Neurotransmitters

Learning and Memory Theories

Crystal Jones
EDU 417 Cognitive Studies Capstone
Instructor Joanna Savarese- Levine
May 18, 2015

Introduction
This PowerPoint will explain the relationship
between neurotransmitters and learning and
memory. It will also examine neurochemical and
environmental factors of the classroom.

There are four neurotransmitters that are important in learning

and memory. They are Dopamine, Acetylcholine, Norepinephrine,
and Serotonin. They are important for focus mental clarity, better
recall, energy, and decreased brain fog.
Learning and understanding how the brain works is key to
helping your students learn information. Maturation of the brain
influences learning readiness. Example: some students are
advanced for their age like in reading where they can be reading
at a fourth grade level but only be in first grade( Clikeman, nd).

Neurotransmitters ( Dopamine,
serotonin and Acetylcholine) and
Learning and Memory

Dopamine- is a neurotransmitter that plays several roles in

brain functioning. It has two major functions controlling
conscious motor activity and enhance pleasurable feeling in
the brains reward system.
Serotonin- one of the best known neurotransmitters, the
feel good transmitter.
Acetylcholine- is one of the brains own chemical
messengers. It is the only major neurotransmitter that is
not derived directly from an amino acid. It enhances rapid
eye movement (REM) sleep and has been shown to be
involved in our memory circuits (Wolfe, 2010).

Neurotransmitters ( Dopamine, serotonin

and Acetylcholine) and Learning and Memory

Today the study of the brain assists educators in understanding how

children learn best and what connects the learning environment with
neurobiological changes in the childs brain( Rushton & Rushton,
2010).
A child's neurological wiring changes as new experience forms new
dendrites. A childs ability to hear and learn new languages and adapt
to new environments are forms of soft wiring. Neuroscientist refer to
this later process as plasticity that the brains ability to continually
alter itself as it processes information.
From a neurological perspective a sense of excitement and novelty in
a classroom helps generate dopamine, a neurotransmitter that
creates a feeling of well-being.
Some teachers prefer a traditional teacher-directed class than the use
of technology. This will stimulate the release of other
neurotransmitters and hormones such as serotonin and cortisol which
actually decreases attention and learning (Rushton & Rushton, 2010).

Neurochemical and Environmental

Factors in and out of the
Classroom
Movement The brain learns movement through active
engagement. Moving stretching and standing help bring more oxygenfilled blood flow to the brain.
Changing location is another way to enhance learning ( Wolfe, 2010).
Some movement activities can serve as quick brain breaks
Example : allow students to stand to answer questions.

Sleep- There are periods during the

sleep cycle when the brain is as active
,as when you are awake and solving a
problem which may be exactly what the
brain is doing. A major player in memory
and learning development is
consolidation. It is the process of
stabilizing a memory trace over time,
moving it from short-term to long-term

Neurochemical and Environmental

Factors in and out of the Classroom
Nutrition-

It is known through many studies that the brain

grows rapidly between the 10th and 18th weeks of pregnancy.
Therefore the food that a pregnant woman eats during this period
is extremely important for the developing fetus (Wolfe, 2010).
Proper nutrition is not just critical for brain development it is also
plays an important role in brain function.
Memory and learning are impaired by diets that contain high
levels of saturated fats. Nutritionist and researchers have stated
that there are a number of good brain foods. Oxygen, water and
sleep are the top three.
Studies show that diets without omega-3 fatty acids lead to
learning and motor problems and may affect systems that use
dopamine and serotonin in the frontal cortex (Wolfe, 2010).

Neurochemical and Environmental

Factors in and out of the
Classroom

Technology-

The effects of TV programs and videos

depend on many factors including the content, age of the
child and amount of time the child spends viewing these
various media. The same can be said about the content of
video games.
Games that are designed to enhance cognitive skills and
processing long and short-term memory attention and
thinking skill can be successful in learning(Wolfe, 2010).

Neuroscience and learning

We need to apply to the classroom what we know
about how the brain responds to its environment.
The environment must be conducive to learning.
Some environment factors we have control over
or can modify to influence student achievement.
Lighting, wall color, temperature, seating
acoustics and scents all play a role in
learning( Sikora, 2013).

Neuroscience and learning

The 100 billion plus dendrite production of
neurons that are formed in the first five years
enables the child to adapt to any number of
circumstances during the early years.
Educators responsibility is to develop the
learning environment and modeling an
engagement with learning.
The most important factor in a childs learning
is the classroom teachers action, reaction, and
interaction with students ( Rushton & Rushton,
2010).

References
Clikeman, M (n.d).
Research in brain function and learning: The importa
nce of matching instruction to a childs maturity le
vel
. American Psychological Association.
Rushton, S., Rushton, A. J. & Larkin, E. (2010).
Neuroscience, Play, and Early Childhood Education:
Connections, Implications and Assessments. 37:
351-361
Sikora, D. (2013). What great teachers do (or should
do): innovative brain-based instructional strategies.
Techniques, (7), 38.
Wolfe, P. (2010). Brain matters: Translating research
into classroom practice. (2nd ed.). Alexandria, VA: