Neurologically Based Learning and Instruction

The mind-body problem has been discussed for many years. This problem has emerged with the idea that the central nervous system in humans anatomically and physiologically affects the human mind and is impressed by it in return. Although numerous approaches exist to clarify this issue, the currently accepted approach is psychophysical interactionism. This approach asserts [Page 536]that the body and mind are two separate entities, but that they interact with each other (modifying and transforming the other). According to this approach, the mind is systematically carrying out complex processes that reveal behaviors. All biological and physical activities are associated with mental activity. This entry first discusses historical thinking on the mind and behavior, then describes the structure of the brain and explains individual differences in neurological functions. Finally, the entry discusses the implications of neurological research for curriculum and instruction.

The body-mind problem has created a wide variety of disciplines in academic medicine, including psychiatry, neurology, neuropsychiatry, neurosurgery, and psychology. Vast knowledge has led to these divisions. Reducing humans to subunits reveals the risk of alienation from a human in its entirety. For example, although psychologists usually talk about the mind, medical doctors may almost ignore the mind.

In behaviorism, which was popular in the 20th century, the stimulus-response configuration was highlighted. In Gestalt psychology, perception was highlighted within the framework of the whole and its parts. The theory of behaviorism has been inadequate to explain the complexity and diversity of human behaviors. The advances in schema theory and memory theories have moved cognitive psychology to the forefront of the agenda again. Usage of computers has accelerated artificial intelligence studies. Learning is modeled by using information processing theory.

Studies in cognitive psychology and neuroscience have revealed a new field called cognitive neuroscience. In this field, body-brain and mind-cognition are matched. Research areas within cognitive neuroscience include cognition, motor functions, language processing, problem solving, perception, sensation, and memory.

The brain itself is a structure divided into several regions. Those in the brain geography field usually give names to these regions and reveal their functions to create a brain map. For example, motor skills occur in the cerebellum, perceptual learning occurs in the neocortex, and habits, addiction, and procedural knowledge learning take place in the depths of the brain called the basal ganglia.