3 different ways to learn.

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 3 different ways to learn.

By Gisela Lopez

We often affirm or hear that it is enough to live an experience to learn what it is about. However, if all brains do not receive, incorporate or interpret information in the same way, it would be interesting to compare what neuroscience says about three types of learning that we should not ignore.

I have a few questions to get you started:

Is it true that learning occurs just by experiment? What kind of learning is connected to learning through experiential experience? Can parents or teachers contribute and create efficient mechanisms that positively influence children's education? Let's find out the answers.

Here are some types of learning to intentionally take into account in our daily practice, at home or in the classroom:

1. Learning by repetition.

We know that memory plays a vital role in the learning process. Often, carrying out or proposing repetition activities in the classroom is taken as unproductive. Remember that memory is the first rung on the ladder of learning. We store information, transform it into knowledge and then demonstrate competence. Without repetition, it is impossible to strengthen synaptic connections, we do not consolidate short-term memory, and therefore knowledge will not be stored in long-term memory.

2. Learning by models.

Studies in neuroscience confirm that human beings are social beings: children, adolescents, and adults. We all need interaction with other people; this is where cortical areas related to emotions are activated from an early age and produce behavioral dynamics of significant learning. Through the affective bond developed with the child, we are the parents or teachers who model reactions, gestures, and physical responses. Let's keep in mind that a child can also be a role model for another child, be it positive or negative.

3. Learning by imitation.

According to the RAE, an impulse is a desire or affective motive that induces one to do something suddenly without reflecting. Spontaneous imitation is an impulse. "Some research shows the activation of motor areas and the cingulate cortex as a condition of imitation (Hanawa, 2016)." According to Kuniyoshi (2015), for an imitation process, there must be a dynamic between 3 aspects:

• Body scheme: sensorimotor integration of the body within an environment.

• Shared attention: search for points of interest.

• Recognition of actions and their reproduction is based on mirror neurons.

The participation of mirror neurons plays a vital role in learning by imitation.


To reflect:

  • In our teaching-learning strategies, we must insist on combining these three models endorsed by neuroscience: imitation, repetition, and behavior modeling.
  • Children represent what their environment suggests or influences them.
  • Observable behavior is the result of a long list of antecedents.


References:

CEREBRUM Team (2019). Understanding learning and neurodevelopment from 

neuroeducation. Why does the attentional system play a fundamental role in 

teaching? Neuroeducation distance diploma material (pp. 57 – 59) Lima:

Cerebrum Editions

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