Learning and Daydreaming: Implications from Autism Research

"A daydream is a meal at which images are eaten..." W H Auden

BBC News recently reported on 15 May 2006 on a research study by the National Autistic Society and Research Autism, which found that people with autism do NOT daydream. Using fMRI scans, the study discovered that people with autism do not exhibit activity in parts of the brain that are associated with daydreaming processes.

Neuroscientists believe that daydreaming aids the processing of emotions and reflections. It was also reported that the absence of social skills in people with autism, is likely due to this lack of activity in the areas of the brain responsible.

While the findings are still far from definitive, this study at least opens up 3 implications for an improvement to learning processes that capitalise on these new insights about the brain:

• Opportunities for reflection, imagination and fantasy

After concrete instruction has taken place, educators should look towards creating reflection opportunities during lessons. These can be teacher-guided or fully learner-directed, depending on the audience. To aid the process, educators can apply accelerated learning techniques, for example, by using music to aid in learner visualisation of success in applying the learned principles, for instance. We particularly like Baroque and Mozart compositions.

• Sharing of 'Daydreamed' Reflections and Imaginations

Consolidation of learning should provide for opportunities for learners to interact and share their 'Daydreamed' reflections. These could range from peer and group sharing to active role-play. These form the basis for finer points such as unique perspectives and discussion points for future lessons to emerge and also allows the teacher to gain feedback. By creating a 'secure' environment in which sharing can be done, educators can hinge on the emotion-memory connection in the brain for increased retention of learning.

• Educators will need to develop a repertoire of assessment modes

Assessment modes should incorporate portfolio work or journals to record the learner's reflections on the subject over time. Portfolio items should include sketches, poems, short essays, photographs that focus on the student's 'daydreamed reflections' etc, to capture the learner's cognitive and emotional growth process.

There's certainly a lot more to learn about the Brain and how teaching and learning are impacted by each discovery. Educators should keep an open mind about neuroscientific knowledge and review their practice and where appropriate, adapt accordingly.

Noel Tan

Resident Philosopher

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