Describe how learning is accomplished from stimuli to processing. Here you don’t have to be specific with the neural pathways if you choose not to, but you do have to identify the brain components responsible for learning. What I am looking for is that you understand the different components, modalities, and how to optimize your time to learn material presented during your academic career. Proper APA citation of article. This includes author/s (last name/s first), date of publication, article title, name of journal, and pages.

QUESTION

NEED 6 PAGES OF WRITING EXCLUDING COVER PAGE AND REFERENCES

Describe how learning is accomplished from stimuli to processing. Here you don’t have to be specific with the neural pathways if you choose not to, but you do have to identify the brain components responsible for learning. What I am looking for is that you understand the different components, modalities, and how to optimize your time to learn material presented during your academic career. Proper APA citation of article. This includes author/s (last name/s first), date of publication, article title, name of journal, and pages.

five paragraphs:

Introduction— discussion on what the disorder is and state your hypothesis (e.g. bipolar disorder has a genetic factor); support your hypothesis–using the text and any other scholarly material (at least one reference must be other than the text); identify a fictional character, and provide support using the DSM-5 criteria for your support; provide a treatment plan.

Describe how learning is accomplished from stimuli to processing. Here you don’t have to be specific with the neural pathways if you choose not to, but you do have to identify the brain components responsible for learning. What I am looking for is that you understand the different components, modalities, and how to optimize your time to learn material presented during your academic career.

ANSWER

Learning: From Stimuli to Processing

Introduction

Learning is a fundamental aspect of human cognition that enables us to acquire knowledge, skills, and experiences. It is a complex process that involves the interaction between external stimuli and internal cognitive processes. Understanding how learning occurs, from stimuli to processing, is crucial for optimizing our learning potential. In this essay, we will explore the components of learning, the brain regions responsible for learning, and strategies for maximizing learning efficiency.

Learning Components and Modalities

Learning involves various components and modalities that contribute to the acquisition and processing of information. One key component is attention, which directs our focus toward specific stimuli and filters out irrelevant information (Batterink & Paller, 2019). Attention plays a vital role in learning, as it determines what information is encoded and stored in memory. Another essential component is perception, which involves the interpretation and organization of sensory information. Perception enables us to make sense of the stimuli and extract meaning from them.

Memory is another critical aspect of learning. It is the ability to encode, store, and retrieve information over time. Memory can be divided into different types, such as sensory memory, short-term memory, and long-term memory. Sensory memory holds sensory information for a brief duration, while short-term memory allows for the temporary retention of information. Long-term memory is responsible for storing information for extended periods, potentially a lifetime.

Brain Components Involved in Learning

The process of learning relies on the coordinated functioning of several brain regions. The hippocampus, a structure located in the medial temporal lobe, plays a crucial role in the formation and consolidation of new memories. Damage to the hippocampus can result in severe memory impairments (Anand & Dhikav, 2012). Another vital brain region for learning is the prefrontal cortex. It is involved in executive functions, such as attention, working memory, and decision-making, which are essential for effective learning.

Optimizing Learning

To optimize learning during our academic careers, it is essential to employ effective strategies. One strategy is active engagement with the material. Actively participating in the learning process, such as through discussions, problem-solving, and summarizing information, enhances understanding and retention (Gleason et al., 2011). Additionally, creating associations and connections between new information and existing knowledge can facilitate learning and retrieval.

Time management is another crucial factor for optimizing learning. Breaking down complex topics into smaller, manageable chunks and distributing study sessions over time, rather than cramming, promotes better encoding and retention of information. Regular review and practice, spaced repetition, and self-testing are effective techniques for strengthening memory and promoting long-term retention.

Conclusion

Learning is a multifaceted process that involves the interaction between external stimuli and internal cognitive processes. Attention, perception, and memory are key components that contribute to learning. The hippocampus and prefrontal cortex are critical brain regions responsible for various aspects of learning. By actively engaging with the material, employing effective learning strategies, and managing time wisely, we can optimize our learning potential and enhance our academic achievements.

References

Anand, K. S., & Dhikav, V. (2012). Hippocampus in health and disease: An overview. Annals of Indian Academy of Neurology, 15(4), 239. https://doi.org/10.4103/0972-2327.104323 

Batterink, L. J., & Paller, K. A. (2019). Statistical learning of speech regularities can occur outside the focus of attention. Cortex, 115, 56–71. https://doi.org/10.1016/j.cortex.2019.01.013 

Gleason, B. L., Peeters, M. J., Resman-Targoff, B. H., Karr, S., McBane, S., Kelley, K. S., Thomas, T., & Denetclaw, T. H. (2011). An Active-Learning Strategies Primer for Achieving Ability-Based Educational Outcomes. The American Journal of Pharmaceutical Education, 75(9), 186. https://doi.org/10.5688/ajpe759186