Visual learning

Multiple brain areas are involved in this process such as the frontal lobe, the right extrastriate cortex, the neocortex, and again, the neostriatum.

[5] With the coming together of tasks of recognition, categorization, and learning; schemas help make the process of encoding new information and relating it to things you already know much easier.

[6] Between the fetal stage and 18 months, a baby experiences rapid growth of a substance called gray matter.

Gray matter is the darker tissue of the brain and spinal cord, consisting mainly of nerve cell bodies and branching dendrites.

[citation needed] It is responsible for processing sensory information in the brain such as areas like the primary visual cortex.

Lastly, the inhibitory pathway regulates the activity in the superior colliculus and is later responsible for obligatory attention in the infant.

A study by Haith, Hazan, & Goodman in 1988 showed that babies as young as 3.5 months, are able to create short-term expectations of situations they confront.

Expectations in this study refer to the cognitive and perceptual ways in which an infant can forecast a future event.

For example, anticipatory looks portray the infant as being able to predict the next part of a pattern which can then be applied to the real world scenario of breast-feeding.

[8] David Roberts (2016) tested multimedia learning propositions, he found that using certain images dislocates pedagogically harmful excesses of text, reducing cognitive overloading and exploiting under-used visual processing capacities [9] From the ages 3–8, visual learning improves and begins to take many different forms.

At this age, toddlers are using their newly developed sensory-motor skills quite often and fusing them with their improved vision to understand the world around them.

There is an emphasis placed on objects and things that are directly in front of them and thus proximal vision is the primary perspective of visual learning.

[10] The way a child integrates visual learning with motor experiences enhances their perceptual and cognitive development.

[11] For elementary school children aged 4–11, intellect is positively related to their level of auditory-visual integrative proficiency.

With increased attention to lesson material, many positive outcomes have been seen with the use of visual tactics in the classrooms of middle-aged students.

One study also found that learning about emotional events, such as the Holocaust, with visual aids increase middle- aged children's empathy.

[15] This means that adolescents and young adults typically learn differently, and subsequently often utilize visual aids in order to help them better comprehend difficult subjects.