Experiential Learning Styles and Neurocognitive Phenomics

TL;DR

This paper advocates for integrating neurocognitive phenomics into learning sciences to better understand cognitive processes through a comprehensive brain development perspective, linking learning styles with neurobiological factors.

Contribution

It introduces a novel approach combining neurocognitive phenomics with learning sciences, emphasizing the importance of brain development and environmental influences on learning styles.

Findings

Neurocognitive phenomics offers a broad framework for understanding learning processes.

Linking brain processes to learning styles can inform personalized education strategies.

The approach suggests new research directions in cognitive and educational neuroscience.

Abstract

Phenomics is concerned with detailed description of all aspects of organisms, from their physical foundations at genetic, molecular and cellular level, to behavioural and psychological traits. Neuropsychiatric phenomics, endorsed by NIMH, provides such broad perspective to understand mental disorders. It is clear that learning sciences also need similar approach that will integrate efforts to understand cognitive processes from the perspective of the brain development, in temporal, spatial, psychological and social aspects. The brain is a substrate shaped by genetic, epigenetic, cellular and environmental factors including education, individual experiences and personal history, culture, social milieu. Learning sciences should thus be based on the foundation of neurocognitive phenomics. A brief review of selected aspects of such approach is presented, outlining new research directions. Central, peripheral and motor processes in the brain are linked to the inventory of the learning styles.