Does Learning Change the Structure of the Brain?
This particular study seeks an in-depth insight on whether learning changes the structure of brain or not. The mental development of human is gradual and dynamic. With the gradual progress of life, the human being has to come across different learning processes with the help of which they can develop their mental skill and wisdom. This particular study has thrown an argument regarding this. I as a psychologist have to analyse the fact whether learning process can at all change the structure of brain or not. As a psychologist, I have to provide logical statement in support of my argument. I as a psychologist believe that with the progress of learning process, the structure of brain changes. Therefore, I have to produce an argument how mental ability changes with the rhythmic process of learning.
It was a psychological argument thrown by many eminent personalities that different learning process is one of the major tools of structuring brain. Brain signifies mental ability based on which the individual has enhanced their knowledge and wisdom. Buntod (2010) stated that different learning theories are one of the most effective framework based on which learners can absorb the information and utilize it when it is necessary. As per the behavioural theory, it is defined that individual’s behaviour is highly dependent on the society, culture and the background where that individual belongs (Gibson and Hughes, 2009).Learning can never change anyone’s behaviour.
On the other hand, Korkmaz et al. (2011) argued that the believers of cognitive theory believe can be developed through different phases of learning processes. As a result, one can simply differentiate the behaviour of a knowledgeable person and the behaviour of an ordinary fellow having least knowledge and perception on the learning process. Many theorists as Petersen et al. (2014) have differed this kind of arguments that only learning process is enough to build the mental development of a particular individual. They believe that as per the constructivism theory, learning process definitely helps to construct enough and skill to an individual; but through various learning process individual can never gain wisdom. There is a subtle difference between knowledge and wisdom.
The renowned essayist, Russell (1872-1970) in his essay Knowledge and Wisdom, stated that gaining knowledge has both of its positive and negative effects; but those who gain knowledge for getting a positive outcome is possessed wisdom. He has pointed out one particular example such as one scientist can make dynamite with the help of which the world can be destroyed. On the other hand, biochemists select the dose of medicines that help a person to get back into new life. The essayist has highlighted two contradictory sentences in order to point out the fact that knowledge can always not be effective in order to build a person’s mentality or psychology. In addition, with knowledge or learning, wisdom is also necessary that would help them to realize how knowledge can be utilized in various positive sides (Francis 2008). Therefore, this was the argument statement whether learning can change structure of brain of an individual based on which different essayists have made their arguments in it.
As per the demand of the study, I have to expose my own argument in the position of psychology. At the very first stage, I would like to confess that I personally believe learning plays a major role in the developmental structure of brain and mind. In order to support my argument I would love to point out some of the relevant tools learning process in this regard that would help me to support my views. A learner can gain knowledge and information from group activities. While making a group discussion, the learner can develop knowledge and skill that was completely unknown for that person. Collective ideas and decision-making process helps an individual to widen the mental horizon. Learning through classroom activities is one of the most effective ways to gain enough information for building the mental development. In a classroom, the mentor or a teacher likes to provide sufficient knowledge and information regarding various fields.
Learners get the opportunity to interact with the teacher in order to clarify their doubt. With the help of exchanging immediate feedback to each other, learners can develop their mind. Interpersonal exchange of views is one of the most effective ways of enhancing mental ability and skill. In an interpersonal communication, both the sender and the receiver like to maintain face-to-face communication with each other. As a result, the feedback they get from each other is immediate. Consequently, they acquire enough opportunity to correct their misconception. One of the most notable benefits of making interpersonal communication is that both the sender and the receiver can expose their emotion more frankly as they are known to each other. It is a major tool of learning process. Here, learners get immense opportunity to develop their ability and skill.
On the contrary Bassett et al. (2011) has opined that class room activities, group activities, interpersonal exchange of views can never be the effective tool of learning based on which the mind and the structure of brain of a learner would be changed. Surroundings and the environment are the major factors for the mental development of a learner. I personally having a psychological background strongly oppose the point of view of May (2011). As per my knowledge and experience is concerned, I have gained enough the society and background of a particular learner can be one of the effective parts of building the mental skill and development; but it can never be the whole. For an example, without different phases of learning process from school to college, one individual child can never be able to take any matured decision because this particular child would not be able to make any difference between good or bad Sullivan et al. (2011). Only society is not enough to structure the brain of a child. Many examples can be developed in this regard where I can show that a child coming from backward society is successful enough to take a perfect decision about career or any other else. Whereas a child in spite of having a high profile background does not know how to behave with seniors in order to show them respect and dignity Taubert et al. (2010). Therefore, this fact is undeniable that environment is one of the major factors for making the mental ability of a learner; but it can never be the only factors based on which an individual learner can develop their knowledge and skill. Without proper learning, no one would be able to develop his or her mentality Zatorre et al (2012).
This particular study has clearly focused to establish an argument whether learning can change the structure of a brain. Different stalwarts from the psychological background have expressed their point of views. Some of them have supported this opinion and some of them have denied its relevance. I also have been appointed to express my personal opinion. However, I have supported the view, as I personally believe the process of learning has an immense contribution in order to develop the mental ability of a learner. Many eminent personalities have considered my opinion as irrelevant because they personally believe that environment is more important than learning for developing mental skill of a learner. I have provided enough statements relating to the practical examples in support of my viewpoints.
Reference List:
Bassett, D. S., Wymbs, N. F., Porter, M. A., Mucha, P. J., Carlson, J. M., & Grafton, S. T. (2011). Dynamic reconfiguration of human brain networks during learning. Proceedings of the National Academy of Sciences, 108(18), 7641-7646.
Buntod, (2010). ‘Effects of Learning Environmental Education on Science Process Skills and Critical Thinking’. Journal of Social Sciences, 6(1), pp.60-63.
Francis, P. (2008). ‘Developing education students’ conceptions of the learning process in different learning environments’. Learning and Instruction, 7(3), pp.277-292.
Gibson, M. and Hughes, P. (2009). ‘The Supervisory Process in Action Learning’. Management Learning, 18(4), pp.264-276.
Korkmaz, F., Ozsaker, E., Tasdemir, N. and Karacabay, K. (2011). ‘Analysis of the effects of two different assessment methods on the learning process in cardiopulmonary resuscitation training’. European Journal of Cardiovascular, 10(23), pp.22-24.
May, A. (2011). Experience-dependent structural plasticity in the adult human brain. Trends in cognitive sciences, 15(10), 475-482.
Petersen, A., Boer, H. and Gertsen, F. (2014). Learning in different modes: the interaction between incremental and radical change. Knowl. Process Mgmt., 11(4), pp.228-238.
Sullivan, E. V., Pfefferbaum, A., Rohlfing, T., Baker, F. C., Padilla, M. L., & Colrain, I. M. (2011). Developmental change in regional brain structure over 7 months in early adolescence: comparison of approaches for longitudinal atlas-based parcellation. Neuroimage, 57(1), 214-224.
Taubert, M., Draganski, B., Anwander, A., Müller, K., Horstmann, A., Villringer, A., & Ragert, P. (2010). Dynamic properties of human brain structure: learning-related changes in cortical areas and associated fiber connections. The Journal of Neuroscience, 30(35), 11670-11677.
Zatorre, R. J., Fields, R. D., & Johansen-Berg, H. (2012). Plasticity in gray and white: neuroimaging changes in brain structure during learning. Nature neuroscience, 15(4), 528-536
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