# Logic circuit of knowledge transfer is located in the prefrontal cortex of human brain

Logical reasoning is considered as the rational learning of knowledge transfer. This is the process of using the rational and systematic series of steps based on given statements and sound mathematical procedures to arrive at a conclusion. We know that learning is the process of acquiring knowledge, skills, behaviors, values or preferences that may be in new, modifying or existing form. The ability to learn is possessed by the neural circuits of human brain. Some learning is immediate, induced by a single event, but much skill and knowledge are accumulated from repeated actions and experiences. The changes induced by learning transfer in brain circuits often last a lifetime for working and living.

Analytical reasoning refers to the ability to look at information. It may be qualitative or quantitative in nature and discern patterns within the information. Analytical reasoning involves deductive reasoning with no specialised knowledge, such as comprehending the basic structure of a set of relationships, recognizing logically equivalent statements and inferring what could be true or must be true from given facts and rules. The steps of analytical reasoning are axiomatic in facts that its truth is self-evident.

Logical reasoning is also utilized in machine learning to design the logic circuits of a device. In electronics, a logic gate is an idealized or physical device implementing a Boolean function. Logic gate performs a logical operation on one or more binary inputs and produces a single binary output. Depending on the context, the term may refer to an ideal logic gate, one that has for instance zero rise time and unlimited fan out or it may refer to a non-ideal physical device.

Logic gates are primarily implemented using diodes or transistors acting as electronic switches, but can also be constructed using vacuum tubes, electromagnetic relays, fluidic logic, pneumatic logic, optics, molecules or even mechanical elements. With amplification, logic gates can be cascaded in the same way that Boolean functions can be composed. Logic circuits allows the construction of a physical model of all Boolean logic and therefore, all of the algorithms and mathematics that can be described with Boolean logic.

Learning transfer is crucial in school system and it is processed by the learning mechanism of brain circuits. We know that the logic circuit of knowledge transfer is located in the prefrontal cortex of brain. It is believed that there is an integral link of a person’s will to live and personality with the functions of prefrontal cortex. This brain region has been implicated in the planning of complex cognitive behavior, personality expression, decision making, and moderating social behavior. The basic activity of this brain region is considered to be the orchestration of thoughts and actions in accordance with internal goals.

The most typical psychological term for the functions carried out by prefrontal cortex area is executive function. It relates to abilities to differentiate among conflicting thoughts, determine good and bad, better and best, and same and different. In the same way, future consequences of the current activities, working toward a defined goal, prediction of outcomes and expectation based on actions are dealt by the executive functions of prefrontal cortex. It also maintains social control in which a person has the ability to suppress urges that, if not suppressed, could lead to socially unacceptable outcomes.

The volume of gray matter increases in the prefrontal cortex of student’s brain from the knowledge transfer of classroom. This brain region handles the cognitive control of actions in which the active maintenance of patterns is projected towards predefined goals and cognitive function is executed to achieve them. They provide bias signals to other brain structures whose net effect is to guide the flow of activity along neural pathways that establish proper mappings between inputs, internal states, and outputs required to perform a given task.

The function of prefrontal cortex triggers the motor knowledge of actions in goal oriented task operation. Motor skills may be classified by the general characteristics of defined tasks themselves. Gross motor skills refer to acts in which the larger muscles are commonly involved, while fine motor skills denote the actions of hands and fingers. Most skills incorporate movements of both the larger and the smaller muscle groups. The basketball player uses his larger skeletal muscles to run and jump while drawing on fine motor skills such as accurate finger control when dribbling or shooting the ball. Students need the fine muscles of finger mapping in the learning transfer of school system.

The development of organized patterns of muscular activities is guided by the input signals from surrounding environment. Behavioral examples include driving a car and eye-hand coordination tasks such as sewing, throwing a ball, typing, operating a lathe and playing a trombone. These motor activities are also called sensorimotor and perceptual-motor skills. They are studied as the special topics of motor knowledge in the experimental psychology of human learning and performance. In research concerning psychomotor skills, particular attention is given to the implicit learning of coordinated activity in knowledge transfer involving the mapping of arms, hands and fingers.

School is the place of knowledge transfer and students make brainpage from the lessons of chapter. A child enters school with little knowledge, gets some skills and understanding in written expression and leaves it capable of learning much from human culture. It was thought originally that such progress was just a matter of learning, memorizing, associating and practicing. The work of psychologists has revealed, however, that the growth of the student’s intellectual powers must include a large element of development through different phases, beginning with the motor knowledge of sensorimotor coordination. Hence, the knowledge transfer to student’s brain cannot be accomplished in school system without motor knowledge, brainpage development and gray matter volume growth.