biology

Neurodevelopmental framework for learning

Neurodevelopmental framework for learning is a biology topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand Neurodevelopmental framework for learning rather than just read about it. In short: Neurodevelopmental framework for learning, like all frameworks, is an organizing structure through which learners and learning can be understood. Intelligence theories and neuropsychology inform many of them.

Key takeaways

Neurodevelopmental framework for learning belongs to biology; place it in that map before memorising details.
Learn the definition first, then one example that makes the definition concrete.
Connect Neurodevelopmental framework for learning to a quantity you can measure, compute or draw — that is where exam questions come from.
Reproduce the core statement of Neurodevelopmental framework for learning from memory before moving on to harder problems.

Reference excerpt

Neurodevelopmental framework for learning, like all frameworks, is an organizing structure through which learners and learning can be understood. Intelligence theories and neuropsychology inform many of them. The framework described below is a neurodevelopmental framework for learning. The neurodevelopmental framework was developed by the All Kinds of Minds Institute in collaboration with Dr. Mel Levine and the University of North Carolina's Clinical Center for the Study of Development and Learning. It is similar to other neuropsychological frameworks, including Alexander Luria's cultural-historical psychology and psychological activity theory, but also draws from disciplines such as speech-language pathology, occupational therapy, and physical therapy. It also shares components with other frameworks, some of which are listed below. However, it does not include a general intelligence factor (abbreviated g), since the framework is used to describe learners in terms of profiles of strengths and weaknesses, as opposed to using labels, diagnoses, or broad ability levels. This framework was also developed to link with academic skills, such as reading and writing. Implications for education are discussed below as well as the connections to and compatibilities with several major educational policy issues. This framework consists of 8 constructs, sometimes referred to as systems.

Constructs attention – mental energy, processing incoming information, and regulating output temporal-sequential ordering – processing and production of material that is serial spatial-ordering – processing and production of material that is visual and/or spatial memory – storage and retrieval of information (after brief or long delays), or mentally suspending information while using it language – understanding and use of linguistic sounds, words, sentences, and discourse neuromotor function – control over movement of large muscles, hands, and fingers social cognition – navigation of interaction with others, including verbal and nonverbal tactics higher order cognition – complex and sophisticated thinking In addition to the 8 constructs, this framework includes several "cross-construct" phenomena: rate alignment (working at optimal speed), strategy use (working and thinking tactically), chunk size capacity – the amount of material that can be processed, stored or generated, and metacognition (degree of knowledge about learning and insight into one's own neurodevelopmental strengths and weaknesses).

Other learning frameworks Numerous frameworks are available that describe development and help to organize observations of learning behavior. Intelligence theories date back to the 19th century and the early 20th century, such as Charles Spearman's concept of general intelligence factor, or g. Though there were exceptions (e.g., Thorndike), most theories of intelligence included g, a general index of cognitive ability. An intelligence theory that has drawn considerable attention is Cattell-Horn-Carroll (CHC), which is grounded in extensive factor analytic research from cognitive ability test databases, as well as studies of development and heritability. CHC is actually an amalgam of Cattell-Horn Gf-Gc theory and Carroll's three-tier model. proposed a framework with the broadest level a general intelligence factor conceptually similar to Spearman's g. This general factor was divided into eight narrower abilities, each consisting of narrow factors. Cattell-Horn's model was similar on several fronts, including its hierarchical structure. In the 1990s, Carroll's model was combined with Cattell-Horn's work by Flanagan, McGrew, and Ortiz (2000). CHC contains three strata: stratum III is g, stratum II consists of broad cognitive abilities, and stratum I consists of narrow cognitive abilities. The broad cognitive abilities (stratum II) include fluid reasoning (or Gf, forming and recognizing logical relationships among patterns, inferencing, and transforming novel stimuli) and comprehension-knowledge (or Gc, using language and acquired knowledge). There is on-going discussion by proponents of CHC about g's importance in the framework. The Structure of Intellect (SOI) model includes three axes (with 5-6 components per axis) that form a 3-dimensional cube; because each dimension is independent, there are 150 different potential aspects of intelligence. Howard Gardner has written about several categories of intelligence, as opposed to a hierarchical model. Neuropsychologists have sought to map various mental abilities onto brain structures. In so doing they have created frameworks that include factors and sub-components. Luria organized brain functions into now-familiar categories, such as speech and memory. Luria's conception of attention included three units: Unit 1 (brainstem and related areas) regulates cortical activity and levels of alertness, Unit 2 (lateral and posterior regions of neocortex) analyzes and stores newly received information, and Unit 3 (frontal lobes) programs and regulates activity. More recently, the PASS (Planning, Attention, Successive, and Simultaneous) model yields both a global index of ability while emphasizing specific cognitive processes. For example, "successive" refers to information that is perceived, interpreted, and/or remembered in a serial order (e.g., language), whereas "simultaneous" refers to material that is perceived, interpreted, and/or remembered as a whole (e.g. visual-spatial).

Footnotes

References

Worked examples

Example 1 — a first encounter with Neurodevelopmental framework for learning

Start with the simplest possible case. Write down what Neurodevelopmental framework for learning claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In biology, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to Neurodevelopmental framework for learning before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about Neurodevelopmental framework for learning ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of Neurodevelopmental framework for learning

In research: Neurodevelopmental framework for learning appears in biology research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry: Engineering practice reuses Neurodevelopmental framework for learning in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom: Neurodevelopmental framework for learning is common in secondary-school and first-year university syllabi. It links to neighbouring topics Cognitive neuroscience, Learning theory (education), Neuropsychology, so understanding it makes those chapters shorter.
In everyday life: Look for Neurodevelopmental framework for learning outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.

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How to study Neurodevelopmental framework for learning in 20 minutes

Read the reference excerpt below once, without taking notes.
Close the page and write down what Neurodevelopmental framework for learning means in your own words.
Compare your version with the excerpt and mark what you missed.
Work through the three examples above with pen and paper.
Explain Neurodevelopmental framework for learning out loud to somebody else — or to Teacher Smith in the lgStudy chat.

Frequently asked questions

What is Neurodevelopmental framework for learning in simple terms?

Why does Neurodevelopmental framework for learning matter?

Because it connects several biology ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study Neurodevelopmental framework for learning?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

What does this page cover?

It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on Neurodevelopmental framework for learning.