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SARAH-JAYNE BLAKEMORE)
escrito por Germanico 15 diciembre, 2009
Another developmental mechanism that occurs for several decades in the frontal
cortex is myelination. As neurons develop, they build up a layer of myelin on their
axon (the long fibre transmitting signals from each brain cell). Myelin is a fatty
substance that insulates the axons and vastly increases the speed of transmission
of electrical impulses from neuron to neuron. Whereas sensory and motor brain
regions become fully myelinated in the first few years of life, axons in some cortical
regions, particularly the frontal and parietal lobes, continue to be myelinated well
into adolescence in the human brain.
Recent MRI studies have confirmed these early cellular studies, demonstrating that
some regions of the human brain continue to develop for several decades (see
below).
Until relatively recently, it was widely believed that the adult brain is incapable of
change. There used to be a strong assumption that after the first few years of life
the brain is equipped with all the cells it will ever have, and that adulthood
represents a downward spiral of loss of brain cells and deterioration in learning,
memory, and performance generally. But research is beginning to show that this
view of the brain is too pessimistic: the adult brain is flexible, it can grow new cells
and make new connections, at least in some regions. Although laying down new
information becomes less efficient with age, there is no age limit for learning.
The brains plasticity its capacity to adapt continually to changing circumstances
depends critically on how much it is used. Research on plasticity suggests that
the brain is well set up for lifelong learning and adaptation to the environment, and
that educational rehabilitation in adulthood is possible and well worth investment.
On the other hand, the research also suggests that there is no biological necessity
to rush and start formal teaching earlier and earlier. Rather, late starts might be
reconsidered as perfectly in time with natural brain and cognitive development. Of
course, the aging brain becomes less malleable and, as everyone getting older
experiences, learning new things takes longer.
We discuss these issues at length in our book The Learning Brain (Blakemore &
Frith, Blackwell, 2005).
3 .- Why is adolescence such a conflicting period?
Adolescence is a time of profound mental change, affecting education, social
adaptation and character, as well as disposition to several forms of mental illness.
Until recently, there was surprisingly little scientific evidence about cognitive and
neural development during this important period of human life.
Recent research on the human brain has revealed that the prefrontal cortex
continues to develop well beyond childhood. This brain region is responsible for
executive functions, such as the ability to inhibit inappropriate behaviour and
attend to two things at once, as well as social understanding and self awareness.
The finding that emotional and social understanding, and brain activity during
social-emotional processing, is still developing during adolescence has potential
implications for social policy and education. The highly social, potentially
emotionally-charged context of a classroom/school environment may interfere with
the cognitive resources that can be devoted to academic learning. Adolescents
should also get the opportunity to learn about their own brain development in
school, as this may be useful and interesting for them.
4.-What are the prospects and perils of the New brain sciences for
education?
Knowledge of how the brain learns could, and will, have a great impact on
education. Understanding the brain mechanisms that underlie learning and
memory, and the effects of genetics, the environment, emotion and age on learning
could transform educational strategies and enable us to design programs that
optimise learning for people of all ages and of all needs. Only by understanding
how the brain acquires and lays down information and skills will we be able to
reach the limits of its capacity to learn. Neuroscience can now offer some
understanding of how the brain learns new information and processes this
information throughout life (see Blakemore & Frith, 2005).
www.icn.ucl.ac.uk/sblakemore
En espaol:
1 .- Cmo se desarrolla el cerebro a travs del ciclo vital? Cules son los
hitos del desarrollo del cerebro?
Se ha conocido mucho sobre el desarrollo temprano del cerebro a partir de los
experimentos realizados con animales en las dcadas de 1950 y 1960. Un
proceso de desarrollo importante afecta al cableado de las clulas cerebrales
(neuronas) la intrincada red de conexiones (sinapsis) entre las neuronas. Al
principio del desarrollo, el cerebro comienza a formar nuevas sinapsis, de modo
que la densidad sinptica el nmero de sinapsis por unidad de volumen de tejido
cerebral excede con mucho los niveles de los adultos. Este proceso de
proliferacin sinptica, la sinaptognesis, dura hasta varios meses, dependiendo
de la especie animal.
Otro proceso del desarrollo que se da durante varias dcadas en la corteza frontal
es la mielinizacin. Mientras las neuronas se desarrollan, crean una capa de
mielina en sus axones (sus largas fibras de transmisin de seales desde cada
clula del cerebro). La mielina es una sustancia grasa que asla a los axones y
aumenta enormemente la velocidad de transmisin de los impulsos elctricos
entre neuronas. Mientras que las regiones sensoriales y motoras del cerebro son
plenamente mielinizadas en los primeros aos de vida, los axones de algunas
regiones corticales, especialmente en los lbulos frontal y parietal, continan
siendo mielinizados en el cerebro humano hasta bien entrada la adolescencia.
Recientes estudios de resonancia magntica han confirmado estos primeros
estudios celulares, demostrando que algunas regiones del cerebro humano
continuar desarrollando durante varios decenios (vase ms abajo).
4.-Cules son las perspectivas y los peligros de las ciencias del cerebro
para la educacin?