Teaching With the Brain in Mind

Teaching with the Brain in Mind
memories (Calvin 1996, Gazzaniga 1997). They
argue that you cannot separate memory and
retrieval: Memory is determined by what kind of
retrieval process is activated. Each type of learning
requires its own type of triggering. When enough
of the right type of neurons firing in the right way
are stimulated, you get a successful retrieval. In
larger patterns, whole neuronal fields can be activated
(Calvin 1996). For example, certain words,
like “school,” might activate hundreds of neuronal
circuits, triggering a cerebral thunderstorm. The
number one way to elicit or trigger recall is by
association.
Chemical
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Many modulatory compounds can enhance or
depress recall if given at the time of learning.
Examples of these are hormones, foods, or neurotransmitters.
Calpain, which is derived from calcium,
helps digest protein and unblock receptors.
Researchers suspect that calcium deficiencies are
linked to the memory loss of the elderly. Norepinephrine
is a neurotransmitter that is linked to
memories associated with stress. Phenylalanine,
found in dairy products, helps manufacture norepinephrine,
also involved in alertness and attention
(Mark 1989).
Adrenaline acts as a memory fixative, locking
up memories of exciting or traumatic events
(Cahill, Prins, Weber, and McGaugh 1994). The
brain uses the neurotransmitter acetylcholine in
long-term memory formation. Increased levels of
this neurotransmitter are linked to improved recall.
Lecithin, found in eggs, salmon, and lean beef, is a
dietary source that raises the choline levels and has
boosted recall in many studies (Ostrander and
Schroeder 1991). Choline is a key ingredient in the
production of acetylcholine. Studies show that
even the presence of household sugar in the bloodstream
can enhance memory if given after a learning
event (Thompson 1993).
Scientists postulate that the chemistry of our
body, which regulates our physiological states, is a
critical element in the subsequent triggering of our
recall. Learning acquired under a particular state
(happy, sad, stressed, or relaxed) is most easily
recalled when the person is in that same state. This
phenomenon of boosting recall by matching the
learning and the test states even works with chocolate
(Schab 1990). Eat chocolate during learning
and you’ll recall more at test time if you’re eating
chocolate once again. Realistically, however, this is
only a small part of the whole equation.
Reconstruction
Our memories are not retrieved like chapter notes
from a file cabinet. Most of them are reconstructed
on the spot. There are two theories on how this
miraculous process happens. One is that we have
“indexes” that contain instructions for the brain on
how to rekindle content; they don’t index the content
itself. University of Iowa researchers Hanna
Damasio and Antonio Damasio call these “convergence
zones,” which help tie together the pieces so
that you have appropriate retrieval. The best analogy
is that your semantic memory works like “just
in time” manufacturing, creating a “car on the
spot” in its own auto parts store. This is an ingenious
process since the “parts” are reusable on the
next “car” or any other “car” you want to create.
For most of our word-based recalling, we use
mental “indexes” to help us find the word we want
(Damasio 1994). A word like classroom is very
likely linked to several related indexes like school,