Working mechanism of human brain converts the academic knowledge of courses into corresponding motor knowledge to secure high success in the learning process
It is remarkable that motor learning brings a peculiar change in behavior resulting from practice or experience, in the capability of smart brainpage for responding. It often involves improving the smoothness and accuracy of motor knowledge and is obviously necessary for complicated pencil derivatives such as smart learning, writing and working.
It is also important for calibrating new motor knowledge in segment breaking process like emotional streams and cognitive parameters for knowledge transfer. Learning mechanism of the kid’s brain often considers relevant variables that contribute to motor knowledge formation, the sensitivity of error detection process and the potentials of knowledge transfer.
Cerebral cortex (chapter brain) is the largest part of brain and it has three distinct regions in learnography – sensory cortex, motor cortex and temporal cortex. General sensory cortex is the main input of learning mechanism considered as the book cortex of knowledge transfer.
General motor cortex is the pencil cortex in learning mechanism to generate the outcomes of knowledge transfer. It is obvious that temporal lobe is the knowledge cortex of learnography that processes and consolidates declarative learning and memory modules with the spatial definition and localization of functional objects.
The brainpage theory of knowledge transfer requires students’ initiatives in the classroom with physical activities to activate the brain circuits of motor knowledge. Physical activity is also associated with persistent beneficial epigenetic changes that result in improved stress coping, improved cognitive function and increased neuronal activity like c-Fos and BDNF signaling.
The effects of physical rehearsals on cognition and emotions have important learning implications for improving academic performance in children and college students. Motor knowledge also helps in improving productivity at workplace, preserving cognitive function in old age, preventing or treating certain neurological disorders and improving overall quality of life.
From the regular rehearsals of physical activities, structural and functional improvements are observed in brain structures and pathways associated with cognitive control and memory formation. Physical activity means the processing of motor knowledge. The neurobiological effects of physical exercise are numerous and involve a wide range of interrelated effects on the structure, function and cognition of brain parts.
The reviews of neuroimaging studies indicate that consistent aerobic exercise increases the volume of grey matter in nearly all regions of the brain. More pronounced increase in the volume of gray matter is occurring in brain regions associated with memory processing, cognitive control, motor function and reward factors.
The most prominent gains in grey matter are seen in prefrontal cortex, caudate nucleus, and hippocampus, which support cognitive control and memory processing with other cognitive functions. The left and right halves of prefrontal cortex, hippocampus and cingulate cortex appear to become more functionally interconnected in response to the consistent processing of motor knowledge.
Brain structures that show the greatest improvements in the volume of grey matter in response to aerobic exercise are prefrontal cortex, caudate nucleus and hippocampus. Less significant increase in the volume of grey matter occurs in anterior cingulate cortex, parietal cortex, cerebellum and nucleus accumbens. Prefrontal cortex, caudate nucleus and anterior cingulate cortex are among the most significant brain structures in the release of dopamine and norepinephrine systems that give rise to cognitive control.
Higher grades and qualifying scores in the school ecosystem are associated with better executive functions, well-developed logic circuits and faster information processing speed. In fact, dynamic motor knowledge of the kid’s brain improves the greater grey matter volume of hippocampus, and the caudate nucleus and nucleus accumbens of basal ganglia in subcortical brain regions.
- Reward and fear systems of student’s brain acting as learning drives in the success of classroom knowledge transfer
- Kids talking too much in the classroom shows the pleasure seeking behavior of learning brain
- Education provides system of indirect schools, not following the working mechanism of kid’s brain
- Education system is solely responsible for the wastage of kid’s 12 years time in the teaching theories of knowledge transfer
- Schools are running without the effective system of knowledge transfer