Can neural technology enhance our learning?

Rethinking learning support

We often focus on learning, especially when we find our study hard in subjects like mathematics. environment. Perhaps individuals didn’t have good teachers, or perhaps they weren’t motivated. But now we are studying how our biology plays a big role in how well we learn, such as how our brains function.

Over the past few years, more scientists have been interested in ways to improve the functioning of the brain. Cognitive strengthening. One area of ​​true promise is the development of a new type of brain stimulation that is safe, painful, and requires no surgery. medicine.

At Surrey University, my lab is studying a type of brain stimulation called transcranial random noise stimulation (TRN). This involves placing small electrodes on your head and sending gentle electrical signals to your brain. That doesn’t hurt. We tested it with over 3,000 people – ADHD Or learning difficulties, and adults with or without ADHD – and side effects are fake or “placebo” Treatment. Learning can sometimes be a painful experience, but TRN itself is not.

TRNs are used to explore ways to improve learning, learning, and more by changing brain activity in specific areas. Note. Here we focus on how people can help without diagnosing learning problems.

Brain boost

A recent study examined what happens when young adults use TRN while conducting mathematics training programs. We have already shown that when targeting parts of the brain, TRNS works well when called dorsolateral prefrontal cortex. Memory. It was especially useful for people with weak connections between the brain regions used in mathematics. These types of brain differences are related to weak mathematical skills.

Importantly, these effects were not random. Brain scans revealed that stimuli would benefit people, because of their biology, who might otherwise have a hard time catching up. These individuals showed great benefits in solving complex mathematical problems after several days of training with the TRN. This is based on previous studies that found that TRNS increases brain signals associated with neuroplasticity. This is the brain’s ability to adapt and learn from experience. Interestingly, those with the lowest level of this signal showed the greatest improvement. This technology gave their brains a gentle boost and whispered, “You have this.” Or perhaps more precisely, he gave the neurons a polite faucet on their shoulders and said, “time to shine.”

A fairer opportunity for everyone?

This work is based not only on environmental factors such as education and home life, but also on ever-growing research bodies that show that biology shaping learning capabilities. It also opens up new ways to think about fairness education. If some learners are likely to struggle because of the brain mechanisms, shouldn’t they support them with tools that directly address these shortcomings?

At the same time, this raises important ethical issues that must be taken into consideration to ensure safe and fair translation of scientific discoveries. For example, should children not classified as having learning difficulties be allowed to access this technology? And how to ensure fair access for young adults who may use it to improve performance in exams, thrive in higher education and access Career Are there any other things out of reach, or even a little achievable opportunities, even a small cognitive edge?

Educational gaps may be reduced by shifting focus to addressing individual biological constraints, as they only change environmental factors such as classroom design and teaching methods. This is important as these gaps are also linked to long-term inequality in income, health and well-being.

This is also important for what is called the Matthew effect in education. That means people starting with benefits often continue to move forward, and others fall behind. This type of technology may help level the playing field by giving more learners a fair starting point.

Our findings suggest that people who are already doing very well (such as professional mathematicians and world champions of mental calculations) are not benefiting from the TRN. In contrast, those who are below average or above average but not exceptional have shown significant improvements. The majority of our research is done with students from Oxford University who tend to have strong mathematical skills (even if some argue that Cambridge is not strong). These results suggest that approaches like TRN are unlikely to widen the cognitive gap in society and may help close it.

From the lab to everyday life

So far, most of our work has been done in the lab. But now we are testing how this works outside of the lab. Our team is conducting research that helps people use TRNs at home to improve their performance. This is an exciting step. It could bring brain-based learning tools to your classroom or home.

About the author
Roi Cohen Kadosh, Ph.D. is the Head of the Faculty of Psychology and is a Cognitive Professor Neuroscience At Surrey University. He is also the founder of Cognite Neurotechnology. His research combines psychological and biological tools to better understand how children and adults think and learn, and how to enhance these abilities, primarily through neural techniques. And yes – he tested the TRN himself.