Stress and learning eduu 606


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Stress and learning eduu 606

  1. 1. Stress And Learning EDUU 606 DR. HIGH OSAID BANINASOR
  2. 2. Stress And the Brain Inconsistent sensitivity of the memory to interference Under high stress conditions which is the sole player in affecting the memory. Stress alterations in the limbic system underlie the differences in the quality of the memory formed. Emotional stimulating events activate the limbic system and hippocampus is involved in spatial memory formation and the neuroendocrine regulation of stress hormones.
  3. 3. Stress And the Brain Behaviors and changes in hippocampal are mediated by the amygdale. The amygdale modulates memory formation processes in other brain regions under emotionally charged conditions are not required for memory formation but it can influence the effectiveness of its consolidations. the amygdala plays a crucial role in spatial memory formation under stress. The stress-dependent differentiation in limbic system activation patterns motivates differences in the quality of the spatial memory formed.
  4. 4. Stress And Neuroscience The neuroscience combines many sciences, such as biology, statistics, psychology, chemistry, physics, and mathematics. This combined science has expanded psychologies prospective on chronic stress and maltreatment. Neuroscience can create the right model which provides effective, comprehensive, holistic and objective approach towards enhancing academic and social functionality in children.
  5. 5. Stress And Sleep Deprivation Stress is a side effect of sleep disorder. There is an evidence for changes in neurotransmitter receptor related to sleep disorder or deprivation. Sleep deprivation affects neurotransmitter receptor function. Effected areas of the brain and in the hippocampus, do implicate learning and memory.
  6. 6. Impacts & Application As educators we should elevate stress on students as it could charge them emotionally which ultimately will affect the effectiveness of memory formation. We must follow neuroscience and the ECHO model because it addresses all children needs by creating a meaningful sessions and the right activities at the right time in the right place. If we see a students who are showing signs of SD we must address that issue immediately. Encourage students to seek consultation or aid if they develop SD will lead to better learning experience. A well rested student means a better learner.
  7. 7. Conclusion Stress factor is a major contributor in any given environment especially education field and educators must promote a stress free environment for their students to achieve higher.
  8. 8. Questions Any Questions or Comments ?
  9. 9. References Kogan, I., & Richter-Levin, G. (2008). Activation pattern of the limbic system following spatial learning under stress. European Journal of Neuroscience, 27(3), 715- 722. doi:10.1111/j.1460-9568.2008.06034.x Fraser, M., & Robinson, B. (2009). Bridging Child and Youth Work with Brain Research: Enhancing Social and Academic Learning Opportunities for Developmentally- at-Risk Children. Relational Child & Youth Care Practice, 22(1), 64-72. Retrieved from EBSCOhost. Longordo, F., Kopp, C., & Lüthi, A. (2009). Consequences of sleep deprivation on neurotransmitter receptor expression and function. European Journal of Neuroscience, 29(9), 1810-1819. doi:10.1111/j.1460- 9568.2009.06719.x