Assignment 6

MOLINA, LEONARD M.
ASSIGNMENT #6
BSMARE 2A5. DECEMBER 7, 2023
1.What happens during learning?
Everything that you experience leaves its mark on your brain. When you learn
something new, the neurons involved in the learning episode grow new projections
and form new connections. Your brain may even produce new neurons. Physical
exercise can induce similar changes, as can taking antidepressants. By contrast,
stress, depression, ageing and disease can have the opposite effect, triggering
neurons to break down and even die. The ability of the brain to change in response
to experience is known as structural plasticity, and it is in a tug-of-war with
processes that drive neurodegeneration. Structural plasticity occurs in other species
too: for example, it was described in the fruit fly more than a quarter of a century
ago. Yet, the molecular mechanisms underlying structural plasticity remain unclear.
Li et al. now show that, in fruit flies, this plasticity involves Toll receptors, a family of
proteins present in the brain but best known for their role in the immune system.
2.What are the Physiological Basis of Learning?
Coaches must understand the limitations and features of the bodies of professional
athletes in order to help them obtain peak achievements. For the same reason,
learners have different learning styles partially due to the variations in the ways
their bodies as a learning tool work. By knowing the physiological basis of learning,
teachers can better facilitate the realization of the students’ learning potential.
Over 30 years ago, the left-right brain theory was very popular in Hong Kong. It
postulated that learners of right-brain dominance would more easily accept input in
the forms of feelings, rhythm, concrete things, sensations, etc; while learners of left-
brain dominance, quantities, logic, concepts, deductions, and so on. About 20 years
ago, another approach captured popular attention. It upheld that the visual learners
tend to use visual input and think visually; the auditory learners, auditorily; and the
kinesthetic learners, kinesthetically.
3.What are types of learning?
Every student has a strategy they use to remember information more efficiently
while studying. Some of them take notes; some make diagrams; some prefer to listen
to lectures, etc. Since no learning style fits all students, scientists have conducted
research in order to understand the way students learn new information best.
1. Visual Learning Style
Visual learners are individuals who prefer to take in their information visually—
be that with maps, graphs, diagrams, charts, and others. However, they don’t
necessarily respond well to photos or videos, rather needing their information
using different visual aids such as patterns and shapes. The best way to present
to visual learners is by showing them the relationship between different ideas
visually. For instance, when explaining a scientific process, it can be done by
using a flow chart.
2. Auditory Learning Style
Auditory learners are individuals who learn better when they take in information
in auditory form when it is heard or spoken. They are prone to sorting their ideas
after speaking, rather than thinking ideas through before. Since, to them, saying
things out loud helps them understand the concept. Auditory learners learn best
when information is presented to them via strategies that involve talking, such as
lectures and group discussions. They can benefit from repeating back the lessons,
having recordings of the lectures, group activities that require classmates
explaining ideas, etc.
3. Kinesthetic Learning Style
Kinesthetic learners are individuals who prefer to learn by doing. They enjoy a
hands-on experience. They are usually more in touch with reality and more
connected to it, which is why they require using tactile experience to understand
something better. The best way to present new information to a kinesthetic
learner is through personal experience, practice, examples, or simulations. For
instance, they can remember an experiment by recreating it themselves.
4. Reading and Writing
Reading/writing learners consume information best when it’s in words, whether
that’s by writing it down or reading it. To them, text is more powerful than any
kind of visual or auditory representation of an idea. These individuals usually
perform very well on written assignments. There are different ways to get a
reading/writing learner to engage and understand a certain lesson. For instance,
it would be best to have them describe charts and diagrams by written
statements, take written quizzes on the topics, or give them written assignments.
4.What are the Components of Metacognition
In general, metacognition refers to individuals’ ability to have knowledge,
awareness, and control of their cognitive activities (Nelson, 1990). The concept of
metacognition is regarded as being fuzzy with indistinct boundaries, as researchers
have often classified it into the three interconnected components of metacognitive
knowledge, metacognitive experience, and metacognitive monitoring and control
(Flavell, 1979). Specifically, metacognitive knowledge, which refers to the declarative
knowledge of cognitive processes and products (Dowson and Mcinerney, 2004;
Efklides, 2011), has generally been divided into personal knowledge (e.g., hobbies,
memory characteristics, ways of thinking, and ability limitations); task knowledge
(e.g., task structures, task goals); and strategic knowledge (e.g., advantages or
disadvantages and the applicability of each strategy). Metacognitive experience, the
cognitive or emotional experience that accompanies cognitive activity, can occur in
the early, middle, and late stages of cognitive activity (Flavell, 1979). Metacognitive
experience is not a cognitive operation itself but an individual’s subjective
perception of the ease or difficulty of certain cognitive operations (Rummer et al.,
2016). In addition, metacognitive monitoring and control refers to an individual’s
self-conscious supervision and regulation of the cognitive processes. Specifically,
metacognitive monitoring includes individuals ability to plan, monitor, and evaluate

their cognitive activities, followed by subsequent metacognitive control that allows
individuals to regulate their cognitive processes, such as adjusting task goals,
distributing study time, and selecting cognitive strategies (Flavell, 1979).
REFERENCES:
1. https://elifesciences.org/digests/52743/how-experience-shapes-the-
brain#:~:text=When%20you%20learn%20something%20new,changes%2C
%20as%20can%20taking%20antidepressants.
2. https://brainbodycentre.com/en/the-physiological-basis-of-learning/
3. https://bau.edu/blog/types-of-learning-styles/
4. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02404/
full#:~:text=The%20Construct%20of%20Metacognition,-In%20general%2C
%20metacognition&text=The%20concept%20of%20metacognition
%20is,control%20(Flavell%2C%201979).

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MOLINA, LEONARD M.

1.What happens during learning?

exercise can induce similar changes, as can taking antidepressants. By contrast,

to experience is known as structural plasticity, and it is in a tug-of-war with

processes that drive neurodegeneration. Structural plasticity occurs in other species

kinesthetic learners, kinesthetically.

3.What are types of learning?

1. Visual Learning Style

necessarily respond well to photos or videos, rather needing their information

to visual learners is by showing them the relationship between different ideas

visually. For instance, when explaining a scientific process, it can be done by

using a flow chart.

2. Auditory Learning Style

explaining ideas, etc.

3. Kinesthetic Learning Style

something better. The best way to present new information to a kinesthetic

learner is through personal experience, practice, examples, or simulations. For

instance, they can remember an experiment by recreating it themselves.

4. Reading and Writing

Reading/writing learners consume information best when it’s in words, whether

kind of visual or auditory representation of an idea. These individuals usually

reading/writing learner to engage and understand a certain lesson. For instance,

it would be best to have them describe charts and diagrams by written

In general, metacognition refers to individuals’ ability to have knowledge,

metacognition is regarded as being fuzzy with indistinct boundaries, as researchers

have often classified it into the three interconnected components of metacognitive

knowledge, metacognitive experience, and metacognitive monitoring and control

(Flavell, 1979). Specifically, metacognitive knowledge, which refers to the declarative

knowledge of cognitive processes and products (Dowson and Mcinerney, 2004;

memory characteristics, ways of thinking, and ability limitations); task knowledge

disadvantages and the applicability of each strategy). Metacognitive experience, the

cognitive or emotional experience that accompanies cognitive activity, can occur in

experience is not a cognitive operation itself but an individual’s subjective

perception of the ease or difficulty of certain cognitive operations (Rummer et al.,

2016). In addition, metacognitive monitoring and control refers to an individual’s

self-conscious supervision and regulation of the cognitive processes. Specifically,

metacognitive monitoring includes individuals ability to plan, monitor, and evaluate

individuals to regulate their cognitive processes, such as adjusting task goals,

distributing study time, and selecting cognitive strategies (Flavell, 1979).

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