Ashford University
June 8, 2011
Neuroscience is better defined and closely associated with the science of Psychology. Until recently, the use of paradigms for use of quantitative and research methods, were operated separately and independently; these paradigms are categorized by researchers to better define the theory of Learning. To give researchers a better idea of how the mind operates in conjunction to the set paradigms for prescribed behavior, there must be current and up to date technology in place.
In Psychology, there are many theories; to name a few: developmental, behavioral, cognitive and social theories all play a part in learning; each one playing a part in defining the mind as a whole. Each one of these disciplines compliments one-another in showing the necessity for reliance on one-another, to be able to maintain and function properly; each development also presents rectification for an area is having difficulties. In order to obtain value and knowledge, the learning process must receive varied information, and also must obtain experience through life-skills. The mind begins to learn from the stage of infancy, and continues to learn and grow throughout a lifespan (K, Valudin, 2011). Psychologist take many things into account as far as an individual’s learning process, but the most important concept is the behavior brought about by life experience, good or bad. This life experience is needed in regards to mental and cognitive growth, as well as aging. Learning processes are primarily grouped and categorized by the varied learning theories, as well as their functioning with concepts such as behaviorism. Insight into learning is also provided by neurosciences in regards to more simple quantitative research, such as simple organisms. The system of evaluation for these components are as such: The study of participants; models; varied ages; designated regions; and an extended amount of time to conduct the research. Cognitive, human, social and instruction factors all make up the research criteria that are needed for the study. The evidence required, as well as the associated measures, must cooberate in order to show valid results, in order for delays, progress and growth to be properly documented for the better solution or resolution (K, Valudine, 2011). Varied Perspectives constitute the theory of Learning. Researchers place these perspectives into categories or groups in order to give understanding of how a person grows and develops in their life; these classifications are placed in paradigms known as: cognitive, evolutionary and neurophysiology. Evolutionary paradigm looks for organism’s processes, and also attempts to discover its process of learning. The Cognitive merely places its own focus on learning and its nature, while the neurophysiological concept attempts to relate mental and physiological perspectives, such as perception and intelligence. The theory of the neurophysiologic paradigm can be credited to Donald Hebb; his theories revolved around phase sequences, enriched environments and sensory deprivation (Hergenhan and Olson, 2011). Cognition, which mainly involves cell assembly through Health and Science, give aid and credit cognitive growth and development. Signs of reverberation were found in cells within the brain’s cortex. The cell assembly served as the evolutionary paradigm, which was grown and developed buy engulfing the cell in regards to activity from the stimuli; neurons and synopsis also reacted, forming and evolving into a cognitive organism. Donald Hebb said that is an organism lacked stimulation or experience, in relation to environment; the nervous system would receive a negative impact. Intellectual and perceptual growth are sustained in a restricted environment while an enriched atmosphere leads to a full development through a positive, more gentler environment. Experiences can all be found within the cell assemblies, which also serve as a foundation for basis of thought. When in connection to cell assemblies, phase sequences will be formed; this sequence gives one an ability to maintain several thoughts. Disorientation, fear, stress and cognitive malfunction will occur if this deprivation does take place within the organisms. Donald Hebb believes that was are all directly affected by our environment, in the sense of mental and physiological processes, which serve as a major role in behavior and learning (Hergenhan and Olson, 2011). With the use of Hebb’s theory, the connection is explained to give explanation to metabolism and growth changes in order to produce presynaptic activity. Hebb’s methods were utilized in founding of infant research (pre term), which demonstrated stimulation in skin to skin communication. This founding was a great success, and opening for therapeutic treatments and nursing strategies for patients (K, Valudine, 2011). Neuroscience serves as a leading source for many fields of psychology, such being: cognitive, developmental and psychopathology, along with many others.
Electroencephalography and event-related potentials are the leading edge in methods of neuro-imaging, especially through signs of symptoms in children, through routine clinical exams. Through human behavior and development of the brain, neuro-imaging has grown dramatically, which also paves the way for cognitive psychology through the use of biological perspective (Johnson, 2011). Within the nervous system are key players known as neurons, which are the base for the brain and spinal cord, along with many other critical components of the human infrastructure. In order for humans to function, interaction with nerve cells must be made. Signals made through electrical and chemical sources, send information throughout the nervous system and body; these signals act as neurons. The nervous system is formed by the connection of the chemical signal to all other cells. An individual’s behavior results from communication of neurons (Hergenham and Olson, 2011). Researchers are able to study the brain and its development through biological and cognitive processes. Researchers also use techniques of neuroscience in behavior abilities, as well as mental processes for identification purposes. Behavior stems from the many drives the body takes on, which is also responsible for groups and social settings used for research and study by neuroscience. The cognition perspective focuses mainly on disassociating causes in the mature or adult brain. In today’s field of research still lies the question of how specifics are incorporated. The cerebral cortex would be the best answer because of its major role in many areas of cognitive functioning. Some areas are: memory, consciousness, attention, language, perception and thought. A couple of different perspectives can be drawn from this conclusion; the first being that support for the brain drawn from functionalism, are fine tune in genetic, as well as molecular mechanisms; the other perspective deals with post natal delay within the functioning of the brain (Johnson, 2011). With all perspectives in mind, an arrow can be drawn in the direction of social information process. This process is more distinguished within the infant brain because of the natural bias instilled, and also the natural direction to process and take in stimuli, differently than that of an adult. An infant’s brain is malleable (Grossman and Johnson, 2011).
Through the use of the psychoanalytic method, neurobiological and psychological changes are present in human life, up until the age of twenty-three (Johnson, 2011). Through the use of the MRI, facial expressions have been found to be developed in the infant brain. The MRI is responsible for the tracking of both structural and functional changes within the human brain. This particular scan shows a percentage of learning capability, however, results are contradicted by way of neuro-imaging. The fact that people are on a continual learning cycle throughout their life, is proven by use of the MRI. Particular parts of the human brain contain neurons that have migrated into special locations; some of these parts are: cortex, hippo campus, and the cerebellum, as well as other regions. In adulthood, neurogenesis is the primary agent; while the cortex can be seen from birth, though the connectivity is not fully matured through intraregional source. The primary responsibility of the cortex is to display progression in the brain volume, from birth to adolescence. Development begins to transpire in the brain in the age of adolescence. In this transpiration, a reorganization occurs, which causes delays in development, when dealing with the cerebral and frontal cortexes in larger volumes (Johnson, 2011). Research utilized to collect data for use of neuro-imaging, showed the brain of a two-year old with mature, adult capabilities; images used from an MRI scan, further supported this evidence. Debates, however, still exist about images of baby’s less than six-months old, and images of the brain of a two-year old, in regards and comparison to the adult brain. At the age of three, fiber tracts are found, which are slow in movement and imaging, and continue to grow until the child’s fourth year of life, and seen again in adulthood (Johnson, 2011). In this time of delay, the brain allows a chance for teachers, peers and parents to teach, as well as the afforded opportunity for the child to observe and absorb. The child must be perceptive, however.
Human-beings have the ability to learn visually through the use of targets, and are able to quickly adjust whenever a change of direction occurs. As the human subject gets another year older, interpretations can be made about adult behavior as well as the child’s goal; sounds are learned, words are interpreted, and the child is now able to repeat the parent’s words. Groomsman and Johnson recommend that recognizable stimuli input, that way circuits in the brain are developed properly. Though a child may develop other cognitive traits and patterns in time, the development of the child’s brain has still undergone maturational and other cortial areas necessary for development.
Neurophysiology recognizes claims and supports independence, identity and self-concept, but it is also recognized that these concepts are gained one step at a time. Bandura took on a much different stance though; he believed through an adolescent, independence could be gained through separation (Johnson, 2011). The human-brain is flawed in another sense that it is limited in plasticity, and thus, vulnerable; but should the problem come to light, intervention is available for the situation (Groomsman and Johnson, 2011). More insight can be gathered from the use of neural-imaging, through tings such as: gazing, behavior, attention and other biological movement. Methods on how social and brain changes take place through social behavior can be better explained through the methodology of neuroscience.
Those who research cognition and its perspectives, identify with memory through external, as well as visual object and stimuli, in order to analyze behavior problems that could be prevented with the use of intervention. Mythology deals with the gathering information the brain did not want, or took no interest to. Research behind the use of mythology only applies to basic system information relating to connectivity in group, social and individual applications (Ocshner and Libberman, 2011). When all data is collected and studied, brain patterns can then be pieced together through use of perspective, with issues in health and medical experience. Through development in cognition, and the occurrence of aging, the brain is well-maintained. With proper maintenance, development will take part in reducing one’s chance of diabetes, brain delays and hyper-tension (Ocshner and Libberman, 2011).
The brain’s development and maturity are seen in the various ages of human life, along with the proper research. Eventually, every age will receive the specified knowledge defined by Piaget and his lifespan development, being able to analyze given data in order to define brain imaging.
Psychology has several theories, and each are of its own importance to the field as a whole; in fact, if one piece were missing, a person wouldn’t be able to analyze themselves or others fully. Psychology to me, is much more vast comprehension of every living creature and being, whether today or yesterday. Though we all as living beings, have the same role in growth, we all still have intricate parts in this life, which make us unique. Due to the high volume of crime, mental illness and immorality in this world, there are many aspects of human nature that need to be understood through the many concepts of science. With Hebb’s contribution to neuroscience and psychology, great influence has been applied in many fields such as surgery and cognition. Hebb also contributed much experience from his work with neurons, which shined a bright light for future researchers and psychologists. Neuroscience and the use of methodologies have great influence on the human race; with these concepts, many doors are opened to a vast array of educational, as well as social policies and consequences.
References
Johnson, M. (2001).Functional brain development. Nature Reviews Neuroscience, (2), 476-482. Retrieved from: Proquest Database.
Grossman & Johnson.(2007). the development of the social brain in human infancy. European Journal of Neuroscience; 25(4), 909-919. Retrieved 23 March 2011 from: EBCOHOST database.
Olson, M. &Hergenhahn, B. (2009). Introduction to theories of learning (8th ed.). Upper Saddle River, NJ : Pearson Prentice Hall
Blakemore, S., Dahl, R. Frith, U., & Pine, D. (2011).Developmental cognitive neuroscience. Developmental Cognitive Neuroscience 1(1), 3-6. Retrieved 24 2011March from: http://www.elsevier.com/wps/find/journaldescription.cws_home/722734/description
K, Valudine, (2010). Neuro-physiological and Evolutionary theories Donald OldingHebb. Retrieved March 24, 2011from;
http://www.associatedcontent.com/article/3006440/theories_donald_olding_hebb_22nd_july_
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