Table II Summary of theoretical... | Emerald Publishing

Table II

Summary of theoretical neuroscience discussed in the learning study

	Neural network hypothesis for memory and learning	Hierarchical relational binding theory	Attention and awareness
(1) Focus	Networks can be altered – synaptic plasticity (Pulvermüller, 1996). That is, teaching can physically alter brain structure	The hippocampus (part of the brain) is involved in recalling of concepts learned (Shimamura, 2010). Not all information are recalled with the same degree of clarity due to different neural mechanisms	The brain is a pattern recognition “machine” that prioritizes and selectively stores information
(2) Key idea	The brain turns experiences into memory; mental representations for distinct concepts are created through strengthening or weakening synaptic connections in dedicated network of brain cells (Pulvermüller, 1996)	To strengthen recall, the learner can extend neural networks based on new information/experiences (and thus learn)	Recognizable patterns can be created through balancing between the introduction of novel and familiar learning incidences (Ranganath and Rainier, 2003), as well as creating positive (or sometimes “negative”) emotions (Phelps, 2004)
(3) Relationship with teaching instruction	Concepts are consolidated by strengthening neural pathways (Caroni et al., 2012). Multi-modal and multisensory learning experiences are encouraged	New information must connect to existing networks, thus the importance of determining appropriate objects of learning, and the reviewing and reinforcing of concepts	It is important to systematically introduce key features of a concept Probing and pre-exposing students to concepts ahead of time are encouraged to increase familiarity of the learning object

	Neural network hypothesis for memory and learning	Hierarchical relational binding theory	Attention and awareness
(1) Focus	Networks can be altered – synaptic plasticity (Pulvermüller, 1996). That is, teaching can physically alter brain structure	The hippocampus (part of the brain) is involved in recalling of concepts learned (Shimamura, 2010). Not all information are recalled with the same degree of clarity due to different neural mechanisms	The brain is a pattern recognition “machine” that prioritizes and selectively stores information
(2) Key idea	The brain turns experiences into memory; mental representations for distinct concepts are created through strengthening or weakening synaptic connections in dedicated network of brain cells (Pulvermüller, 1996)	To strengthen recall, the learner can extend neural networks based on new information/experiences (and thus learn)	Recognizable patterns can be created through balancing between the introduction of novel and familiar learning incidences (Ranganath and Rainier, 2003), as well as creating positive (or sometimes “negative”) emotions (Phelps, 2004)
(3) Relationship with teaching instruction	Concepts are consolidated by strengthening neural pathways (Caroni et al., 2012). Multi-modal and multisensory learning experiences are encouraged	New information must connect to existing networks, thus the importance of determining appropriate objects of learning, and the reviewing and reinforcing of concepts	It is important to systematically introduce key features of a conceptProbing and pre-exposing students to concepts ahead of time are encouraged to increase familiarity of the learning object