How do we learn? And why do some of us learn things more easily than others?

As a brain researcher at the University of British Columbia, I am deeply fascinated by the questions surrounding this field. Brain research represents a significant frontier in the understanding of human physiology and the exploration of what defines us as individuals. It is an exciting time to be involved in this area of study, and I am privileged to hold what I believe to be the most interesting job in the world.

Our knowledge of the brain is advancing at an unprecedented pace, and much of what we previously believed to be true or understood about this complex organ is being challenged. Some of these misconceptions are readily apparent, such as the long-held belief that the brain is incapable of change after childhood. However, we now know that this is far from the truth.

There exists a common fallacy regarding the brain, which suggests that only certain parts of it are utilized at any given moment and that it remains inactive during periods of idleness. However, this notion is erroneous. Recent research has revealed that the brain remains highly active even during periods of rest and mental inactivity. The advent of advanced technologies, such as MRI, has facilitated the discovery of this and numerous other significant findings. Among these discoveries, the most intriguing and transformative is the realization that every acquisition of new knowledge or skill results in a corresponding alteration of the brain's structure.

Neuroplasticity is a phenomenon that has been discovered in recent years. Previously, it was believed that after puberty, the brain underwent only negative changes such as the loss of brain cells due to aging or damage caused by a stroke. However, studies have shown that the adult brain is capable of remarkable amounts of reorganization. It has been found that all of our behaviors have an impact on our brain and these changes are not limited by age. This is indeed good news as brain reorganization occurs constantly and can aid in recovery after brain damage. The underlying mechanism behind these changes is neuroplasticity.

What is the appearance of the phenomenon under discussion? The human brain has the capacity to undergo three fundamental changes that facilitate the process of learning. The first of these changes is chemical in nature. The brain operates by transmitting chemical signals between neurons, which in turn triggers a sequence of actions and reactions. To facilitate the process of learning, the brain can augment the quantity or concentration of these chemical signals that are exchanged between neurons. This change can occur rapidly, thereby supporting short-term memory or the temporary enhancement of motor skills.

The brain can undergo structural changes to facilitate learning, which involves altering the connections between neurons. This process is time-consuming as it involves physical modifications to the brain. Such changes are associated with long-term memory and the improvement of motor skills. These processes are interrelated, as exemplified by the experience of learning a new motor skill such as playing the piano or juggling. While short-term improvements may occur due to increased chemical signaling between neurons, long-term memory requires structural changes that may not always be induced. This phenomenon explains why improvements made in a single practice session may not be retained the following day.

It is important to bear in mind that the formation of long-term memories is a gradual process. Short-term observations do not necessarily indicate learning, as it is the physical and chemical changes that occur over time that support the retention of information. Structural changes within the brain can also facilitate the integration of various brain regions, which work in tandem to support the learning process. Additionally, certain behaviors can lead to changes in brain structure or enlargement of specific regions that are crucial for particular functions. For instance, individuals who read Braille tend to have larger hand sensory areas in their brain compared to those who do not. Furthermore, the dominant hand motor region, located on the left side of the brain for right-handed individuals, tends to be larger than the corresponding region on the opposite side.

According to research, London taxi cab drivers who are required to memorize a map of London in order to obtain their taxi cab license exhibit larger brain regions dedicated to spatial or mapping memories. The brain's ability to support learning can also be enhanced through functional alterations. With repeated use, a brain region becomes increasingly excitable and easier to access. Consequently, the brain adjusts the activation patterns and timing of these areas as their excitability increases.

Through the process of learning, it has been observed that entire networks of brain activity undergo shifts and changes. This phenomenon, known as neuroplasticity, is facilitated by chemical, structural, and functional alterations that occur throughout the entire brain. While these changes can occur independently, they typically occur in tandem, working in concert to support the learning process. It is important to note that these changes are ongoing and constantly taking place. In essence, the remarkable neuroplasticity of the brain is a testament to its incredible adaptability and capacity for growth.

What factors impede the acquisition of knowledge and skills? Why do certain students struggle academically? Why does memory decline with age? Moreover, why do individuals not fully recuperate from brain injuries? These inquiries pertain to the limitations and facilitators of neuroplasticity, which is the focus of my research. Specifically, I investigate the relationship between neuroplasticity and stroke recovery. Notably, stroke has recently fallen from being the third to the fourth leading cause of death in the United States.

Encouraging news, however, recent findings indicate that the incidence of stroke has not decreased. Rather, advancements in medical care have improved survival rates following severe strokes. Unfortunately, restoring brain function after a stroke remains a significant challenge, and effective rehabilitation interventions have yet to be developed. Consequently, stroke remains the primary cause of long-term disability in adults worldwide. Furthermore, individuals who suffer from stroke are increasingly younger and living longer with the disability. Research conducted by our group has revealed a decline in the health-related quality of life of Canadians who have experienced a stroke. Clearly, there is a pressing need to enhance our ability to facilitate recovery from stroke.

This is a significant societal issue that remains unresolved. To address this, it is evident that behavior is the most effective driver of neuroplastic change in the brain. However, the challenge lies in the substantial amount of practice required to learn and relearn motor skills. Delivering these large doses of practice is a complex and costly problem. As such, our research has focused on developing therapies that prime or prepare the brain for learning.

Various approaches have been explored in the pursuit of therapies that accelerate stroke recovery, including brain simulation, exercise, and robotics. However, my research has revealed a significant obstacle to the development of such therapies: the highly variable nature of neuroplasticity patterns among individuals. As a researcher, I have found this variability to be a challenging factor, as it poses difficulties in statistical analysis and testing of data and ideas. Consequently, medical intervention studies are designed to minimize variability. Nevertheless, my research has demonstrated that the most valuable and informative data we collect is that which highlights this variability.

Through the examination of the brain following a stroke, we have gained significant insights that are transferable to other domains. One of the key takeaways is that behavioral patterns are the primary catalysts for neuroplasticity, rendering pharmacological interventions ineffective. The most efficacious approach to learning is through consistent practice, and it is imperative that individuals undertake the necessary effort to achieve their goals. Furthermore, our research has demonstrated that heightened challenges during practice sessions result in greater learning outcomes and structural modifications in the brain.

The issue at hand pertains to the dual nature of neuroplasticity. On one hand, it can yield positive outcomes such as acquiring new knowledge and honing motor skills. Conversely, it can also have negative effects such as memory loss, drug addiction, and chronic pain. The brain is highly malleable and is shaped both structurally and functionally by one's actions and inactions. Another key takeaway is that there is no universal approach to learning, and therefore, no standardized formula for success.

The widely held notion that mastering a new motor skill requires 10,000 hours of practice is not entirely accurate. The process is highly individualized, with some individuals requiring significantly more practice than others, while others may require less. The uniqueness of our plastic brains precludes the existence of a universal intervention that can work for everyone. This realization has led to the concept of personalized medicine, which posits that each individual requires a tailored intervention to optimize outcomes. This idea originated from cancer treatments.

It has been discovered that genetics play a crucial role in the effective pairing of certain types of chemotherapy with specific forms of cancer. My research has revealed that this principle also applies to the recovery process following a stroke. Biomarkers, which are specific characteristics of brain structure and function, have proven to be highly beneficial in matching individual patients with appropriate therapies. The data collected from my laboratory indicates that a combination of biomarkers is the most accurate predictor of neuroplastic change and patterns of recovery after a stroke. This is not surprising, given the complexity of the human brain. However, I believe that this concept can be applied more broadly. Considering the unique structure and function of each individual's brain, what we have learned about neuroplasticity after a stroke can be applied to everyone. It is important to note that everyday behaviors have a significant impact on the brain and can lead to changes. Therefore, I propose that we should not only consider personalized medicine but also personalized learning.

The distinctiveness of one's brain has a significant impact on both their capacity as a student and as an educator. This concept sheds light on why certain children thrive in conventional educational environments while others do not, and why some individuals possess an aptitude for learning languages while others excel in sports. As you depart from this room today, your brain will have undergone a transformation since the morning. This is a remarkable phenomenon, as each individual's brain will have undergone a unique change.

Comprehending these differences, individual patterns, and variations is crucial in advancing neuroscience. It will enable the development of novel and more effective interventions, as well as facilitate the matching of learners with teachers and patients with interventions. This applies not only to stroke recovery but also to each of us as parents, educators, managers, and lifelong learners, as evidenced by your presence at TEDx today.

It is recommended to conduct a self-study on your preferred learning methods and patterns. It is advisable to reinforce healthy brain behaviors and eliminate unhealthy habits. Consistent practice is essential as learning requires effort from the brain. The most effective strategies for learning vary from person to person and even within individuals. For instance, learning music may be effortless for some, while learning to snowboard may be challenging.

It is hoped that you will develop a newfound appreciation for the remarkable capabilities of your brain. Your brain is malleable and constantly influenced by your surroundings. Every encounter and experience has the potential to shape your brain positively or negatively. Therefore, it is crucial to strive towards building the brain you desire. Thank you for reading.