Transcript File

Relationship Between Neurotransmitters
Learning and Memory
Latrita Shelton
EDU417
Dr. Savarese
May 18, 2015
Overview
It is imperative that parents understand the relationship
between the various neurotransmitters, or the
components that cause excitatory (tends to promote
excitement) and inhibitory (tends to restricts). Often
the neurotransmitters of dopamine, serotonin, and
acetylcholine have a correlation to success or lack of
success in learning and memory (Wolfe, 2010, p. 54).
Neurotransmitters in
Learning and Memory Theories
Richard Restak shared in his thoughts that everything psychological including those regular or typical
functions and irregular or disorders of the mind, start from some issue related to chemical
operation, (Wolfe, 2010, p. 57)
For example:

Dophamine is the neurotransmitter that plays several major roles in a child’s brain function,
and several of the key actions relate to conscious motor activity, and they promote satisfying
feelings in the brain’s reward system. This crucial in promoting a child’s attitude, approach
and engagement in the classroom.

Serotonin is for most people, including both children and adults, one of the well known
neurotransmitters. It has been labeled the “feel good“ transmitter. Children perform better
when they feel good about what is happening around them. Serotonin is like dopamine,
because it enhances a person’s mood (Wolfe, 2010, p. 61).

Acetylcholine is the only major neurotransmitter that is not initiated directly from an amino
acid. Its action is typically excitatory, yet it can be an inhibitor or restrictive (Wolfe, 2010,
p.62).
Children need a balance between these three neurotransmitters for the best learning and memory
experiences to take place.
Neurotransmitters in Learning and
Memory Theories
In support of neurotransmitters is brain-based learning, and learning style theory, sensory,
working and long-term memory. These terms are important for parents to understand
what is driving their child’s mind and abilities.
–
Brain Based Learning – The learning is caused by neurons engaging through the developing
synapses.
–
Learning styles theory contends that individuals learn in various ways.
–
Sensory memory takes the information coming into the brain through sensory type receivers
and holds it until it can determine how to use it (Wolfe, 2010, p. 111).
–
Working memory is used by children and us to integrate current perceptual details with
retained knowledge and to consciously determine how to use the information (Wolfe, 2010, p.
123).
–
Long-Term Memory is also known as the brain’s storage system, because information stored
by your child here is considered as relatively permanent.
Examining movement, sleep, nutrition, and
technology on learning and neuroplasticity
It is obvious that movement, sleep, nutrition, and
technology have an influence on learning and
neuroplasticity.
One issue is attention, which is often a factor in
movement. Children have a tendency for their
attention to be drawn by items that move (Wolfe,
2010, p. 115). For example, another teacher walks
in the classroom, the children’s attention falls
upon the guest, instead of the course work.
Examining sleep, nutrition, and
technology on learning and neuroplasticity
Sleep does have an impact on learning. Research points to sleep as being a key
component (Wolfe, 2010,p. 96). It is a period that the brain is allowed to rest
and children recharged and get refreshed for a new day.
Nutrition has been proven as an important factor in brain development. A study
proved that students that had a good breakfast did better on standardized test
scores and showed improvement in academics (Meyers, Sampson, Weitzan,
Rogers, & Kayne, 1989).
Technology has had some positive influences on thinking abilities and expanded
learning; however, some components of technology have been linked to
violence, obesity and other negative factors (Wolfe, 2010, p. 102-103);
however, parental control, your supervision can promote positive experiences
and learning from technology.
Neuroplasticy defines that the brain is not only developed through the genetics of
a person, but also through the environment in which a child or person resides
(Wolfe, 2010, p. 72).
Relationship between these neurochemical
and environmental factors
There is a direct relationship between the neurochemical
(dopamine, serotonin, and acetylcholine) and a child’s
environmental factors.
Environment factors, such as stressful living conditions an
parental warmth have been identified as elements in a
child’s personality development. What environment
are you providing for your child?
Environmental and neurochemical factors can be
supported in and out of the classroom
It is imperative for teachers to embrace the diversity of students by
knowing their backgrounds.
Teachers must monitor the signals of neurochemical factors in a nonmedical sense, yet be knowledgeable to understand when a student
is struggling. What is causing their issue, such as lack of sleep,
poor nutrition, living environment, too much technology, and/or
neuroplasticy.
Implementing the appropriate theories to support learning and memory
to support any neurochemical discoveries.
References
Bouchard T. (1994). Genes, environment, and personality. Science. 264,1700–1701.
Meyers, A. F., Sampson, A. E., Weitzman, M., Rogers, B. L., & Kayne, H. (1989). School breakfast
program and school performance. American Journal of Diseases of Children, 143(10), 1234-9.
Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.).
Alexandria,VA: Association for Supervision & Curriculum Development.