This week’s topics of discussion included the brain and learning, information processing theory, and problem-solving methods during the learning process. In her video, Dr. Ormrod discussed the evolution of studies on the brain and the use of various mechanisms for analyzing brain functions. Specifically, she mentioned the Functional Magnetic Resonance Imaging (FMRI), which measures different signals in the brain. (Ormrod, 2009) Listed below are the summaries of two studies involving use of the FMRI.
The influence of Mozart’s music on brain activity in the process of learning.
In this article Norbert Jausovec, Ksenija Jausovec, and Ivan Gerlic present the findings of two experiments involving brain activity and Mozart’s music. A previous study concluded that music initiated certain cortical firing patterns responsible for high brain functions. (Leng & Shaw, 1991) With this information in mind, Norbert et al. conducted further research and studies. The first experiment investigated the influence of the music during different stages of learning (priming and consolidation). They sought to prove Mozart’s music had a beneficial influence on both learning stages and that it the influence would be reflected in brain activity. (Jausovec, Jausovec, & Gerlic, 2006) Results of the test concluded that those respondents who listened to Mozart’s Sonata for 10 minutes scored 8 – 9 points higher on a Stanford-Binet spatial IQ subtest than those respondents who listed to relaxation tapes or nothing at all. (Jausovec, Jausovec, & Gerlic, 2006)
In the second experiment Jausovec, et al., concentrated on proving the influence of Mozart’s music on the solution of spatio-temporal rotation tasks. Although another form of music (Brahms’ Hungarian dance No. 5) was used in comparison, results showed that those respondents listening to Mozart’s music out-performed other respondents. While the experiments were able to demonstrate a positive correlation between Mozart’s music and the brain’s activity, Jausovec, et al. were not able to determine the specific characteristics of the sonata that provoked changes in brain activity. (Jausovec, Jausovec, & Gerlic, 2006)
In summary, this article was not only relevant but also very informative. In chapter 3 of the Learning Theories and Instruction, the authors state that information processing begins when a stimulus input impinges on one or more senses. (Laureate Education, 2008) The experiments represent an excellent example and source of reference that support the authors’ explanation. As an Instructional Designer, it is very important for me to stay abreast of studies and trends affecting the learning environment. Additionally, I must maintain a spirit of flexibility when developing facilitation methods to enhance the educational process.
Processing of pleasant information can be as fast and strong as unpleasant information: implications for the negativity bias.
Previous studies suggest that the brain processes negative or unpleasant information faster than neutral and positive information. (Carretie, Marcado, Tapia, & Hinojosa, 2001) However, in this article, Ingmar Franken, Peter Muris, Ilse Nijis, and Jan vanStrien questione different aspects of the studies conducted. One of the areas of concern was that the use of pleasant stimuli was different than those normally used. Another area of concern was a comparison of emotional stimuli used for clinical patients versus that used in people of a normal population.
In an effort to further clarify previous studies, Franken, et al. conducted additional research on the subject of processing pleasant and unpleasant information. To counter their expressed concerns, Franken, et al. employed highly arousing pleasant stimuli (erotic bodies) and highly arousing negative stimuli (mutilated bodies). Both stimuli had biological relevance in order to keep the aspects beyond valance as similar as possible. Additionally, both stimuli had the same physical properties and displayed humans in a social setting. Neutral pictures consisted of mainly household items. Another measure taken was that all participants were undergraduate students from Erasmus University Rotterdam. (Franken, Muris, & van Strien, 2009)
Although Franken, et al. slightly altered their approach to conducting the research, they fully expected to yield the same results as previous studies. The results confirmed their expectations: In an early stage, pleasant stimuli and negative stimuli are processed quicker than neutral stimuli. Furthermore, there was no differentiation in the amount of processing between negative and positive stimuli. (Franken, Muris, & van Strien, 2009)
In summary, this article demonstrates the ongoing efforts to understand the brain’s complexities. It further compliments the discussion of brain parts and processing. Additionally, the researchers offer valuable insight and suggestions on potential ideas for future research
References
Carretie, L., Marcado, F., Tapia, M., & Hinojosa, J. (2001). Emotion, attention, and the 'negativity bias', studied through event-related potentials. International Journal of Psychophysiology , 75-85.
Franken, I. H., Muris, P., & van Strien, J. W. (2009). Processing of pleasant information can be as fast and strong as unpleasant information: implications for the negativity bias. Netherlands Journal of Psychology , 168-176.
Jausovec, N., Jausovec, K., & Gerlic, I. (2006). The influence of Mozart's music on brain activity in the process of learning. Clincal Neurophysiology , 2703-2714.
Laureate Education, I. (2008). Learning Theories and Instruction. Upper Saddle River: Pearson Custom Publishing.
Leng, X., & Shaw, G. L. (1991). Toward a neural theory of higher brain function using music as a window. Conc Neurosci , 493-501.
Ormrod, J. E. (2009, November 16). Information Processing and the Brain.
