Brain Learning Technology
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The efforts to harness computer technologies to enhance learning began in the 1960s with pioneers like Atkinson and Suppes (Bransford, Brown and Cocking, 2000, 154). However, since that time remarkable new technologies have been developed that not only allow us to better understand how the brain learns but ones that also enable us to enhance the actual learning process. New computer-driven technologies like PET scans, fMRI, and qEEG are dramatically transforming the way we study learning as it unfolds in the brain. These technologies have enabled researchers to uncover three fundamentals of the way we learn that were unknown only a decade ago – learning is: modular, distributed, parallel and heterarchical (New, 2000, 1). Topographical-like maps are generated by such technologies. These maps show that the brain learns in complex, distinct ways. For example, we learn how to pronounce “dog” in a different module of the brain than we learn to write “dog” and in a different one than we learn to hear “dog”. Each individual learns differently. Some individuals have modules of learning that react more or less than others during similar learning exercises. For example, someone with perfect pitch demonstrates a different kind of brain activity when hearing a symphony than someone who is tone deaf. Further, the maps of brain activity during learning change over time. This means
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Some common words found in the essay are:
Brown Cocking, Caine Caine, Robert Glenn, Geoffrey Caine, McVeigh Aug, Scientific Learning, Anonymous Jan/Feb, Anonymous Mar, Technologies/New Lessons, Anonymous Aug, brain research, brain learns, brain learning, brain activity, enhance learning, brain research stage, 2001 brain, brown cocking, maps brain, caine caine, education associations, brain research classroom, research stage technologies, bransford brown cocking, caine caine 1994,
Approximate Word count = 996
Approximate Pages = 4 (250 words per page)
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