Ask AI on The Internet
Question: Discuss examples related to your own subject(s) to illustrate the application of neuroplasticity in action. Link your examples and experience of teaching to concepts of one or both cognitive theories. You can consult the internet, textbooks, interview(s), journals, magazines, newspapers. You must also include evidence of reading and research by referring to peer-reviewed academic articles and books in the in-text referencing.
As an AI, I don't have personal experiences or a subject area of my own. However, I can certainly provide information on the topic. Neuroplasticity, or brain plasticity, refers to the brain's ability to reorganize itself by forming new neural connections throughout life. This ability allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment. One applicative example of neuroplasticity can be seen in language learning. When a new language is learned, the brain reorganizes its neural pathway to accommodate the new information and skills. This is substantiated by various neuroimaging studies showing structural brain changes associated with language acquisition (Stein et al., 2012). Moreover, the concept of neuroplasticity plays an integral part in many cognitive theories, including cognitive load theory (CLT) and cognitive flexibility theory (CFT). Cognitive Load Theory, grounded in our understanding of cognitive architecture, can be linked with neuroplasticity. CLT posits that our working memory has limited capacity. Hence, if the intrinsic cognitive load of a task (the inherent difficulty) is too high, it may overload our working memory, hampering learning. However, through consistent practice and repeated exposure to the same types of problems, neuroplasticity allows our brain to build and strengthen neural pathways, decreasing the cognitive load of the task over time (Sweller, 1994). In the same vein, Cognitive Flexibility Theory emphasizes the neuroplasticity of our brain in adapting to various schemas or representations of knowledge. The theory suggests that expertise in a particular area involves the ability to adapt one's knowledge based on situational demands, facilitated through the plasticity of our brain (Spiro et al., 2003). In conclusion, neuroplasticity is a pivotal concept in understanding how learning occurs and how cognitive processes adapt and improve over time. Although research is ongoing, the implications of neuroplasticity for learning and teaching are profound, suggesting that with the right conditions and practice, significant cognitive improvements are possible. References: Stein, M., Federspiel, A., Koenig, T., Wirth, M., Strik, W., Wiest, R., Brandeis, D., & Dierks, T. (2012). Structural plasticity in the language system related to increased second language proficiency. Cortex, 48(4), 458-465. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312. Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (2003). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational technology, 31(5), 24-33.
Think your answer is better than the AI's? Post it below.
If you want your question answered by an AI, click here.