At its most fundamental level, learning is the process through which an individual mentally processes new knowledge and skills acquired through experience, observation, or interaction. Each act of learning leads to the formation of new synaptic connections in the brain, and today numerous studies are being conducted on the neurobiological changes that occur in the brain after learning.
In a study examining the healing and developmental effects of learning on the brain, 18 professional and 18 amateur archers were asked to shoot arrows. While the athletes were shooting, their brain activity was measured using fMRI. The results showed that amateur archers exhibited higher levels of brain activity compared to professional archers. When a newly learned movement is performed, it initially requires a great deal of brain activity. As the movement is repeated, it becomes automatic. This means that when a behavior is repeated, the brain expends less energy to perform that action.
Scientists at Cornell University analyzed the results of previous studies in which individuals were given new tasks and their learning processes were observed, in order to understand how the brain changes during learning. The findings revealed that when new information is learned or a movement is performed for the first time, activity in attention-related areas of the brain decreases with practice and repetition. At the same time, activity increases in brain regions associated with imagination and thinking.
As a result, while performing a repeatedly practiced behavior, individuals are also able to recall past events or think about the future. Research has identified the main positive psychological effects of learning on individuals as follows:
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It increases self-confidence and a sense of self-efficacy.
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It reduces stress and anxiety.
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It lowers the risk of depression.
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It enhances cognitive flexibility.
Consequently, learning strengthens social bonds, fosters a sense of belonging within groups, increases sharing and interaction, and thereby reduces feelings of loneliness.
However, when learning is not managed well, individuals may feel more discomfort than they did before learning. For example, after learning something new, a person may think, “I knew so little,” or feel anxious about needing to act differently now that they know more, or about having to move beyond their comfort zone.
Therefore, learning must be managed effectively and occur step by step. Learning engages the individual holistically and enables them to feel better biologically, psychologically, and socially. It sharpens the mind, balances emotions, helps individuals understand their emotions, and allows them to regulate those emotions more effectively.
As a result, people are able to say “no” more clearly and are less susceptible to manipulation.
Learning is sometimes freedom achieved at the cost of disrupting comfort—and freedom is the greatest comfort of all.
References
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https://www.sciencenewsforstudents.org/article/learning-rewires-brain
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Gallicchio, G., Cooke, A., & Ring, C. (2017). Practice makes efficient: Cortical alpha oscillations are associated with improved golf putting performance. Sport, Exercise, and Performance Psychology, 6(1), 89–102.
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Johnson, M. H., Munakata, Y., & Gilmore, R. O. (1993). Experience and brain development. In Brain Development and Cognition: A Reader (Second Edition, pp. 186–216).