Understand the Learning Brain

Most pictures of the brain show only the tissue visible on the surface- the deeply fissured and folded gray matter called the cortex. The complex organization and unique structure of this tissue gives it a central role in learning. Cortical tissue features astonishing connectivity: The approximately 1 trillion neurons in the cortex are linked by approximately 10 trillion connections, creating an incredibly dense network. Similar to a telephone or computer network, these multifaceted connections help individual parts of the brain communicate flexibly and along multiple pathways, regardless of whether they are close to each other or on opposite sides of the brain.

Within this large network, many smaller networks are specialized for performing particular kinds of processing and managing particular learning tasks. Three primary networks, structurally and functionally distinguishable but closely connected and functioning together, are equally essential to learning. We identify these networks by terms that reflect their functions: the recognition, strategic, and affective networks. The activities of these networks parallel the three prerequisites for learning described by the Russian psychologist Lev Vygotsky (1962): recognition of the information to be learned; application of strategies to process that information; and engagement with the learning task. In brief:

• Recognition networks are specialized to sense and assign meaning to patterns we see; they enable us to identify and understand information, ideas, and concepts.
• Strategic networks Strategic networks are specialized to generate and oversee mental and motor patterns. They enable us to plan, execute, and monitor actions and skills.
• Affective networks are specialized to evaluate patterns and assign them emotional significance; they enable us to engage with tasks and learning and with the world around us.

These three neural networks work together to coordinate even simple acts like signing a birthday card for a friend. Through recognition networks, we understand the concept of a birthday and identify the card, the pen, our hands as we write, and our signature. Through strategic networks, we set our goal of signing the card, form a plan for picking up the pen and moving it to produce our signature, monitor our progress, and make small course corrections, such as reducing the size of the letters if we begin to run out of space. Affective networks connect us to our feelings for our friend, motivate us to sign the card, and keep us on task.

These three networks share two common characteristics that have particular significance for learning: (1) Processing is distributed laterally across many brain regions operating in parallel (enabling, for example, simultaneous processing of color and shape); and (2) Processing is distributed hierarchically, enabling simultaneous processing of sensory information entering low in the hierarchy (“bottom-up”) and contextual influences entering high in the hierarchy (“top-down”).

Although all brains share these general characteristics, individual brains differ substantially-a point that bears critical implications for teaching. Understanding the specialized functions of the recognition, strategic, and affective networks can help us appreciate the unique strengths and weaknesses of individual students. Let's take a closer look at each of the networks.