On recognizing learning disorders: where do we stand?
Photo by agu²! on Foter.com / CC BY-NC-SA When Kandel said that “In the study of memory storage, we are now at the foothills of a great mountain range. We have some understanding of the cellular and molecular mechanisms of memory storage, but we need to move from these mechanisms to the systems properties of memory” (UCD, 2009), it was important to me to understand that his call addresses a move from a singular and isolated view to an effort from all parties involved in studying the mind-brain relation to consider the systemic view of how integration promotes diverse functions. As an educator, I have often noticed the isolation that practitioners of different – albeit interrelated – areas defend their praxis. It seems that the breaking into small parts that is so important to an accurate understanding of the limits that cognitive capacity forces upon processing of information have been taken to extremes (Craik & Lockhart, 1972; Green & Bavelier, 2008; Lockha