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What are the relationships of brain functions that are specific to literacy and learning?
As it turns out, the very act of study­ing and learn­ing can help to keep the brain healthy. [ There is then a unique and ben­e­fi­cial inter­play between study­ing sci­ence, improv­ing health, and improv­ing brain function. To under­stand this inter­re­la­tion­ship, con­sider what hap­pens when you learn some­thing new. Every men­tal activ­ity — includ­ing learn­ing — is played out as pre­cise
elec­tri­cal and chem­i­cal activ­ity in brain cells. The elec­tri­cal activ­ity spe­cific to study­ing and learn­ing directly causes the release of a mol­e­cule called brain derived neu­rotrophic fac­tor or BDNF. BDNF was first iden­ti­fied as a growth and devel­op­men­tal fac­tor in the brain, but now is known to be linked to improved learn­ing and mem­ory. When BDNF is increased through this pre­cise learn­ing related neural activ­ity, men­tal func­tion improves. When BDNF is exper­i­men­tally blocked, mem­ory for­ma­tion is made more dif­fi­cult. How does BDNF help to improve brain func­tion? It helps to phys­i­cally build and reshape parts of brain cells so that the cells can strengthen their con­nec­tions to each other. These spe­cific mod­i­fi­able con­nec­tions between brain cells account for our abil­ity to form and strengthen mem­o­ries. Many details in this model of brain train­ing need to be filled in, but clearly, con­crete mol­e­c­u­lar links have been iden­ti­fied to sug­gest that cer­tain kinds of men­tal activ­ity are nec­es­sar­ily linked to improved men­tal ability. ]
Expert answered|reneeslerg123|Points 164|
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Asked 4/26/2013 6:03:28 PM
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How do the regions of the brain apply to school performance and learning?
Weegy: Whether the student has learned to learn, that is, created mental sets or strategies for regulating the learning process, is invisible to an observer but will determine what happens next in the learning process. [ However, some kinds of instruction or learning activities require that the student act on the environment, that is, produce observable behavior. The brain's motor systems are involved in such behavior generation: gross motor systems for arms, legs, body trunk or fine motor system for mouth and articulation and hand for finger movements. How the brain mediates the teacher's instructional input or other relevant input is not directly observable, but the brain's behavioral response to that instruction is. Brain differences between students with and without developmental and behavioral problems show pretreatment differences and individual differences in response to the same instruction (e.g., Berninger & Richards, 2002). Likewise, typically developing readers in first grade instructional groups showed normal variation in response to the same reading instruction (Ber-ninger & Abbott, 1992), as did individual at-risk readers and writers (Abbott, Reed, Abbott, & Berninger, 1997).... ] (More)
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Asked 4/26/2013 1:41:18 PM
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What are the relationships of brain functions that are specific to literacy and learning?
Weegy: To a great extent, the language used by teachers and students in classrooms determines what is learned and how learning takes place. [ The classroom is a unique context for learning and exerts a profound effect on students’ development of language and literacy skills, particularly in the early years. Some have argued strongly that students should have significant opportunities to integrate oral and written language in the classroom, because these experiences support and encourage the development of literacy. " ] (More)
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