Answer:
To your question, the views on the brain/ cognition relationship were basically reshaped with new understanding of human learning and memory:
CHANGE from the ‘localization of function’ brain model — TO a view of the brain as a highly interconnected, interactive neural system. Memories are not in fixed locations, neural pathways are shared, learning occurs through varied neural processes, and individuals have unique and preferred learning styles.
CHANGE from viewing the brain and knowledge as a ‘fixed’ or closed entity — TO a brain that changes, grows, adapts and renews through neural plasticity. The dendritic reach of neurons allows infinite growth of cognitive associations.
CHANGE from viewing child brain development as a pre-determined, innate process — TO regarding a child’s optimal brain development as an adaptive response to varied, rich stimuli in which neural growth is highly dependent on a favorable environment.
CHANGE from viewing learning difficulties, weak attention, poor memory, etc. as laziness — TO understanding the system of strengths and weaknesses in the neural regions, pathways and connections.
CHANGE from viewing learning as ‘imparting knowledge from the expert,’ — TO a model of cognitive constructivism, in which the mind discovers and creates understanding through direct experiences.
CHANGE from demanding mechanical, rote responses in classrooms and workplaces — TO encouraging problem-solving and innovation.
CHANGE from viewing anxiety, depression, autism, ADHD, etc. as character flaws — TO seeing the impact of brain differences as they challenge learners and workers in certain environments.
Explanation:
