Brain Plasticity and Brain Modularity:
Brain plasticity is the brain’s ability to rewire itself from injury or any trauma that is introduced (Martinez, 2010). Without these connections, or neuroplasticity, an individual’s capability to intellectually grow and perform daily functions would not be possible (Geary & Huffman, 2002). For example, if a blood clot that elicits a stroke, this brain interruption can prevent a person from walking, memory recall, or completing activities of daily living independently. Through reconnecting or neuroplasticity, these skills can be relearned through the assistance of therapeutic interventions. Brain modularity is our brain’s ability to perform the tasks that plasticity allows. ‘Modules’ support the tasks that our brains perform such as speaking, emotional expression, and memory (Geary & Huffman, 2002). Module levels differ in every individual and can dictate the success a person may have with academics and relearning skills lost. For example, a student with lower modularity may recall less material in a course then a student with higher modulation.
“A Bridge Too Far”:
The expression “a bridge too far” is the implication that a goal or desired performance is too challenging when compared to one’s ability (Bruer, 1997). Education can be linked to the development of the brain (Bruer, 1997). If a child’s intellectual ceiling is lower, how can instruction be success when practices are not altered? I believe that this can be divided into shorter spans by organizing course topics into fragmented segments and ensure competency prior to moving forward. With this approach, teachers can determine that understanding is achieved. Students will have the opportunity to break down material which makes memorization easier.
Bruer, G. (1997). Education and the Brain: A Bridge Too Far. Educational Researcher, 26(8). 4-16.
Geary, D. & Huffman, K. (2002). Brain & Cognitive Evolution: Forms of Modularity and Functions of Mind. Psychological Bulletin, 128(5). DOI: 10.1037///0033-2909.128.5.667
Martinez, M. (2010). Learning and Cognition: The Design of the Mind. Upper Saddle River, NJ: Pearson