The implications of neurological models of memory for learning and teaching

Scott-Taylor, Timothy H. (2010) The implications of neurological models of memory for learning and teaching. Investigations in university teaching and learning, 6 (1). pp. 16-24. ISSN 1740-5106


The ability to hold and collate information is critical to fundamental brain activities such as abstract thought, language, planning and, above all, to learning. The slow process of unraveling neurological links between brain areas involved in cognition has delayed an understanding of how learning actually takes place which goes beyond the working models of memory we use to optimize teaching. However, the advent of sophisticated techniques to image live nerves has led to ground-breaking revelations in the understanding of neurological processing of information to the point where the molecular detail of brain function can now inform educational practice. The latest neurological research provides real insight into the process of learning and could provide the means for significant enhancement of teaching and learning.

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