Neuroscience of Learning-CFC2010

The Neuroscience of Learning The Neuroscience of Learning Carlos F. Camargo, PhDCarlos F. Camargo, PhD

Ohana Foundation Lecture Series 2005Ohana Foundation Lecture Series 2005Korean Education Development InstituteKorean Education Development Institute

What is learning?What is learning?

CHANGING the structure & CHANGING the structure & actions of NEURONS so they actions of NEURONS so they

HOLD INFORMATION in HOLD INFORMATION in LONG TERM MEMORY inLONG TERM MEMORY inTEMPORAL & PARIETAL TEMPORAL & PARIETAL

LOBES of the CORTEXLOBES of the CORTEX

LEARNING requiresLEARNING requires NEURONS to CHANGE NEURONS to CHANGE

Learning requires MANYLearning requires MANYneuron changesneuron changes

BUT two major changes areBUT two major changes are

1 1 Changing the amounts of Changing the amounts of neurotransmitters that neurotransmitters that neurons produceneurons produce

2 Changing the connections 2 Changing the connections between neuronsbetween neurons

((1) Learning requires neurons to make 1) Learning requires neurons to make MORE & LESS & DIFFERENT transmittersMORE & LESS & DIFFERENT transmitters

(2) Learning requires neurons to make NEW LINKS (2) Learning requires neurons to make NEW LINKS & DELETE EXISTING LINKS with other neurons& DELETE EXISTING LINKS with other neurons

+ & -+ & -

Bad NewsBad News & & Good NewsGood News for for Teachers Teachers

in Current Neuroscience in Current Neuroscience FindingsFindings

4 NEGATIVES & 5 4 NEGATIVES & 5 POSITIVESPOSITIVES

44 important important negative negative findings from findings from neuroscience neuroscience

5 important 5 important positive positive findings from findings from neuroscienceneuroscience

Bad news finding # 1Bad news finding # 1

WE HAVE WE HAVE NO NO

INTRINSIC MOTIVATION INTRINSIC MOTIVATION

TO LEARN TO LEARN

ACADEMIC MATERIALACADEMIC MATERIAL

We are motivated to We are motivated to LEARNLEARN to get 4 to get 4 PRIMARY BODY REWARDS:PRIMARY BODY REWARDS:

Food Food

Water Water

Sex Sex

Drugs of AbuseDrugs of Abuse

And we are motivated to And we are motivated to LEARNLEARN to to get 5 Primary Social Rewardsget 5 Primary Social Rewards

Feel pleasant touchFeel pleasant touch ( (Rolls et al. 2003Rolls et al. 2003))

See attractive facesSee attractive faces ( (Aharon et al. 2001Aharon et al. 2001))

Hear positive wordsHear positive words ( (Hamann & Mao 2002Hamann & Mao 2002))

Interact with others Interact with others ((Rilling et al. 2002Rilling et al. 2002))

Gain social statusGain social status ( (Tooby & Cosmides, 2002Tooby & Cosmides, 2002))

Human motivation systemHuman motivation system

Rewarding experiences Rewarding experiences

trigger amygdala activity trigger amygdala activity trigger dopamine release trigger dopamine release trigger frontal lobe trigger frontal lobe activityactivity

AMYGDALAAMYGDALA

ComputesComputes Emotional intensity of Emotional intensity of an experience an experience

Degree of negative or Degree of negative or positive emotionpositive emotion

Increased Dopamine Increased Dopamine ISIS the Reward the Reward

FRONTAL LOBEFRONTAL LOBE

Stores the reward value Stores the reward value of experienceof experience

Activates behaviors Activates behaviors leading to the most leading to the most rewarded outcomerewarded outcome

All other complex experiences are All other complex experiences are conditioned with primary rewardsconditioned with primary rewards

$$USE OF MONEYUSE OF MONEY

WORKINGWORKING

LEARNINGLEARNING

FOLLOWING RULESFOLLOWING RULES

Motivation to Learn Motivation to Learn School Subjects is ConditionedSchool Subjects is Conditioned

Most cultures Most cultures conditioncondition children children

with 3 primary rewards for successful with 3 primary rewards for successful learning usinglearning using foodfood

educator educator && parent approval parent approval

increased peer social statusincreased peer social status


THERE IS THERE IS

NO EVIDENCE NO EVIDENCE

FOR FOR

LEARNING TRANSFERLEARNING TRANSFER

Reviews of research show Reviews of research show no no evidence for learning transferevidence for learning transfer

Barnett & Ceci (2002 )Barnett & Ceci (2002 )Clement & Lecoutre Clement & Lecoutre (2004) (2004) Dixon & Dohn (2003) Dixon & Dohn (2003) Mayer (2004)Mayer (2004)

No transfer means no No transfer means no free lunchfree lunch

NO SPECIFIC TRANSFER meansNO SPECIFIC TRANSFER means

Learning to Learning to addadd DOES NOT make DOES NOT make learning to learning to dividedivide easier easier

NO GENERAL TRANSFER meansNO GENERAL TRANSFER means

LearningLearning math DOES NOT make you math DOES NOT make you a better learner “in general”a better learner “in general”


THERE IS NO EVIDENCE

FOR MULTIPLE

INTELLIGENCES

Gardner’s 11 Total Gardner’s 11 Total IntelligencesIntelligences

Linguistic, Musical, Linguistic, Musical,

Logical-mathematical, Spatial,Logical-mathematical, Spatial,

Bodily-kinesthetic, Personal, Bodily-kinesthetic, Personal,

Naturalistic, Spiritual, Existential,Naturalistic, Spiritual, Existential,

Mental Searchlight, LaserMental Searchlight, Laser

Gardner’s Newest Gardner’s Newest IntelligencesIntelligences

ExistentialExistential = feeling at one with the = feeling at one with the cosmoscosmos

Mental SearchlightMental Searchlight = people with high = people with high IQ test scores scan widelyIQ test scores scan widely

LaserLaser = artists and artisans “who = artists and artisans “who generate the advances (as well as generate the advances (as well as the catastrophes) of society”the catastrophes) of society”

Gardner Admits No Supporting DataGardner Admits No Supporting Data Exists for Multiple Intelligences Exists for Multiple Intelligences

Allix (2000) no evidenceAllix (2000) no evidence

Jie-Qi Chen (2004) no evidenceJie-Qi Chen (2004) no evidence

Gardner (2004) no evidenceGardner (2004) no evidence

Gardner and Connell (2000, p. 292) Gardner and Connell (2000, p. 292) conceded that “there is little hard conceded that “there is little hard evidence for Multiple Intelligences evidence for Multiple Intelligences theory” (2000, p. 292) theory” (2000, p. 292)

NEUROSCIENCE RESEARCH NEUROSCIENCE RESEARCH REFUTES MULTIPLE INTELLIGENCESREFUTES MULTIPLE INTELLIGENCES

There is consistent significant evidence for a There is consistent significant evidence for a general intelligence factor G that appears to general intelligence factor G that appears to be working memory —this stands against be working memory —this stands against Multiple IntelligencesMultiple Intelligences

(Colom et al. 2004)(Colom et al. 2004)

There is consistent significant evidence that There is consistent significant evidence that brain systems for cognitive functions are brain systems for cognitive functions are overlapping —this stands against Multiple overlapping —this stands against Multiple Intelligences (Lieberman, 2002)Intelligences (Lieberman, 2002)

NEUROSCIENCE RESEARCH NEUROSCIENCE RESEARCH REFUTES MULTIPLE INTELLIGENCES, cont.REFUTES MULTIPLE INTELLIGENCES, cont.

There is evidence for specific innate cognition There is evidence for specific innate cognition modules (Gallistel, 2003)modules (Gallistel, 2003)

1 Fast-mapping of word to object1 Fast-mapping of word to object

2 Person recognition of face, voice, clothes2 Person recognition of face, voice, clothes

3 Obligation computation of what we owe others 3 Obligation computation of what we owe others and what they owe usand what they owe us

4 Imitation of all aspects of the behavior of 4 Imitation of all aspects of the behavior of othersothers

ADAPTED COGNITION MODULES STAND AGAINST ADAPTED COGNITION MODULES STAND AGAINST MULTIPLE INTELLIGENCESMULTIPLE INTELLIGENCES

Each adapted cognition module is supported by Each adapted cognition module is supported by evidence of its neural operations (MI evidence of its neural operations (MI intelligences are not). intelligences are not).

A given adapted cognition module, like Mirror A given adapted cognition module, like Mirror Neuron Tissue, operates using our vision, Neuron Tissue, operates using our vision, hearing, speaking, gesturing, social awarenesshearing, speaking, gesturing, social awareness—this combines parts of 4 of Gardner’s —this combines parts of 4 of Gardner’s intelligences—thus negating their individual intelligences—thus negating their individual existencesexistences


EVERY SINGLE MEMORY WE EVERY SINGLE MEMORY WE HAVE HAVE

IS IS

COMPLETELY COMPLETELY

UNSTABLEUNSTABLE

Heraclitus was rightHeraclitus was right

You cannot step into You cannot step into the same river twicethe same river twice

EVERY TIME YOU REMEMBEREVERY TIME YOU REMEMBER SOMETHINGSOMETHING, , IT IS A IT IS A

DIFFERENT DIFFERENT MEMORYMEMORY, BECAUSE THE , BECAUSE THE

ACT OF ACT OF RECALL IS A RECALL IS A RECONSTRUCTIONRECONSTRUCTION

RECALL TRANSFORMS RECALL TRANSFORMS OUR MEMORIES OUR MEMORIES

When we Remember When we Remember

our brainour brain

Takes the memory apart, Takes the memory apart,

Updates the memory, Updates the memory,

Brings the memory to Brings the memory to consciousnessconsciousness

Then makes new proteins Then makes new proteins for a new structure for for a new structure for the memory as it goes the memory as it goes back into long-term back into long-term storage. storage.

Good news findings # 1, 2, 3, 4, 5Good news findings # 1, 2, 3, 4, 5

Neuroscience research Neuroscience research has found 5 promoter has found 5 promoter mechanisms whereby mechanisms whereby short term learning short term learning

changes into long term changes into long term learninglearning

5 major promoters of learning =5 major promoters of learning =

INNATE LEARNING PROGRAMSINNATE LEARNING PROGRAMS (Gallistel, (Gallistel, 2003)2003)

REPETITION of INFORMATIONREPETITION of INFORMATION(Squire and Kandel, 2000)(Squire and Kandel, 2000)

EXCITEMENTEXCITEMENT at the time of learning at the time of learning (Cahill & Gorski, 2003; LeDoux, 2002)(Cahill & Gorski, 2003; LeDoux, 2002)

EATING CARBOHYDRATESEATING CARBOHYDRATES at time of at time of learning learning (Korol, 2002)(Korol, 2002)

8-9 HOURS OF SLEEP8-9 HOURS OF SLEEP after learning after learning (Kuriyama, Stickgold, & Walker, 2004)\(Kuriyama, Stickgold, & Walker, 2004)\

The first promoters are innate learning programs The first promoters are innate learning programs called ADAPTED COGNITION MODULEScalled ADAPTED COGNITION MODULES

SPECIALIZED BRAIN MODULES EVOLVED TO SPECIALIZED BRAIN MODULES EVOLVED TO COMPUTE SPECIFIC INFORMATION COMPUTE SPECIFIC INFORMATION OUTSIDE OUR CONSCIOUSNESS IN ORDER OUTSIDE OUR CONSCIOUSNESS IN ORDER TO MAKE THAT PROCESS EASIER AND TO MAKE THAT PROCESS EASIER AND FASTER BECAUSE THOSE COMPUTATIONS FASTER BECAUSE THOSE COMPUTATIONS HAVE BEEN IMPORTANT FOR OUR HAVE BEEN IMPORTANT FOR OUR SURVIVALSURVIVAL

INNATE PROGRAMS = Adapted Cognition INNATE PROGRAMS = Adapted Cognition Modules are very specific computation systemsModules are very specific computation systems

Adapted cognition modules promote quick and easy Adapted cognition modules promote quick and easy learning of certain types of information:learning of certain types of information:

●●We learn people’s faces, typical movements, voices, We learn people’s faces, typical movements, voices, clothing, odors very easily because we have FACE clothing, odors very easily because we have FACE RECOGNITION TISSUE in our temporal lobesRECOGNITION TISSUE in our temporal lobes

● ● We learn speech and tool use motor skills more We learn speech and tool use motor skills more easily because we have special MIRROR easily because we have special MIRROR NEURONS in our frontal lobes that copy the speech NEURONS in our frontal lobes that copy the speech and movements of othersand movements of others

ADAPTED COGNITION MODULES ADAPTED COGNITION MODULES ALSO INCLUDEALSO INCLUDE

COMPUTING FREQUENCIESCOMPUTING FREQUENCIES

BASIC COUNTING SKILLSBASIC COUNTING SKILLS

COMPUTING WHAT OTHERS OWE US AND COMPUTING WHAT OTHERS OWE US AND WHAT WE OWE THEMWHAT WE OWE THEM

FAST MAPPING OF WORD LABEL TO OBJECTS FAST MAPPING OF WORD LABEL TO OBJECTS AND SITUATIONSAND SITUATIONS

COMPUTING SOCIAL STATUS AND INSULTS TO COMPUTING SOCIAL STATUS AND INSULTS TO SOCIAL STATUSSOCIAL STATUS

The 2The 2ndnd Learning Promoter is Learning Promoter is REPETITIONREPETITION

Squire & Kandel (2000) Squire & Kandel (2000)

Reviewed neurobiology of learning Reviewed neurobiology of learning

Brain forms long term memories Brain forms long term memories depending on depending on

““the number of times the event or the number of times the event or fact is repeated”fact is repeated”

REPETITIONREPETITION

Squire & Kandel (2000) Squire & Kandel (2000) Reviewed neurobiology of Reviewed neurobiology of

learning learning Brain forms long term memories Brain forms long term memories

depending on depending on

““the number of times the the number of times the event or fact is repeated”event or fact is repeated”

Repetition causes neurons to make Repetition causes neurons to make MORE and LESS neurotransmitterMORE and LESS neurotransmitter

Repetition causes neurons to make MORE and Repetition causes neurons to make MORE and FEWER CONNECTIONS with other neuronsFEWER CONNECTIONS with other neurons

ORIGIN OF TEACHING ORIGIN OF TEACHING IS REPETITIONIS REPETITION

We all unconsciously repeat important We all unconsciously repeat important information in conversationsinformation in conversations

All cultures teach important stories by verbal All cultures teach important stories by verbal repetitionrepetition

Chinese educators were taught to say everything Chinese educators were taught to say everything TWICE…TWICE…

Most educators discover that repetition is Most educators discover that repetition is valuablevaluable

The 3The 3rdrd learning promoter is learning promoter is EXCITEMENTEXCITEMENT

LeDoux has studied the brain LeDoux has studied the brain for 30 years & reported for 30 years & reported (2002) that “we (2002) that “we remember particularly remember particularly well…those things that well…those things that arouse our emotions”arouse our emotions”

Cahill & Gorski (2003) Cahill & Gorski (2003) researchresearch

Excitement automatically increases Excitement automatically increases certain neurotransmitterscertain neurotransmitters

Excitement sets NEURON CONNECTIONS in Excitement sets NEURON CONNECTIONS in the “ON” positionthe “ON” position

The 4The 4thth learning promoter is learning promoter is EATING CARBOHYDRATESEATING CARBOHYDRATES

Greenwood and Winocur (2001) research: Greenwood and Winocur (2001) research: high-fat diet impairs brain glucose metabolism high-fat diet impairs brain glucose metabolism needed to form long term memory needed to form long term memory

Korol (2002) research: eating carbohydrates Korol (2002) research: eating carbohydrates enhanced memoryenhanced memory

(Smith, 2003) research: lack of breakfast (Smith, 2003) research: lack of breakfast impairs learning impairs learning

Eating carbohydrates gives the brain glucoseEating carbohydrates gives the brain glucose to organize new synapse locations to organize new synapse locations

Eating carbohydrates provides glucose to make Eating carbohydrates provides glucose to make glycoproteins that bind neurons to one anotherglycoproteins that bind neurons to one another

EXTREME DIETINGEXTREME DIETING IMPAIRS LEARNING IMPAIRS LEARNING

A majority of young women age A majority of young women age 12 to 30 yrs in the US are on fad 12 to 30 yrs in the US are on fad diets. diets.

During periods of dieting, their During periods of dieting, their learning will be significantly learning will be significantly slowed and it will be harder for slowed and it will be harder for them to retain informationthem to retain information..

The 5The 5thth learning promoter is 8-9 learning promoter is 8-9 HOURS OF SLEEPHOURS OF SLEEP

SPECIAL ISSUESPECIAL ISSUE of the journalof the journal Learning and MemoryLearning and Memory (2004 V11, N6) reports a (2004 V11, N6) reports a wide range of evidence for wide range of evidence for consolidation of learning consolidation of learning during sleep during sleep

Macbeth (Macbeth (2.2.46-51) 2.2.46-51)

Sleep that knits up the ravell’d sleave of care,Sleep that knits up the ravell’d sleave of care,

The death of each day’s life, sore labour’s bath,The death of each day’s life, sore labour’s bath,

Balm of hurt minds, great nature’s second course, Balm of hurt minds, great nature’s second course,

Chief nourisher in life’s feast. Chief nourisher in life’s feast.

SLEEP IS A SLEEP IS A FREE LEARNING TOOLFREE LEARNING TOOL

DREAMING SLEEP promotes differential DREAMING SLEEP promotes differential strengthening of neurons in networks strengthening of neurons in networks holding learned information holding learned information

NON-DREAMING SLEEP activates calcium NON-DREAMING SLEEP activates calcium channels that biologically repeat the neural channels that biologically repeat the neural path of learning to force long term storagepath of learning to force long term storage

DREAMING SLEEP causes differential DREAMING SLEEP causes differential strengthening by altering strengthening by altering

neurotransmittersneurotransmitters

NON-DREAMING sleep causes new neuron NON-DREAMING sleep causes new neuron CONNECTIONS to be automatically repeatedCONNECTIONS to be automatically repeated

Research shows that TOO LITTLE SLEEP or Research shows that TOO LITTLE SLEEP or IMPAIRED SLEEP = IMPAIRED LEARNINGIMPAIRED SLEEP = IMPAIRED LEARNING

Alcohol ingested after a day of learning inhibits Alcohol ingested after a day of learning inhibits dreaming sleep and impairs memory storage of dreaming sleep and impairs memory storage of the day’s informationthe day’s information

Drugs of abuse used after learning have similar Drugs of abuse used after learning have similar bad effects on sleep and the day’s learningbad effects on sleep and the day’s learning

A majority of teens, college students and A majority of teens, college students and working adults in the US are sleep-deprivedworking adults in the US are sleep-deprived

Of the 5 major learning promotersOf the 5 major learning promoters

INNATE LEARNING PROGRAMSINNATE LEARNING PROGRAMS (Gallistel, (Gallistel, 2002)2002)

REPETITION of INFORMATIONREPETITION of INFORMATION(Squire and Kandel, 2000)(Squire and Kandel, 2000)

EXCITEMENTEXCITEMENT at the time of learning at the time of learning (Cahill & Gorski, 2003; LeDoux, 2002)(Cahill & Gorski, 2003; LeDoux, 2002)

EATING CARBOHYDRATESEATING CARBOHYDRATES at time of at time of learning learning (Korol, 2002)(Korol, 2002)

8-9 HOURS OF SLEEP8-9 HOURS OF SLEEP after learning after learning (Kuriyama, Stickgold, & Walker, 2004)\(Kuriyama, Stickgold, & Walker, 2004)\

TEACHERS CAN CONTROL TEACHERS CAN CONTROL ONLY 2 PROMOTERSONLY 2 PROMOTERS

Repetition Repetition & &

ExcitementExcitement

TEACHERS CAN CONTROL TEACHERS CAN CONTROL ONLY 2 PROMOTERSONLY 2 PROMOTERS

Repetition Repetition & &

ExcitementExcitement

BUT TEACHERS CAN ALSOBUT TEACHERS CAN ALSO

PERMIT AND ENCOURAGE PERMIT AND ENCOURAGE

HEALTHY CARBOHYDRATE SNACKING HEALTHY CARBOHYDRATE SNACKING ANDAND

TALK TO STUDENTS AND PARENTS ABOUT THE TALK TO STUDENTS AND PARENTS ABOUT THE

IMPORTANCE OF SLEEPIMPORTANCE OF SLEEP

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Neuroscience of Learning-CFC2010