Discuss brain development in developing as a learner
Brain imaging technology has allowed researchers to establish and understand that the brain
develops gradually from the back to the front, with the first area to mature being those of the
hind and midbrain related to the innate functions of grasping movement and site and the last
area to develop it’s the frontal cortex associated with decision making, planning, and reflection.
There is some correlation between brain development and developing as a learner.
The brain of a newborn already contains almost as many neurons as an adult brain but
connections between them are still forming and continue to develop for the last of a person’s life
at the fastest rate during childhood. Neurobranching extends the network of synapsis within the
brain, but synaptic pruning is the process that increases its efficiency by eliminating connections
that are no longer used. It’s this continuous maintenance and upgrading of brain function that is
related to the development of cognitive functions.
One study … Chugani. The study aimed to use PET scans to investigate glucose metabolism
in newborn babies to see when brain areas reach the adult level of functioning. The procedure
used was a quasi-experiment, meaning that there was no manipulation since the babies already
had their brains. Newborns between 0 and 1 month were given PET Scan. PET scans show
how tissues and organs function. The results demonstrated that glucose metabolism in
newborn babies was most prominent in the primary sensory and motor cortex, thalamus, and
brainstem. Other regions were not active. The conclusion was that newborns have a limited
amount of active areas of the brain. The areas active are important for basic survival whereas
nonessential functions have not been explored yet. The strengths of the study were that PET
scans are objective in creating standardized procedures. The study also compares different age
groups at once. The limitations were that the study lacked ecological validity and there was
participant variability. In addition, there was no control of external variables, and since it was a
quasi-experiment, no cause-and-effect relationship could be established.
Another study is Giedd’s study. The aim was to explore child and adolescent brain
development by measuring changes in gray and white matter growth. The procedure was that
he performed MRI scans on healthy children using a longitudinal research design. The sample
consisted of 95 males and 66 females. Scans were conducted approximately every two years
on children between 6 years and 20 years of age. This corresponds to a repeated measures
design. The results were that he found that 95% of the brain structure is formed when the child
is around five or six years old, but areas in the prefrontal cortex start growing again in
adolescence. The conclusion was that the PFC is the last part of the brain to mature. He also
found that the dorsolateral prefrontal cortex, which is important for controlling impulses, does
not mature until the early 20s. The strengths of this study were that there was use of MRI which
is a standardized procedure. The study was longitudinal which eliminates the participant’s
variability. The testing was standardized, and the test was every two years. The limitations
were that there was no gender balance and the study lacked ecological validity. Additionally,
since the study was longitudinal many participants withdrew from the study.
, This evidence suggests an evident correlation between brain development and developing as a
learner and it’s also supported by Piaget’s theory, which depends on biological readiness.
However, while brain development is correlated with cognitive development, it is not the only
determinant. Most research is correlational so it does not establish a cause-and-effect
relationship and there are limitations in using brain scans technique in research. Even Piaget,
who believed in biological readiness for learning, allowed a wide age margin for this learning to
take place. Additionally, it is important for researchers that analyze the data to understand what
brain activity means in terms of learning.
Discuss research methods in the study of developing as a learner
Quasi-experiment → Chugani
Instead of evaluation of the study: Since the study was a quasi-experiment, there is a high
ecological validity and it is used when the IV cannot be produced in a laboratory setting.
However, there is no control over extraneous variables and the study cannot be easily
replicated. There is also low reliability and the researcher may have to wait for a long period to
measure the desired behavior they are trying to replicate.
Lab experiment → Giedd
Instead of evaluation of study: This study had strict control over variables and it was easy to
replicate. There is also high reliability and validity and it permits elimination of irrelevant factors.
The study also has limitations, as it lacks ecological validity because of the artificial
environment. Because of this the results might not apply to a real-life situation, another problem
could be participants giving socially desirable answers.
Brain imaging technology has allowed researchers to establish and understand that the brain
develops gradually from the back to the front, with the first area to mature being those of the
hind and midbrain related to the innate functions of grasping movement and site and the last
area to develop it’s the frontal cortex associated with decision making, planning, and reflection.
There is some correlation between brain development and developing as a learner.
The brain of a newborn already contains almost as many neurons as an adult brain but
connections between them are still forming and continue to develop for the last of a person’s life
at the fastest rate during childhood. Neurobranching extends the network of synapsis within the
brain, but synaptic pruning is the process that increases its efficiency by eliminating connections
that are no longer used. It’s this continuous maintenance and upgrading of brain function that is
related to the development of cognitive functions.
One study … Chugani. The study aimed to use PET scans to investigate glucose metabolism
in newborn babies to see when brain areas reach the adult level of functioning. The procedure
used was a quasi-experiment, meaning that there was no manipulation since the babies already
had their brains. Newborns between 0 and 1 month were given PET Scan. PET scans show
how tissues and organs function. The results demonstrated that glucose metabolism in
newborn babies was most prominent in the primary sensory and motor cortex, thalamus, and
brainstem. Other regions were not active. The conclusion was that newborns have a limited
amount of active areas of the brain. The areas active are important for basic survival whereas
nonessential functions have not been explored yet. The strengths of the study were that PET
scans are objective in creating standardized procedures. The study also compares different age
groups at once. The limitations were that the study lacked ecological validity and there was
participant variability. In addition, there was no control of external variables, and since it was a
quasi-experiment, no cause-and-effect relationship could be established.
Another study is Giedd’s study. The aim was to explore child and adolescent brain
development by measuring changes in gray and white matter growth. The procedure was that
he performed MRI scans on healthy children using a longitudinal research design. The sample
consisted of 95 males and 66 females. Scans were conducted approximately every two years
on children between 6 years and 20 years of age. This corresponds to a repeated measures
design. The results were that he found that 95% of the brain structure is formed when the child
is around five or six years old, but areas in the prefrontal cortex start growing again in
adolescence. The conclusion was that the PFC is the last part of the brain to mature. He also
found that the dorsolateral prefrontal cortex, which is important for controlling impulses, does
not mature until the early 20s. The strengths of this study were that there was use of MRI which
is a standardized procedure. The study was longitudinal which eliminates the participant’s
variability. The testing was standardized, and the test was every two years. The limitations
were that there was no gender balance and the study lacked ecological validity. Additionally,
since the study was longitudinal many participants withdrew from the study.
, This evidence suggests an evident correlation between brain development and developing as a
learner and it’s also supported by Piaget’s theory, which depends on biological readiness.
However, while brain development is correlated with cognitive development, it is not the only
determinant. Most research is correlational so it does not establish a cause-and-effect
relationship and there are limitations in using brain scans technique in research. Even Piaget,
who believed in biological readiness for learning, allowed a wide age margin for this learning to
take place. Additionally, it is important for researchers that analyze the data to understand what
brain activity means in terms of learning.
Discuss research methods in the study of developing as a learner
Quasi-experiment → Chugani
Instead of evaluation of the study: Since the study was a quasi-experiment, there is a high
ecological validity and it is used when the IV cannot be produced in a laboratory setting.
However, there is no control over extraneous variables and the study cannot be easily
replicated. There is also low reliability and the researcher may have to wait for a long period to
measure the desired behavior they are trying to replicate.
Lab experiment → Giedd
Instead of evaluation of study: This study had strict control over variables and it was easy to
replicate. There is also high reliability and validity and it permits elimination of irrelevant factors.
The study also has limitations, as it lacks ecological validity because of the artificial
environment. Because of this the results might not apply to a real-life situation, another problem
could be participants giving socially desirable answers.
