Learning Capacity In Learning

Learning capacity can be defined as ways that individuals recognise, absorb and use knowledge (Henley 2014). According to Vocabulary.com (2014), the word capacity means the ability to do something. From here, we can describe learning capacity as the ability to learn. Learning occurs continuously throughout a person’s lifetime. We start learning since young aged till old throughout our lifespan (Dynamic Flight 2003).Everyone is born with the capacity to learn, however, it varies between individuals. Some have a greater learning capacity while some do not. Researches have been done to show that learning capacity interplay between the internal and external forces and hence, everyone may have difference in their learning capacity. It is a fact

Cognitive theory states that learning capacity is what going on inside student’s mind. According to cognitive theory, learning is not just a difference in behaviour, it is a modification in the way a learner thinks. Following it is the information processing model which describes that one’s brain has internal structures which select and operate incoming material (Dynamic Flight 2003). According to studies performed by the Laboratoire de Psychologie du Développement et de l'Education de l'Enfant (CNRS/Université Paris Descartes/Université de Caen Basse-Normandie), in collaboration with the NeuroSpin Center (CEA), brain shape does affect learner’s learning capacities. Everyone has cognitive control which is a crucial component of intelligence and learning capacity. However, the difference of our brain does affect it and therefore it differs from individuals. The scientists explained that if the asymmetry of the right and left hemisphere corresponds to more lateralization, the greater specialization of each hemisphere. This helps to improve the ability to resolve tasks. Learners whose two hemispheres were asymmetrical at the level of the cingulate cortex achieved better results and displayed greater capacity for cognitive control. From this, we can know that everyone may have different

Teachers have the unique opportunity to support students’ academic and social development at all levels of schooling (Baker et al., 2008; Bronfenbrenner, 1979; Bronfenbrenner & Morris, 1998; McCormick, Cappella, O’Connor, & McClowry, in press). According to the attachment theory (Ainsworth, 1982; Bowlby, 1969), positive relationships enable learners to feel safe and secure in their learning environments which helps providing scaffolding for social and academic skills. Learners who have positive teacher-student relationships may have the feeling of closeness, warmth and positivity which will increase their learning ability (Hamre & Pianta 2001). Students will use this relationship as a secure base for them to explore the classroom both academically and socially. Positive relationship with an adult may protect against the negative outcomes associated with children who stay in poverty (Gallagher 2014). According to Murray and Malmgren (2005), low-income students who have strong teacher-student relationships have higher academic achievement than peers who do not have a positive relationship with a teacher. Therefore, if a learner is born in a rural area, he/she may still able to have great learning capacity if he/she has a positive relationships with everyone in the