How is the NsLLT different from other learning theories?
Most learning theories are based on a two tier, input-output modality model. A model or stimulus is given and a specific response or outcome is expected. In this two-tier model, the brain and mind exist separately. The brain explains the pathways for connecting the receptors (eyes, ears, skin, nose, tongue) to the central nervous system (cranial nerves to cerebrum). The research data from this type of system is specifically looking at the changes within cells within these regions. Such a learning model explains the changes seen in dogs, cats, whales, birds, fish, etc. when a specific external or internal condition exists and then an outcome is paired to increase the likelihood of survival. Learning is a change in the ability of the animal in this system to do something that the animal didn’t do before. For example, the mouse is able to more quickly find the platform in the barrel of water.
When the two tier model of learning is applied to a human (Homo sapiens) , then humans are expected to listen, watch, read a model input and then respond with an exact replication of the input resulting in only one right answer, one correct fill in the blank, one exact copy, one set of patterns that look, sound like the model. There is limited thinking at this level of input-output. To maintain the correct answers, the human must also practice the correct responses over and over and over. This practicing allows for the correct answer to be repeated and reused but does not necessarily result in long term memory. I am sure the reader has probably experienced such learning in a class where they received a good grade but have little long term memory of such material. For example, you memorized the answers for a chemistry test, took the test and received a good grade, and then six weeks later can’t remember what they material was about. This type of learning results in a lot of time devoted to practice and reteaching after a break in the practice (weekends, overnight, holidays, summers, etc.). This type of learning theory when applied to a human, requires a task analysis or break down of the material into pieces that can be imitated and repeated. Again, this does not allow for the opportunity to see the big picture or learn concepts that cannot be seen, touched, heard such as ideas related to emotions, liberty, justice, geography, philosophy, etc.
These two tier models of learning work great for animals other than H. sapiens as well as for humans who want to immediately copy, regurgitate, and/or imitate. However, the human brain has more to offer than the two levels of input and output of pattern replication. When the lower level input of patterns are meaningful to the learner, then larger circuits in the cerebrum through layers of different regions of the brain are stimulated. These neuro-semantic circuits (third level) create images that the learner is able to connect into deeper concepts of thinking, viewing, reading, writing, speaking and so forth (fourth level). In this way, each learner has their own “brain print” based on their unique background. This brain print allows each person to have their knowledge of the world that is conceptual, not just an imitation or brain wash. In this way, the brain and mind are not separate. Learning is brain-based.
This third level of conceptual learning connects with other images creating actual neuro-semantic networks between and within cerebral hemispheres (fourth level) which allows the learner to use deeper levels of thinking for language that is written, spoken, used for creating ideas that are greater than the parts. If an educator wants their students to learn concepts that promote all levels of literacy, then a four tier model such as the Neuro-Semantic Language Learning Theory (NsLLT) is needed. This four tier learning theory acknowledges not only that the human brain is unique but that such uniqueness allows us to transform our physical reality into shelter, nutrition, and social civilizations. To promote thinking and viewing of different perspectives, the use of the NsLLT for educational purposes is welcomed.