As we strive to understand learning differences, it’s important to make the distinction between Primary Learning and Secondary Learning.

Primary Learning is “pre-programmed” to happen as part of natural development.  Specific areas of the brain are devoted to it, and it does not need to be taught.

An example of primary learning is language. All children with normal brains automatically learn the languages in which they are raised, without formal instruction. There are identifiable locations in the brain (about thirty of them!) that are “language areas” containing  neurons specialized for the jobs of learning and using language.

Of course languages themselves are not innate; no child is born knowing English or Japanese, but the ability as well as the motivation to learn language is hard-wired into every child’s brain.

Not only can little kids learn languages, they are itching to do so! Children who are raised without language exposure actually invent their own.

Meanwhile, Secondary Learning is not innate and is not learned automatically, and there are no specific brain centers devoted to its  subject matter. Instead, secondary learning requires the building of neural connections from one brain area to another. (These are actual changes in brain structure which can now be seen with various kinds of modern scanning and imagery equipment).

Driving is one example of secondary learning, as are all schools subjects including reading, writing and mathematics. Basically, anything  a prehistoric hunter-gatherer person didn’t naturally do (drive cars, fly airplanes, do calculus, write novels) requires secondary learning skills.

One prevalent preschool myth is that reading is as natural for young children to learn as is speaking. This is simply not true. It is testimony to the flexibility and brilliance of the human brain that most kids do learn to read fairly easily, but in fact it takes effort and practice to build and strengthen neural connections that don’t already exist in the brain. It also takes a great deal of interest and desire.

From a  neurological perspective, learning to read is dauntingly difficult. Yet, most kids make it look so easy we assume it is easy.

It is my opinion that we would have far fewer special ed classes, frustrated children and disillusioned, learning-adverse adults if our educational methods were more in sync with how secondary learning happens.  There needs to be far more support, encouragement, and flexibility built into the system, in order to help more individuals learn difficult subject matter at their own pace and thereby with more success.

I believe we’d have a stronger democracy and a better world if more people felt confidence in their knowledge and their thinking skills and could thereby more eagerly accept the challenge of learning.

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From Psych Central's website:
PsychCentral (December 6, 2009)

Luciano Lobato (December 6, 2009)

Speaking of Love | Always Learning | Trends Online (April 17, 2010)

    Last reviewed: 31 Jul 2011