The Impact of

Environment and
Neurochemistry
on Behavior
Jennifer Roberts
EDU417: Cognitive Studies
Capstone (DFM536DS)
Instructor: Joanna SavareseLevine
September 14, 2015

Research Behind
Neurotransmitters for
Learning and Memory:
Information for All Parents

Dopamine in the brain facilitates deliberate movements for

learning small and large motor skills(Wolfe, 2010). Dopamine

causes preferences/interest through gratification. Dopamines
ability to cause attention and interest which allows the learning
and memory retention.

Serotonin creates avenues for focus and not action; calming the brain
(Wolfe, 2010). Learning requires thoughts to be centered on understanding
there is safe stimuli. Serotonin relieves anxiety, depression, migraine and
obsessive compulsive tendencies (Wolfe, 2010). This neurotransmitter is
also involved in the ability to sleep; sleep is important to memory.

Acetylcholine tends to ones memory circuits, motor and synaptic

nervous systems (Wolfe, 2010). This neurotransmitter help via REM
sleep and voluntary, as well as, involuntary muscle movements (Wolfe,
2010).

Theories Behind Neurotransmitters for Learning and

Memory:
Enhancing and Strategic
Techniques

Neurotransmitters are (by definition) the aide for the

transfer, or pathways travelled, by which information in the
brain can form action, thought, insight and construct
knowledge.

Marie Montessori and Howard Gardner theorize that teaching

and neurology cooperate best when children self direct their
learning(Marotz & Allen, 2013).
Brain based techniques involve biological chemistry, brain
breaks, movement, and stress (Jensen, 2008).
The theoretical framework called S.E.L.F. (Social Emotional
Learning Framework), works with neurology and includes,
perception and interpretation of and reasoning about social
information with, integration of social cognition
principles thus furthering, our knowledge of socialemotional learning in children. (Lipton & Nowiki, 2009)

Movement, Sleep, Nutrition, and

Technology on Learning
Learning requires attention!!!

Movement actually activates the brain for learning and is known to

create brain cells (Jensen, 2008).

Sleep deprived students lack attention and concentration. Sleep is a

component for learning through memory, neurotransmitters, reaction
time and ability to process information. Sleep effects dopamine levels
and can cause executive functions deficits (Heuer & Klein, 2003).

Nutrition is where a person accumulates essential amino acids for

production of neurotransmitters (Wolfe, 2010).

Technology can promote learning through animation that brings

thoughts, ideas, and imagination into stimuli via several learning styles:
musical, linguistic, logical, visual. However, the most important role of
technology is its ability to sustain an attentive audience.

Movement, Sleep, Nutrition, and Technology

on Neuroplasticity
Neuroplasticity is the ability of the brain to
transform and adapt to the environment and
to individual experience. The human brain is
not subject to genetics alone. One leaves
behind unused processes to make room for
what is necessary.

Movement pumps the heart. The heart nourishes blood with oxygen. Oxygen supports healthy
plasticity of the brain (Wolfe, 2010).

Sleep physiologically changes neuroplasticity in the brain. Sleep gives your brain time to do its
housekeepingto rearrange circuits, clean out extraneous mental debris, and process emotional
events. (Jensen, 2008)

Nutrition is how the brain gets the omega-3 fats, amino acids and health complex
carbohydrates needed for functioning. Obviously, poor health promotes negative
neuroplasticity. (Vance, Roberson, McGuinness & Fazeli, 2010)

Technology can also negatively effect neuroplasticity. Technology removes face to face social
interactions. Neuroscientists cannot yet conceptualize the complexities of face to face human
social interactions; they are dynamic and stimulating, offering challenging situations that force
the brain to adapt, resulting in positive neuroplasticity. (Vance, Roberson, McGuinness & Fazeli,
2010)

The Relationship Between Neurochemical

and Environmental Factors
Neurochemistry and environmental factors are interrelated, correlated and have a
brilliant interplay with one another.
The interplay here can be described as nature verses nurture. All current cognitive
developmental theories recognize that the question is not whether nature or nurture is
solely responsible, but rather how nature and nurture jointly contribute to development.
This is broadly known as the interactionist perspective. (Farrar & Montgomery, 2015)

Natures biological imperative is simple: no intelligence or ability will unfold until, or

unless, it is given the appropriate model environment. (Jensen, 2008)
Neurochemicals are not only a result of genes, but are a product of environmental
stimuli, consistently offering high-quality care may help to change childrens brains
and make children more resilient. (Kaiser & Rasminsky, 2012)

Trusting relationships

Clear expectations
Safety first (emotional and
physical)

Consistency (routine)

Appropriate rules

Basic needs are met

(physical and emotional)

How the
Professionals
in Your Childs Life
and You as the
Parents Can Apply
Environmental
Support for Your
Childs Behavioral
Benefit
Proactive strategies reduce
the amount of challenging
behavior through prevention
(Kaiser & Rasminsky, 2012).

Stress reduction

Nutrition

Sleep

Stability

Positive words

Creative reward systems

Parents and professionals who

consider risk factors, resiliency
and temperament can lower
stressful situations for children
which positively affects brain
chemistry
(Kaiser & Rasminsky, 2012).

How to Support
Positive Behavior
Through
Neurochemical Factors
Creating resiliency
through neuroplasticity is
how intervention chemically
transforms the mind, "
biology is not destiny and
neither is family background; many students do
well despite gender, family
income, native language,
parents educational level,
and the rest. " (Fischer , K.
W., Immordino-Yang, M. H.,
2008)

References:
Farrar, M. J. & Montgomery, D. (2015). Cognitive development of children: Research and application
[Electronic version]. Retrieved from https://content.ashford.edu
Fischer , K. W., Immordino-Yang, M. H., & , (2008). The Jossey-Bass reader on the brain and learning.
(1st ed.). San Francisco, CA: Jossey-Bass.
Heuer, H., & Klein, W. (2003). One night of total sleep deprivation impairs implicit learning in the
serial reaction task, but not the behavioral expression of knowledge. Neuropsychology, 17(3), 507516. doi:10.1037/0894-4105.17.3.507
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd Ed). California: Corwin
Press.
Kaiser, B. & Sklar Rasminsky, J. (2012). Challenging behavior in young children. (3rd ed.). Upper
Saddle River: Pearson Education, Inc.
Marotz, Lynn & Allen, K. (2013) Developmental Profiles: Pre-Birth Through Adolescence. (7th ed.).
Belmont, CA: Wadsworth, Cengage Learning
Lipton, Meryl E. & Nowicki, Stephen (2009). The Social Emotional Learning Framework (SELF): A
Guide for Understanding. Chicago, Illinois; A Journal of Developmental Processes.
Vance, D., Roberson, A., McGuinness, T., & Fazeli, P. (2010). How neuroplasticity and cognitive
reserve protect cognitive functioning. Journal Of Psychosocial Nursing & Mental Health Services,
48(4), 23-30. doi:10.3928/02793695-20100302-01
Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.).
Alexandria,VA: Association for Supervision & Curriculum Development.