the head and controls the vision.
•  Temporary lobe: the temporal lobe controls visual memory, auditory and speech understanding. Includes areas that help control speech and listening capabilities, behavior and language.

Parts of the brain

• Hard body
•  Basal ganglia
•  Hippocampus
• Hypothalamus
•  Pituitary gland
•  Mamilar body
•  Boss
•  Spinal bulb
•  Spinal cord
•  Cerebellum
•  Pineal gland

Characteristics of the brain

• It is the largest organ of the central nervous system and is part of the entire body control center.
• The most important biological function that the brain performs is to manage the energy resources available to the body, generating behaviors based on the economy for its survival.
• He is also responsible for the complexity, origin and functioning of thought, memory, emotions and language, in humans.
•  Complex sensitive signal processing requires information integration capacities with which a centralized brain has.
• It stands out for its capacity for self-regulation and internal organization

Learning

We can define learning as a process of relatively permanent change in the behavior of a person generated by experience (Feldman, 2005). First, learning is a behavioral change or a change in behavioral capacity. Secondly, this change must be enduring over time. Third, another fundamental criterion is that learning occurs through practice or other forms of experience.

Types of learning

The following is a list of the most common types of learning cited by pedagogy literature:

• Receptive learning: In this type of learning the subject only needs to understand the content to be able to reproduce it, but does not discover anything.
• Discovery learning: the subject does not receive the contents passively; He discovers the concepts and their relationships and rearrange them to adapt them to their cognitive scheme.
• Repetitive Learning: It occurs when the student memorizes content without understanding them or relating them to their previous knowledge, does not find meaning to the contents.
• Significant learning: It is the learning in which the subject relates their previous knowledge to the new giving them as coherence with respect to their cognitive structures.
•  Observational learning: type of learning that occurs when observing another person’s behavior, called a model.
•  Latent approve: learning in which new behavior is acquired, but it is not demonstrated until an incentive is offered to manifest it.

Learning theories

Taking into consideration the existence of various theories that have allowed studying, understanding and implementing actions in order to favor learning, namely:

Behaviorism and learning

 Learning, from this perspective, is defined as something that can be observed and documented, that is, there is learning when there is a behavioral change; As observable and identifiable behavior. This is usually a relatively permanent change in behavior, which reflects acquisition of knowledge or skills and as such, potentially measurable objectives. In this theory, the emphasis is placed on mechanical and repetitive responses, however, it is not enough to conclude that only through reinforcement an answer is strengthened (Arancibia, Herrera and Strasser, 2005). For behavioral theorists, the behavior to which pleasant consequences follow to strengthen and repeat themselves and, therefore, learn. On the other hand, the behavior accompanied by unpleasant consequences tends not to be repeated and therefore does not learn (Henson and Eller, 2000). These behavioral learning theories are concentrated in external events and the environment, to explain the behavior of the student population (Pozo, 2005).

 Cogncitivism and learning

Contrary to the above, instead of giving only importance to the external elements of the learning chain, instruction and execution, they constitute its central links; That is, each student gives meaning to the electronic magazine "Research News in Education" to learn, as well as the way to make it significant, with the purpose of achieving her expectations (Beltrán, 1998). In terms of Henson and Emer In the environment to the information processing system. The structures in information processing are several black boxes that represent the phases of the process, intervene between the input stimulus in the sensory records and the output, translated into executions. The act of understanding and coding in memory is an assimilative process of building an internal conceptual representation of the entry, in turn, recovery is conceived as an active and assimilative process of reconstruction and not a passive copy of what is stored In memory (Flavell, 2000). Authors such as Mayer (2002) propose ideas such as: that learning is personal and individual, each one builds their own meanings; to different rhythms and by different means throughout similar stages of specific learning; Something active and integrative. For their part Ausubel and others, (1997), they point out that meaningful learning occurs when the new information is linked substantively, that is, not arbitrary with the knowledge that each student already has, producing a transformation, both in the content that is assimilated as what you already know. In other words, which consciously decided to make a "significant" relationship, between new knowledge and those already possessed.

 Constructivism and learning 

This conception puts the emphasis on the individual and endogenous processes of knowledge construction and presents the self-structuring activity. In these interactions, they display a constructive, covert mental activity, aimed at providing meaning of academic content. It is learned when a personal representation is made about an object of reality or content from the experiences, interests and knowledge of the subjects (Coll, Martín and Mauri, 2007). Coinciding with the Pozo (2005) and Pozo and Pérez (2009) They constitute an interaction system, in which the dynamic and adaptive function of learning makes possible the functional modification of the rest of the processes. In their opinion when the information is learned to the letter, without really understanding it, it tends to be forgotten (or to recover it with difficulty) with respect to what is understood. The approach made by Monereo, Castelló and Clarian And why is that technique or that method in question useful, the process is complicated and the learning strategies to favor or help in said learning process come into play.

Bibliography

1. Gómez, a. (2005) "Teaching and learning of the Social Sciences: a didactic proposal". Bogotá. Editorial Cooperativa Magisterio
2. Ormrod, j. AND. (2005). Human learning (4th ed.) (pp.3-33). Madrid, Spain: Pearson
3. Feldman, r.S. (2005) "Psychology: with applications in Spanish -speaking countries". (Sixth edition) Mexico, MC-Grill Hill
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