Unlocking the Power of Neuroplasticity: How Learning Reshapes the Brain

How do we learn, and why do some people grasp things more easily than others? Dr. Lara Boyd, a brain researcher at the University of British Columbia, is captivated by these questions. Brain research is a frontier in understanding human physiology and identity. According to Dr. Boyd, the brain is changing at an incredible pace, and much of what we once believed about it has proven to be incorrect or incomplete. For instance, the idea that the brain becomes fixed after childhood is entirely false. Another myth is that we only use certain parts of the brain at a time and that it remains inactive when we’re at rest. In reality, even when we’re not thinking, the brain is highly active. Thanks to advancements in technology like MRI, we’ve made groundbreaking discoveries, the most transformative being that every time we learn something new, we change our brain. This phenomenon is called neuroplasticity.

Just 25 years ago, scientists believed that after puberty, the brain could only change negatively, such as through the loss of brain cells with aging or damage from a stroke. However, research has revealed that the brain is capable of remarkable reorganization throughout life. All our behaviors can alter the brain, and these changes aren’t limited by age. In fact, neuroplasticity plays a crucial role in recovery after brain damage. The brain can change in three fundamental ways to support learning: chemically, structurally, and functionally.

First, chemical changes occur when the brain increases the concentration of chemical signals between neurons, which supports short-term memory and performance improvements. These changes happen rapidly. Second, structural changes involve the brain altering connections between neurons, which takes more time and supports long-term memory and skill development. For example, people who read Braille have larger sensory areas in the brain, and London taxi drivers who memorize city maps have more developed regions for spatial memory. Lastly, functional changes occur when frequently used brain regions become more excitable and efficient. As we learn, the brain shifts its activity patterns and forms networks of brain regions that work together.

However, learning isn’t always easy. Sometimes, we experience short-term progress that disappears the next day. This happens because chemical changes occurred, but structural changes, which are necessary for long-term learning, didn’t take place. This explains why practice and repetition are essential for lasting learning. The struggle we face while practicing actually leads to greater learning and more profound changes in the brain.

Dr. Boyd's research primarily focuses on stroke recovery, where neuroplasticity is vital. Although stroke is no longer the third leading cause of death in the U.S., the number of strokes hasn’t decreased. Instead, medical advancements have improved survival rates. However, helping the brain recover remains challenging due to the lack of effective rehabilitation methods. Stroke is now the leading cause of long-term disability in adults, with survivors often living with disabilities for many years. The best way to drive neuroplastic changes is through behavior, but the amount of practice needed to re-learn motor skills is immense and expensive. Dr. Boyd’s approach involves developing therapies that prepare the brain for learning, such as brain stimulation, exercise, and robotics.

One significant challenge in stroke recovery is the high variability in neuroplasticity among individuals. This variability used to frustrate Dr. Boyd as it complicated data analysis. However, she eventually realized that this variability holds valuable information. By studying the differences in brain structure and function, her team can better match therapies to individual patients. This concept, known as personalized medicine, is similar to cancer treatments that are tailored to a patient’s genetics. In the same way, identifying brain biomarkers can help predict neuroplastic changes and recovery patterns after a stroke.

Dr. Boyd’s findings have broader implications for learning and personal development. Since our brains are unique, there’s no universal method for learning that works for everyone. For example, some people excel at learning languages, while others are naturally skilled at sports. The key to effective learning is understanding how your brain works and adopting strategies that suit your unique needs. The brain is constantly being shaped by everything we do and experience, whether positive or negative. By repeating healthy behaviors and breaking bad habits, we can actively shape our brains for the better. In the end, learning is about doing the work that your brain requires. As Dr. Boyd emphasizes, “Go out and build the brain you want.”