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Re: Dyscalculia and Working Memory

By Learning-Activist on January 26, 2012 in Comments on other sites

Re: http://www.sharpbrains.com/blog/2012/01/25/when-1-1-5-dyscalculia-and-working-memory/

Are the neurophysical correlates of working memory deficits the result of biologically ordained structural/processing insufficiencies (maladaptive bio-development) (1) or are the neuro-physiological correlates of working memory deficits the result of a lack of neurophysical exercise/activity due to learned maladaptive processing schema? For a related example, a recent study of dyslexia moved us closer to understanding the signature of dyslexia prior to beginning reading (http://www.medpagetoday.com/Neurology/GeneralNeurology/30835) but here too the testing is far downstream from the influence of early learning. Isn’t disentangling the genetically-determined from the learning-formed much more subtle than we are acknowledging? Are the brain differences correlated with memory deficits described here exclusively the result of gene-formative processes or could there be a much deeper and richer and more subtle realm of early learning that can also result in the brain differences you are describing?

Related: Conversation with Shaywitz and Koch

brain, dyscalculia, dyslexia, genetically determined, learning, maladaptive

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It starts with recognizing the fundamental, profound, and capital value of ‘stewarding the health of our children’s learning.’

“I agree. I think everything points in that direction. I think you want to get to a basic set of principles and this is clearly it.” – Dr. James J. Heckman Recipient of the 2000 Nobel Prize in Economic Sciences.

Is there an educational mission that trumps, that is more important than “stewarding the health of our children’s learning”?

“No when put that way”. Dr. Grover (Russ) Whitehurst 2002-2008 Director of the Institute of Education Sciences and Assistant Secretary of Education with the U.S. Department of Education.

Ultimately what’s going to shift the behavior of the country over the long-term is understanding how fundamental this [healthy learning] is to everybody through the economic channel. …We must come up with a way of describing, measuring, and supporting the health of children’s learning. It is the unhealthy learning environments that are the problem.

Yes, that’s the message. That’s the message you’ve got to get across. Arthur Rolnick Senior V.P. and Director of Research at the Federal Reserve Bank of Minneapolis, and Associate Economist with the Federal Open Market Committee.

It’s not that somebody ‘knows’ the current science, because the current science might be wrong. But it’s that somebody knows how to learn about new science, and adapt. It’s also how they learn to adapt to workplaces… how to learn to do something that they had never even thought about doing when they were in school. That’s the key element. Dr. Eric Hanushek Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University.

So then the fundamental intention of our education system must be to use knowledge, skills and experience not just as the end, but as the means through which we’re exercising how well someone is able to participate and become self-extending in learning what they need to learn when they need to learn it.

Precisely.

The Institute for the Study and Prevention of ACQUIRED Learning Disabilities.

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