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Behavior results by environmental

and chemical factors


Ali E Ginnetty
EDU 417 Cognitive Studies Capstone
Instructor: Joanna Savarese-Levine
May 12, 2015

Nature or Nurture?
Our behavior is a result of both genetic and
environmental influences. This interplay has
an enormous impact on our ability to think,
feel, perform, attain, retain, and learn
information. Wolfe (2010) states as we look
at the developing brain, one of the most
important concepts to understand is that of
neuroplasticity. Simply stated,
neuroplasticity means that the brain is
shaped not only by its inherited genetic code
but also by the environment (p. 72).

Neurotransmitters
Definition: A chemical released by neurons that crosses the
synapse and allows communication between neurons
Dopamine A neurotransmitter found in many areas of the
brain that has multiple functions depending on where it acts. It
is important for movement and thought to regulate emotional
responses.
Serotonin A neurotransmitter believed to play a role in
temperature regulation, sensory perception, mood, and sleep. A
number of antidepressant drugs target the brain serotonin
systems.
Acetylcholine A neurotransmitter found in the brain, spinal
cord, neuromuscular junction, and autonomic nervous system.

Environmental Factors
The influence of environment begins since the time of
the conception of the child in the womb of the mother.
Fetus in the womb is influenced by mother's mental,
physical and emotional conditions.
The external environment starts from the time of birth of
the child. The external environment refers to the
surroundings which prevail in home, school and locality.
At these places the child interacts with other members of
the family, teachers' classmates or peers and neighbors.
He establishes relationship with them.

Neurotransmitters and Learning


and Memory in the young brain.
Factors that increase or inhibit the formation of neurotransmitters
Diet
Nutrition
Movement
Technology
Sleep
Socialization
Early Education
Family Environment
Culture Environment

The brain grows most in the first five years of life.


If the child is exposed to a poor diet, isolation from peers, poor education,
abusive home, a 3rd world culture then the child will prune away essential
connections needed for learn and remember.
If the child is fed a well rounded diet, socialized with children their age,
exposed to education books and toys, a healthy and loving family relationship,
the pruning process will be successful and the brain will grow and develop to
the fullest.

Environmental Factors on learning and neuroplasticity in the


older brain.

When an age is reached where the pruning process is


complete there is still a time in life where behavior can
be modified with enough exposure.
This allows for a change in structure, topology, mapping, or
function of the brain
People who are consistently violent could literally train their
brains for more violence
Evidence suggests that the general capacity for
neuroplasticity diminishes a bit with increased are but can
remain present throughout life.
Learning new information is said to be easier at a younger
age but proven by the average age of the population of
colleges now you can teach an old dog new tricks

Neurochemical/Genetic Factors
There are many theories that there may be a genetic
link through generations with both learning disabilities
and genius intelligence.
Cognitive theory the brain is like a computer with either
defective parts, ei learning disabilities, or extra parts, ei
exceptional intellect. Genetically these parts are passed
down from their parents to their children.
Vygotsky's theory a childs mid was developed through
their parents behavior through interaction
It is very common for a child who has high intellect or
learning disabilities to have a parent or both parents being
the main factor of how they learn

Neurochemical/Genetic Factors on
Learning and Neuroplasticity
As we continue to age and we work the same job day after day
some theories say the pruning process can continue.
As we age we must exercise our brain to keep it running at top
notch as much as we pay attention to our body.

Learning in the Classroom


These factors can determine how a child learns in a
schoolhouse with their peers. Depending on home
environment and the genetic factors they are taught and
given can determine if they will have an easy or difficult
time in the classroom
Positive encouragement boost self confidence
Exposure to challenge keeps the child engaged
Group projects encourages team effort
Routine encourage the formation of neurotransmitters

Learning at Home
Parents are the first in line when it comes to their
childrens education. Schools are not 100% responsible
for a child succeeding or failing. At a young age a child is
continuously learning, asking question, and are always
very curious about the world they live in.
Good nights sleep helps the brain be more alert in class
Limited exposure to technology encourages imagination
Encourage sports movement keeps the body healthy
Supply a well balanced diet nutrients feed the brain

References
ASIYAI, R. (2014). STUDENTS' PERCEPTION OF THE
CONDITION OF THEIR CLASSROOM PHYSICAL
LEARNING ENVIRONMENT AND ITS IMPACT ON THEIR
LEARNING AND MOTIVATION. College Student Journal,
48(4), 716-726.
Fischer , K. W., Immordino-Yang, M. H., & , (2008). The
Jossey-Bass reader on the brain and learning. (1st ed.).
San Francisco, CA: Jossey-Bass.
Jensen, E. (2008). Brain-based learning: The new
paradigm of teaching (2nd Ed). California: Corwin Press.
Wolfe, P. (2010). Brain matters: Translating research
into classroom practice. (2nd ed.). Alexandria,VA:
Association for Supervision & Curriculum Development.

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