Thumyat Noe ’23 Learning a new language is challenging, but several studies claim that music may improve the learning process. For instance, primary school children with prior musical experience tend to have greater developed auditory working and verbal memories, allowing for easier language acquisition. Furthermore, according to a previous study, singing increased phonological awareness in Spanish-speaking students, yielding an improvement in English vocabulary recall and … Continue reading Sing and You Shall Learn: How Singing Enables Easier Language Acquisition
Joyce Chen ’23 One of the most fascinating things about the brain is its malleability. When humans learn, whether it be in the classroom or from an experience, the brain produces new neurons so that the information can be recalled in the future. This is a process known as neuronal plasticity. Although there is plenty of research surrounding this area, there is still much more … Continue reading Priming of long-term memory from initial experience alters future learning
Yukta Kulkarni ’22 Some of the most important topics covered by neuroscience research encompass memory retention. This type of research helps explain how much information brains can retain and how easily it is learned. However, does prior learning affect the ability to learn in the future? To answer this, Cole et al. blocked protein-kinase A (PKA) and extracellular signal-related mitogen-activated protein-kinase (ERK/MAPK) within the basolateral … Continue reading Fears and How Priming Can Help Overcome Them
By Maryna Mullerman ‘20 Schizophrenia is often associated with disconnections between thoughts and actions, as well as slow acquisition of adaptive behavior. Doctor Richard W. Morris and researchers from the University of New South Wales in Australia wanted to establish whether schizophrenia (SZ) patients could distinguish causal consequences from reward values. The researchers aimed to reveal action-outcome (AO) learning impairments in SZ patients. The analysis … Continue reading The Pathology of Schizophrenia: Action-Outcome Learning Impairments
By Marcia-Ruth Ndege ’21 For over a century, researchers have pondered the question of how the brain intakes, processes, and retains new information. Researcher Elisabeth Wenger and her team at the Max Plank Institute for Human Development in Berlin, Germany probed deeper into this process by examining the volumetric changes in human grey matter and linking them to the process of skill acquisition in humans. … Continue reading Brain Cells Live and Die in the Process of Learning
By Meenu Johnkutty ’21 Learning is an everyday occurrence that extends beyond the traditional classroom setting, whether it be quickly memorizing a bus route or remembering a colleague’s number. A recent study led by Dr. Sabrina Schenk of Ruhr University in Bochum, Germany, revealed that video gamers may have an edge in learning over non video gamers. In this study, researchers explored categorization learning, defined … Continue reading Do Video Gamers Have an Edge in Learning?
By: Ramanjot Singh 19′ Individual experiences of stress and burnout can have adverse effects on health and output. While much research has been conducted on the etiology of stress, its effects on teacher-student interactions is relatively unexplored. A group of researchers led by Dr. Venus Wong at the University of Kentucky conducted a study to examine potential direct effects of teacher burnout on teacher behavior … Continue reading Do stressed teachers effect educational outcomes?
by Lillian Pao (’18) There are 6,500 spoken languages around the world and the most popular language is Mandarin Chinese, which uses vocal pitch to create tone. Tone is used in the English language to distinguish questions, statements, and other elements of emotional states. Children who are learning two languages have to learn how words are defined in both of their native languages. There are … Continue reading How Bilingualism Affects Children’s Learning