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Relationship Between Neurotransmitters Learning and Memory Latrita Shelton EDU417 Dr. Savarese May 18, 2015 Overview It is imperative that parents understand the relationship between the various neurotransmitters, or the components that cause excitatory (tends to promote excitement) and inhibitory (tends to restricts). Often the neurotransmitters of dopamine, serotonin, and acetylcholine have a correlation to success or lack of success in learning and memory (Wolfe, 2010, p. 54). Neurotransmitters in Learning and Memory Theories Richard Restak shared in his thoughts that everything psychological including those regular or typical functions and irregular or disorders of the mind, start from some issue related to chemical operation, (Wolfe, 2010, p. 57) For example: Dophamine is the neurotransmitter that plays several major roles in a child’s brain function, and several of the key actions relate to conscious motor activity, and they promote satisfying feelings in the brain’s reward system. This crucial in promoting a child’s attitude, approach and engagement in the classroom. Serotonin is for most people, including both children and adults, one of the well known neurotransmitters. It has been labeled the “feel good“ transmitter. Children perform better when they feel good about what is happening around them. Serotonin is like dopamine, because it enhances a person’s mood (Wolfe, 2010, p. 61). Acetylcholine is the only major neurotransmitter that is not initiated directly from an amino acid. Its action is typically excitatory, yet it can be an inhibitor or restrictive (Wolfe, 2010, p.62). Children need a balance between these three neurotransmitters for the best learning and memory experiences to take place. Neurotransmitters in Learning and Memory Theories In support of neurotransmitters is brain-based learning, and learning style theory, sensory, working and long-term memory. These terms are important for parents to understand what is driving their child’s mind and abilities. – Brain Based Learning – The learning is caused by neurons engaging through the developing synapses. – Learning styles theory contends that individuals learn in various ways. – Sensory memory takes the information coming into the brain through sensory type receivers and holds it until it can determine how to use it (Wolfe, 2010, p. 111). – Working memory is used by children and us to integrate current perceptual details with retained knowledge and to consciously determine how to use the information (Wolfe, 2010, p. 123). – Long-Term Memory is also known as the brain’s storage system, because information stored by your child here is considered as relatively permanent. Examining movement, sleep, nutrition, and technology on learning and neuroplasticity It is obvious that movement, sleep, nutrition, and technology have an influence on learning and neuroplasticity. One issue is attention, which is often a factor in movement. Children have a tendency for their attention to be drawn by items that move (Wolfe, 2010, p. 115). For example, another teacher walks in the classroom, the children’s attention falls upon the guest, instead of the course work. Examining sleep, nutrition, and technology on learning and neuroplasticity Sleep does have an impact on learning. Research points to sleep as being a key component (Wolfe, 2010,p. 96). It is a period that the brain is allowed to rest and children recharged and get refreshed for a new day. Nutrition has been proven as an important factor in brain development. A study proved that students that had a good breakfast did better on standardized test scores and showed improvement in academics (Meyers, Sampson, Weitzan, Rogers, & Kayne, 1989). Technology has had some positive influences on thinking abilities and expanded learning; however, some components of technology have been linked to violence, obesity and other negative factors (Wolfe, 2010, p. 102-103); however, parental control, your supervision can promote positive experiences and learning from technology. Neuroplasticy defines that the brain is not only developed through the genetics of a person, but also through the environment in which a child or person resides (Wolfe, 2010, p. 72). Relationship between these neurochemical and environmental factors There is a direct relationship between the neurochemical (dopamine, serotonin, and acetylcholine) and a child’s environmental factors. Environment factors, such as stressful living conditions an parental warmth have been identified as elements in a child’s personality development. What environment are you providing for your child? Environmental and neurochemical factors can be supported in and out of the classroom It is imperative for teachers to embrace the diversity of students by knowing their backgrounds. Teachers must monitor the signals of neurochemical factors in a nonmedical sense, yet be knowledgeable to understand when a student is struggling. What is causing their issue, such as lack of sleep, poor nutrition, living environment, too much technology, and/or neuroplasticy. Implementing the appropriate theories to support learning and memory to support any neurochemical discoveries. References Bouchard T. (1994). Genes, environment, and personality. Science. 264,1700–1701. Meyers, A. F., Sampson, A. E., Weitzman, M., Rogers, B. L., & Kayne, H. (1989). School breakfast program and school performance. American Journal of Diseases of Children, 143(10), 1234-9. Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.). Alexandria,VA: Association for Supervision & Curriculum Development.