A Parent`s Guide: Environmental and Neuro- Chemical Impacts on Cognitive Functions Emanuel Wingo EDU417: Cognitive Studies Capstone Professor Ciara Smack March 2, 2015

Neurotransmitters and Environmental Factors: A Parent`s Guide for Supporting Brain Health Image Retreived from: Google Images.com Although important, learning and memory is far more scientific than rote principles! Exploring interactions between neurotransmitters in the human brain.

Research Supporting Repetition`s Effects on Learning and Memory GAP-43 activated by the NMDA receipt adds a “READ ME” sigal called a promotor to the GAP-43 gene. Lab experiements showed it is possible to produce extra levels of GAP-43. GAP-43 with lots of receipts gets nerve connections to form more readily. Repeating same nerve signals activates GAP-43 in nerve cells that for memory. Neurobiologist Joe Tsien demonstrated learning is a molecular conversation between nerve cells. Tsien`s research showed special communication channels in nerve cells called NMDA receptors produce associative learning by creating new connections. Tsien was able to inhibit NMDA receptors in the hippocampus where learning takes place. Subjects without proper NMDA receptors were “genetic dunces” (Tsien, n.d.; Johnson, 2000). Johnson, G., (2000) Simple repetition can have a powerful impat on learning Retreived from: proquest.com.ashford.edu

Learning and Memory: The Dopamine Effect Image Retreived from: Two main functions: “control conscious motor activity and enhance pleasurable feelings” (Wolfe, P., Pg. 61). Pathways conveying Dopamine to the brain lead to the Frontal Lobes and Hypothalmus (Wolfe, P., 2010). Dopamine (DA) is essential for learning in a Pavlovian Fear Conditioning paradigm knownas fear-potentiated startle (FPS). When DA is introduced into the amygdala and other regions of the brain, FPS was shown to be restored. Jonathan, F., Darvas, M., Dickerson, T., & Palmiter, R., (2010) Long-term memory for pavlovian fear conditioning requires Dopamine in the neucleus accumbens and basolaterial amygdala Retrieved frommedia.proquest.com.proxy.ashford.edu

Learning and Memory: The Serotonin Effect Image Retreived From: Often alled the “feel good” transmitter. Known to produce calming effect rather than stimulating the brain(Wolfe, P., Pg.61). Serotonin is know to impact “memory, sleep, appetite control, and regulation of body temperature” (Wolfe, P., Pg. 61). Serotonin or 5-hydroxytryptamine 5-HT), is involved in many physioloical or pathophysiological processes including cogitive function, and actively interacts with other neurotransmitters such as; dopamine, acetycheline, and glutamate. Wolfe, P., (2010) Brain matters translating research into classroom practice (2 nd Ed.) ASCD Alexandria, Va. Seyedabadi, M., Fakhfouri, G., Mehr, S., & Rahimian, R., (2013) The rol of serotonin in memory: interactions with neurotransmitters and downstream signaling

Learning and Memory: The Acetylcheline Effect Image Retreived from: Acetylcheline originates from “suncortical structures just above the brainstem”, effecting many neural synaptic activity throughout the brain (Wolfe, P., Pg.62). “Cells of the motor cortex and neurons of the sympathetic nervous system both use acetylcheline to operate all voluntary and many involuntary muscles” (Wolfe, P., Pg. 62). Laboratory tests inhibitting acetylcheline produced altered and significant cognitive changes. Subsequent tests showed, after introducing acetylcheline into neocortical regions marked improement was realized lending creditabiity that acetylcheline is essential to perform spatial navigational tasks. Wolfe, P., (2010) Brain matters: translating research into classroom practice (2 nd Ed) ASCD Alexandria, Va. Winkler, J., Suhr, S., Gage, F., Thal, L., & Fisher, L., (1995) Essential role of neocortical acetylcheline in spatial memory Retreived from: media.proquest.com.proxy.ashford.edu

Relationship Between Movement and Learning Aerobic exercise has been shown to pump more blood throughout the body, including the brain. More blood means more oxygen, which increases capillary health and the growth and plasticity of the frontal lobes (Aamodt & ong, 2008; Wolfe, 2010). University of Illinois study results showed the more physical tests students passed, the higher they scored on achievement tests; regardless of gender and scioeconomic differences (Castelli, Hillman, Buck, & Erwin, 2007; Wofe, 2010). Physical movement linked to neurogensis in the olfactory bulb and hippocampus. Wolfe, P., (2010) Brain matters: translating research into classroom practice (2 nd Ed.) ASCD Alexandria, Va. Image retrieved from: brainhq.com

Sleep = Not Working? Contrary to previous assumption, the sleeping brain is now thought to be active as when awake, and solving problems. Sleep is believed to facilitate consolidation which is the process of stabilizing a memory trace over time, moving it from short-term to long-term memory. Sleep aids in processing received data and seems to be the stage when normal connections are strengthened via hippocampal and neocortex communication increases probability of retention (Wolfe, 2010). REM sleep is particularly beneficial to the consolidation of skills and habits. While non-REM sleep is more beneficial to the consolidation of facts and concepts. Wolfe, P., (2010) Brain matters: translating research into classroom practices (2 nd Ed.) ASCD Alexandria, Va.

The Nutrition Factor: Memory and Learning Human brains grow rapidly between the 10 th and 18 th weeks of pregnancy. Improper nutritional intake was linked to low academic performance in a 1989 study, incuding, absentee rates and student tardines. A separate 3-year study showed a breakfast of complex carbohydrates improved attention, working memory, and episodic memory (Wesnes, Pincock, Richardson, Helm, & Hails, 2003; Wolfe, P., 2010). Conversely, 2.7 million children in the U.S. Are “severely obese” (pg. 100). Negative consequences for incorrect eating habits (too much or bad food choices) have shown to impact academic performance. Wolfe, P., (2010) Brain matters: translating research into classroom practice (2 nd Ed.) ASCD Alandrai, Va.

Technology and the Brain: Memory and Learning When it comes to use of technology, it is not a debate between good and evil, but rather, how much and what types of technology should be utilized when educating children. Balance is the key to technology use. Children have shown to actually “enhance their high-level thinking skills on the positive side” (pg.102). On the negative side, “research has shown a link between extensive television viewing and obesity” (pg. 102). Parents are responsible to monitor technology use. As is the case with most things in life, good and bad is always dependent upon balance. Wolfe, P., (2010) Brain matters: translating research into classroom practice (2 nd Ed.) ASCD, Alandrai, Va.

References Johnson, G., (2000) Simple repetition can have a powerful impact on learning Retrieved from: search.proquest.com.proxy.library.ashford.edu Jonathan, F., Darvas, M., Dickerson, T., & Palmiter, R., (2010) Long-term memory for pavolovian-fear conditioning requires Dopamine for the neuclus accumbers and basolateral amygdala Retrieved from: media.proquest.com.proxy.ashford.edu

References (con`t) Seyedabadi, M., Fakhfouri, G., Ramezani, V., Mehr, S., & Rahimian, R., (2013) The role of seretonin in memory: interactions with Neurotransmitters and downstream signaling Retrieved from: media.proquest.com.proxy.ashford.edu Winkler, J., Suhr, S., Gage, F., Thal, L., &Fisher, L., (1999) Essential role of Acetylecholine in spatial memory Retrieved from: media.proquest.com.proxy.ashford.edu Wolfe, P., (2010) Brain matters: translating research into classroom practice (2 nd Ed.) ASCD, Alexandria, Va.