Chemicals in the Brain that Impact Learning and Memory

Dreher et al., (2009), explains that the transmission of dopamine, a chemical in the brain
is influenced by genes referred to as catechol-O-methyltransferase (COMT) and polymorphisms,
which function in the brain. The main genetic impact is in the robust level of blood and oxygen
in the blood resulting in differences in responses. The response of different brain regions to
information is genetically influenced resulting in variations in the reception of rewards.
Therefore, the individual differences among learners in anticipation and reception of rewards
result from differences in the dopamine chemical in the brain (Dreher et al., 2009).
Consequently, there are variations in an individual’s predisposition to neuropsychiatric disorders
depending on the dopamine availability in the brain region. The article explains why different
learners respond differently to reward systems.
Dopamine is a chemical in the brain that is associated with both motivational and motor
functions. The chemical has been proved vital in ‘stamping in’ the associations between a reward
stimulus, and the response to the reward. Associations, such as stimulus-reward, are critical for
continuous motivation based on a previous reward experience. Response habits are triggered by
an external stimulus that has previously been linked to a reward. The response to such responses
does not rely on the function of dopamine. Even though the effectiveness of the reward-stimuli to
motivate does not depend on the function of dopamine, elevated levels of the chemical amplify
the effectiveness of the stimulus. The function of dopamine, in this case, is to amplify or
strengthen the effectiveness of the stimulus-reward. Therefore, dopamine is important in the
retrieval of memories associated with learning, where a reward system is involved. The role of
dopamine is important in the immediate arousal of behavior associated with memory and
learning of a motivational stimulus.

In teaching, I will use constant feedback to encourage learners to put in more effort in
anticipation of a future reward. Feedback on learner’s progress, such as “good work” will be
instrumental in motivating the learner to do more and take charge of his or her learning process.
Such feedback enhances the level of dopamine in the learners’ brains, thus motivating them to do
more for better feedback or a reward at the end of the session. Increased levels of dopamine in
the brain are essential for better academic performance. also, it motivates learners with a fixed
mindset to adopt a positive and growth mindset as this will better facilitate the learning process.
Overall, I will also encourage the students to engage in physical exercises and meditate
more often after class, as these are essential activities in enhancing motivation to learn due to
increased dopamine levels in the brain. Besides, I will give assignments and exercise, requiring
learners to do creative things. The flow of information in the brain will be enhanced by
dopamine, and this will be achieved by helping learners do things that they enjoy. Lastly, I will
focus on differentiated instruction as this ensures that I factor in the genetic variation in learners
and how that affects their dopamine levels. As Dreher et al., (2009), asserts, learners will not
respond to a reward system the same; thus, I will ensure that I identify what motivates each
learner and provide tailored instructions and assignments. consequently, the dopamine levels of
each learner will increase, and learning will be enhanced.

References

Dreher, J. C., Kohn, P., Kolachana, B., Weinberger, D. R., & Berman, K. F. (2009). Variation in
dopamine genes influences the responsivity of the human reward system. (2009).
Proceedings of the National Academy of Sciences of the United States of America,
106(2), 617–622. Retrieved from http://search.ebscohost.com.proxy-
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