Experience and Brain Development

Abstract

This article considers how experience can influence the developing and mature brain and proposes a new categorization scheme based upon the type of information stored and the brain mechanisms that appear to be involved in storing it. In this scheme, experience-expectant information storage refers to incorporation of environmental information that is ubiquitous in the environment and common to all species members, such as the basic elements of pattern perception. Experience-expectant processes appear to have evolved as a neural preparation for incorporating specific information: in many sensory systems, synaptic connections between nerve cells are overproduced, and a subsequent selection process occurs in which aspects of sensory experience determine the pattern of connections that remains. Experience-dependent information storage refers to incorporation of environmental information that is idiosyncratic, or unique to the individual, such as learning about one's specific physical environment or vocabulary. The neural basis of experience-dependent processes appears to involve active formation of new synaptic connections in response to the events providing the information to be stored. Although these processes probably do not occur entirely independently of one another in development, the categories offer a new view more in accord with neural mechanisms than were terms like "critical" or "sensitive period."

Nature meets nurture in religious and spiritual development

“…In doing so, they often point to sensitive periods in life -understood by us as developmental phases of heightened sensitivity -that are associated with marked developments in a specific domain. In many cases, such developmental 'spurts' require that the individual has been sufficiently exposed to 'expected' (Greenough, Black, & Wallace, 1987) environmental input within the developmental window of a given sensitive period. For example, repeated exposure to highly species-typical patterns of care during infancy and childhood 'canalizes' (Waddington, 1942) virtually all human offspring to form selective attachments and to master their native languages, respectively.…”

“…experience dependency; Greenough et al, 1987). For example, variation in relevant early experiences, such as the quantity and quality of caregiving and speech exposure, yield marked individual differences in attachment quality and verbal intelligence, respectively (Fernald, Marchman, & Weisleder, 2013;Mesman, van IJzendoorn, & Bakermans-Kranenburg, 2011).…”

Trazando puentes entre las neurociencias y la educación. Aportes, límites y caminos futuros en el campo educativo

“…A partir de investigaciones con animales llevadas a cabo a mediados del siglo XX, se encontró que la exposición a ambientes complejos o con falta de estimulación sensorial y social, se asocia a diversos cambios estructurales, tales como el número y la forma de los contactos entre neuronas, la expresión genética y la cobertura de mielina en los axones (Lipina, 2016). Se ha descubierto en ratas que los ambientes enriquecidos aumentan en un 25 % las conexiones sinápticas por neurona en las áreas visuales en oposición a los casos de ratas criadas de manera aislada (Greenough, Black & Wallace, 1987). En el nivel comportamental, por otra parte, se ha hallado en estudios con humanos que los ambientes con mayor estimulación (presencia de libros en el hogar, nivel de educación materna y paterna, tipo de apego, nivel socioeconómico, entre otros) predicen el desempeño de infantes y niños en tareas con demandas cognitivas (Labín, Taborda & Breñilla, 2015;Richaud & Arán Filipetti, 2015;Vales, Mora, Martínez, Gómez, Lungo & Figoli, 2017).…”

“…Otro aporte de las neurociencias se relaciona con los entornos enriquecidos, que generan un desarrollo más propicio de las capacidades cognitivas (Greenough, Black & Wallace, 1987;Richaud & Arán Filippetti, 2015). En tal sentido, es necesario generar un ambiente enriquecido para que su aprendizaje sea significativo.…”

An Interdisciplinary Challenge: Method Triangulation in the Field of Brain Development and Motivation

“…Only later, after puberty, are the excess synapses pruned into specialized and efficient networks. Because the environment affects the brain's synapses during development (Greenough, Black, & Wallace, 1987), and students' relationships with teachers and peers in school context become essential. Teachers act as adult role models for students and provide non-parental and adult support (Harter, 1996;Wentzel, 2009b).…”