Cargando…
Adaptive Education: Learning and Remembering with a Stone-Age Brain
Educators generally accept that basic learning and memory processes are a product of evolution, guided by natural selection. Less well accepted is the idea that ancestral selection pressures continue to shape modern memory functioning. In this article, I review evidence suggesting that attention to...
Autor principal: | |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2022
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9362505/ https://www.ncbi.nlm.nih.gov/pubmed/35966455 http://dx.doi.org/10.1007/s10648-022-09696-z |
_version_ | 1784764735771639808 |
---|---|
author | Nairne, James S. |
author_facet | Nairne, James S. |
author_sort | Nairne, James S. |
collection | PubMed |
description | Educators generally accept that basic learning and memory processes are a product of evolution, guided by natural selection. Less well accepted is the idea that ancestral selection pressures continue to shape modern memory functioning. In this article, I review evidence suggesting that attention to nature’s criterion—the enhancement of fitness—is needed to explain fully how and why people remember. Thinking functionally about memory, and adopting an evolutionary perspective in the laboratory, has led to recent discoveries with clear implications for learning in the classroom. For example, our memory systems appear to be tuned to animacy (the distinction between living and nonliving things) which, in turn, can play a role in enhancing foreign language acquisition. Effective learning management systems need to align with students’ prior knowledge, skill, and interest levels, but also with the inherent content biases or “tunings” that are representative of all people. |
format | Online Article Text |
id | pubmed-9362505 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-93625052022-08-10 Adaptive Education: Learning and Remembering with a Stone-Age Brain Nairne, James S. Educ Psychol Rev Continuing Education Educators generally accept that basic learning and memory processes are a product of evolution, guided by natural selection. Less well accepted is the idea that ancestral selection pressures continue to shape modern memory functioning. In this article, I review evidence suggesting that attention to nature’s criterion—the enhancement of fitness—is needed to explain fully how and why people remember. Thinking functionally about memory, and adopting an evolutionary perspective in the laboratory, has led to recent discoveries with clear implications for learning in the classroom. For example, our memory systems appear to be tuned to animacy (the distinction between living and nonliving things) which, in turn, can play a role in enhancing foreign language acquisition. Effective learning management systems need to align with students’ prior knowledge, skill, and interest levels, but also with the inherent content biases or “tunings” that are representative of all people. Springer US 2022-07-30 2022 /pmc/articles/PMC9362505/ /pubmed/35966455 http://dx.doi.org/10.1007/s10648-022-09696-z Text en © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Continuing Education Nairne, James S. Adaptive Education: Learning and Remembering with a Stone-Age Brain |
title | Adaptive Education: Learning and Remembering with a Stone-Age Brain |
title_full | Adaptive Education: Learning and Remembering with a Stone-Age Brain |
title_fullStr | Adaptive Education: Learning and Remembering with a Stone-Age Brain |
title_full_unstemmed | Adaptive Education: Learning and Remembering with a Stone-Age Brain |
title_short | Adaptive Education: Learning and Remembering with a Stone-Age Brain |
title_sort | adaptive education: learning and remembering with a stone-age brain |
topic | Continuing Education |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9362505/ https://www.ncbi.nlm.nih.gov/pubmed/35966455 http://dx.doi.org/10.1007/s10648-022-09696-z |
work_keys_str_mv | AT nairnejamess adaptiveeducationlearningandrememberingwithastoneagebrain |