Učenje in razvoj možganov
Learning and Brain Development
Tina Bergant
Povzetek delavnice
V možganih ne obstaja le eno možganskopodročje, v katero bi shranjevali vse, kar se naučimo. Možgani so kompleksni in tako najdemo v njih več spominskih sistemov z različnimi lastnostmi. Poznamo delovni spomin, ki omogoča hranjenje informacij le za kratek čas, pa dolgoročni spomin, ki ga lahko razdelimo na različne sisteme, katerih vsako podpirajo določena nevronska omrežja. Načine usvajanja znanj, veščin, celo čustev, pa imenujemo učenje. Preproste mehanizme učenja opisujemo pri živalih, pa tudi že pri plodovih in utero, celo novorojenček ni tako nebogljen, kot se zdi na prvi pogled.
Učenje lahko razumemo kot proces pridobivanja novih ali spreminjanja že pridobljenih znanj, veščin, vedenj in vrednot, pri čemer lahko proces zajame zelo različne informacije. Kot proces ni učenje nikoli le zbirka snovnih ali proceduralnih znanj. Ne zgodi se v nekem trenutku, pač pa sledi določeni učni krivulji in je kot tako vedno ujeto v koncept časa. Delovanje naših možganov nam omogoča učenje. Možgani zadržijo sposobnost učenja še pozno v starost, če jim to omogočimo. V otroštvu, ko se možgani še razvijajo, rastejo in zorijo, pa potekajo tudi nekoliko drugačni procesi učenja, ki so vezani predvsem na občutljiva oziroma kritična obdobja. V prispevku se bomo dotaknili vidika učenja s stališča nevroznanosti in naših enkratnih možganov. Zanimalo nas bo, kaj se dogaja v naših možganih med učenjem, ki se lahko dogaja v šoli ali pa na potepu s prijatelji, in ne, kaj in kako se zapiše v redovalnico ali spričevalo. Dotaknili se bomo občutljivih in kritičnih obdobij, ki omogočajo specifične načine učenja. Nekoliko se bomo dotaknili tudi virtualnega sveta, ki ga je naša generacija sicer izumila, a v njem zgolj gostuje, otroci pa so v njem rojeni in domači.
Workshop Abstract
The human brain does not have a single area where we store acquired knowledge. It is rather complex and contains several memory systems with different characteristics. Short-term memory provides us with the capacity for storing information for a short period of time. Long-term memory, on the other hand, can be divided into various systems and each of them is supported with specific neural networks. The various ways in which we acquire knowledge, skills and even emotions are referred to as learning. Some simpler mechanisms of learning can be observed in animals and even in foetuses in utero – new-borns are not as helpless as they might seem.
Learning can be understood as the process of acquiring new or changing the existing knowledge, skills, behaviours and values. This process can include very different types of information and is never only a collection of content or procedural knowledge. It does not occur momentarily but rather follows a learning curve, which means that it is always dependent on the concept of time. The activity of the brain enables learning. The brain remains capable of learning well into older age. In our childhood, when the brain is still developing, growing and maturing, somewhat different learning processes take place, which are linked mainly to sensitive or critical periods.
This presentation will touch upon some aspects of learning from the perspective of neuroscience and the unique properties of the human brain. We will investigate what happens in the brain when we are learning, no matter if this is in school or while taking a walk with our friends. We will not focus our attention on the way our learning is recorded in the grade book or in the school report. We will explore some sensitive and critical periods for specific types of learning. Finally, the talk also will touch upon the virtual world that our generation invented – a world where we are guests and our children natives.
