Using brain in the most efficient way - Essay Example

How can recent research about the brain help people use their brain in the most efficient way? While everybody spends a great amount of time learning and memorizing information, most of us are unaware of the great importance of the brain for the learning and memory processes. However, the recent research about the brain functions enable us to find the appropriate ways to improve our learning and memory processes. This paper will discuss the parts of the brain that control learning and memory, which are the most important functions for people in their daily life. There are several parts of the brain which are responsible for learning. The brain has three main parts: the forebrain, the midbrain and the hindbrain. The cerebrum is the largest part of the brain. The biggest section of the cerebrum is the neocortex, which is a developed six-layered structure of the cerebral cortex. The neocortex has the ability to process high levels of information. In addition, the cerebrum contains the limbic system, or the emotional brain, which has two important parts responsible for learning and memory: the hippocampus and the amygdale. The hippocampus is the most important part for learning and memory, because not only does it convert temporal information to permanent information (formation of long-term memory), but it is also able to recall information about a specific subject. The cerebral cortex is divided into four lobes; however, the most important lobes for learning, memory, planning and recognition are the frontal lobe and temporal lobe (Serendip 2005). These parts of the brain contain nerve cells, which serve to process and transfer outside information to the brain. Nerve cells are made up of hundreds of billions of neurons and hundreds of trillions of dendrites and axons (Lohr 2007). Neurons work as data storages within the brain, and dendrites and axons are the connections between neurons (Lohr 2007). The neuron is a cell, which is a part of the nervous system. Its main function is sending messages to and from the brain (Serendip 2005). Furthermore, recent research found that most neurons, which are the data’s storage, existed before birth, and they stop forming after birth (Willis 2007, p. 310). The dendrite serves to transfer information between neurons (Wikipedia 2009b). Dendrites continue to grow during life to help us to learn new skills and information and to remember stored information. Axon is an important part of the neuron; it sends the information form one neuron to another, and it affects the primary transmission lines of the nervous system (Wikipedia 2009a). More dendrites and axons produce more networks to connect the different parts of the brain to make the transition of information fast and efficient. With a regular practice and a frequent use of these connections more dendrites and axons are produced, they become stronger and more efficient (Willis 2007). In fact, billions of neurons work as memory storages within the brain. Therefore, neurons are connected with each other by dendrites and axons to make the information move and store easily. We have two types of memory. The first type is working memory or short-term memory, which keeps new information for a short time in the brain. If this information is not transferred to a permanent memory, it can be lost. The second type is long-term memory, which is the permanent memory. The process of transferring information from working memory to long-term memory involves rehearsal and meaningful association. Short-term memories move into long-term storage through the process of long-term potentation – in other words, a physical change in the structure of neurons. Dendrites play a very important role for the memory. The most important processes responsible for learning and memory are plasticity, myelination, and pruning. In the process of plasticity dendrites and axons change their forms and change the networks between neurons to enable us to learn new information and skills. Myelination involves making a layer of myelin forms (building insulation) around the axon in order to make the nerve signals move between neurons faster and more efficiently (Wikipedia 2009a). With a frequent use of these connections, the coating becomes thicker. However, if the connections are not used, un-necessary neuronal structures are removed from the brain and, thus, irrelevant information is forgotten. This process is called pruning. Researchers can observe the processes of learning and remembering by watching dendrites. If the brain has made new dendrites, it means the brain is trying to make connections between neurons in order to connect them, and to transfer new information between them. This process enables neurons to store information and to prepare this information to be used again. Furthermore, through practice, dendrites will be stronger and axons will be coated with myelin, which means that the brain is able to recall stored information. A good learning and memorising strategy involves using different senses. This method allows dendrites to connect many neurons and, thus, to use them as a one source for a specific subject (Willis 2007). The brain has a crucial importance for learning and memory. Understanding the functions of different parts of the brain and their meaning for memory and learning can help us to find appropriate ways to improve these processes. Recent research shows the benefits of sleep for the brain and, thus, for memory and learning. We can use the knowledge about the brain and the influence of sleep on the memory and learning processes in order to provide ourselves with adequate rest, improve memory, and become more successful learners. Recent research shows the benefits of sleep for the brain and, thus, for memory and learning. Sleep enables memory consolidation, enhances learning and concentration, and ameliorates such skills as judgement, problem solving, and accuracy (Song 2006). In fact, it is impossible to learn a new skill effectively without sleeping at least eight hours (Ledoux 2001). Sleep deprivation leads to impaired ability to learn and memorize information (Miller 2002). Thus, it is very important to sleep well, both before and after a new learning situation. The research conducted at the University of California, San Francisco, reveals that sleep improves the brain’s plasticity in early development, “modifying the effect of environmental stimuli on the development of new brain connections” (The Franklin Institute Online, 2004). This study has further implications for plasticity in adults’ brains as it is supposed that in higher areas of the brain critical periods occur throughout the whole life. The REM (rapid eye movement) sleep is very important for learning and memory. REM sleep is a late period of the sleep cycle, characterized by an increase in heart rate and blood pressure (Miller, 2002). It is suspected that in REM sleep the brain works even harder than when awake. The study conducted by Roffwarg, Musio and Dement suggests that during REM sleep repetitive firing of neurons occurs, which is associated with growth and development (Miller, 2002). This process starts in fetuses and continues during adult life. Due to this repetitive activity of neuron circuits, which store data, we are able to remember both learned and inherited information. Furthermore, REM sleep activates the neurons which are inactive during the day (Miller, 2002). Thus, the information we do not use when awake is memorized during REM sleep. The mechanism responsible for this memory consolidation occurs in the hippocampus, which is well-linked to declarative memory. Repetitive use of information in the hippocampus results in permanent storage of these data in the neocortex. As the hippocampal theta EEG rhythms, which assist in transporting information to the neocortex, occur during REM sleep, it is concluded that REM sleep plays a crucial role in the memory consolidation process (Miller 2002). When it comes to learning process, it is essential to sleep at least eight hours in order to master a new procedural-memory based skill. Sleep is very important for procedural memories, which allow us to learn skills, such as gymnastic movements or riding a bike (Kibiuk 2003). In addition, sleep enhances the production of proteins, which serve to regenerate the neurons and enable the formation of new synapses (Ledoux 2001). Once aware of the influence of REM sleep on learning and memory, we should try to sleep well both before and after a new learning situation. The research shows that good sleep is necessary to perform well on new tasks (Kibiuk 2003). Eight hours of sleep before a learning situation improves our concentration, creative thinking, judgement and problem solving skills (Ledoux 2001). Good sleep after a learning activity enables the memory consolidation process, which is essential to memorize new information. A nap during a day is also very beneficial for procedural-memory based tasks. The research shows that effective performance on several procedural-memory based tasks during a day requires a nap after the second task. In the contrary case, the individuals may experience deterioration of their performance in later day sessions (Kibiuk 2003). Moreover, the research shows that learning activity results in earlier occurrence of REM sleep. Due to a great amount of information acquired, the memory consolidation process needs to start more urgently. Thus, learning tasks that require high levels of concentration or the acquisition of new skills needs to be followed with REM sleep (Lippman, 2003). Furthermore, a study of complex material leads to an increase in REM density for several nights. Several studies reveal that lack of REM sleep results in the brain’s decreased capacity to learn and memorize information (Miller 2002). Without adequate sleep neurons become over-worked and lose the ability to coordinate information properly, which visibly affects a person’s behaviour (Division of Sleep Medicine at Harvard Medical School 2007). The most severely affected part of the brain by sleep deprivation is the frontal lobe, responsible for speech as well as for novel and creative thinking (Ledoux 2001). Thus, lack of sleep results in difficulties with imaginative words or ideas. Individuals who are deprived of speaking also tend to exhibit speech deficits, such as slurred speech, stuttering, or speaking in a monotone voice. In addition, sleep deprivation affects such abilities and skills as judgement, impulse control, and attention, as they are related to the prefrontal cortex, which is a part of the frontal lobe. Therefore, sleep deprived people may have problems with assessing situations correctly, planning accordingly, and choosing the correct behaviour. Lack of sleep may result in an impaired ability to focus on multiple tasks as well as reduced speed and efficiency of one’s actions (Ledoux 2001). Sleep is very beneficial for the brain and, thus, for memory and learning. REM sleep enables the memory consolidation process and enhances the production of proteins, which are essential to regenerate the neurons. Sleep deprivation is very dangerous for the brain and, consequently, for memory and learning, as it leads to impaired concentration, judgement, creative thinking and problem solving skills. Once aware of it, we should try to sleep at least eight hours and have a nap during the day. Good sleep will definitely improve our memorization and learning skills, which may be beneficial in our academic activities as well as professional and private lives. References: Division of Sleep Medicine at Harvard Medical School. (2007) Sleep, Learning and Memory. Retrieved from: http://healthysleep.med.harvard.edu/healthy/matters/benefits-of-sleep/learning-memory Franklin Institute Online (2004) Renew-Sleep and Stress. Retrieved from: http://www.fi.edu/learn/brain/sleep.html Kibiuk, L. (2003) Sleep and Learning. Retrieved from http://www.sfn.org/index.cfm?pagename=brainbriefings_sleepandlearning Ledoux,S (2001) The Effects of Sleep Deprivation on Brain and Behavior. Retrieved from: http://serendip.brynmawr.edu/exchange/node/1690 Lippman, A. (2003) The Roles of NREM and REM Sleep on Memory Consolidation. Retrieved from http://serendip.brynmawr.edu/bb/neuro/neuro03/web2/alippman.html Lohr, S. (2007) Slow Down, Brave Multitasker, and don’t read this in traffic. 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