Jackman, Matthew_Senior Thesis 2026

Neuroplasticity and Optimal Learning: Why Classrooms Are Teaching Wrong Matthew Jackman Senior Thesis | 2026

Jackman 1 Matthew Jackman Dr. Jewell Senior Thesis March 2, 2026 Neuroplasticity and Optimal Learning: Why Classrooms Are Teaching Wrong The pursuit of knowledge, understanding, and mastery is something humans have strived for since the dawn of humanity. In the modern day, learning is extremely prevalent, from learning new skills applicable in any type of daily context, but, more specifically, in classroom environments where learning abstract concepts is common practice. Typically, learning is categorized into two different categories: declarative learning, and procedural learning. Declarative learning refers to the learning of factual knowledge, or knowledge that can usually be consciously explained or described to others, such as a fact (there are 7 days in a week). Procedural learning refers to learning that people are not typically consciously aware of, such as riding a bike or typing without looking at the keyboard.1 Mastery of many skills requires the usage of both declarative and procedural learning. Structured learning in academic spaces often uses passive, time-based learning methods, where students adhere to a unit schedule instead of demonstrating understanding before moving on. In addition, various widespread myths and false beliefs in outdated theories slow down the learning process in the classroom by creating fixed mindsets and mentalities focused on incorrect and inefficient learning methods. Some popular examples include people identifying as visual learners, or considering themselves to have multiple intelligences. Neuroscience and modern research suggests that the classroom isn’t teaching its students in efficient ways, by disproving previously accepted learning myths, and providing 1

Salaberry, Maximo. (2018). Declarative Versus Procedural Knowledge.

10.1002/9781118784235.eelt0051.

Jackman 2 more realistic methods to learn in more efficient ways. Classroom contexts are best understood as skill acquisition with the goal of having strong procedural control guided by deep declarative understanding. Education often relies on outdated learning myths and ineffective instruction. Approaches to learning guided by modern neuroscience along with the emphasis regarding the importance of both declarative and procedural learning is more effective than traditional outdated teaching methods, and where possible learning should be refactored to reflect modern methodology. ​ Learning is a broad term. The process of learning can be understood in a variety of ways, such as the mimicry of behavior or the evolution of beliefs. At the most fundamental and scientific level, learning occurs through the changing of brain cells.

Unfortunately, only about half of teachers and the general public believe that “learning occurs through the modification of the brain’s neural connections”.2 The human brain has an average of 86 million electrically active nerve cells known as neurons.

Connections between multiple neurons are known as synapses.

Neurotransmitters, such as serotonin or dopamine, carry signals across these synapses to promote learning. Dendrites and axons extend from neurons, with dendrites receiving information from the outside world, or from other neurons, and with axons sending information to muscles, glands, or other neurons. When dendrites are stimulated, an electrical signal flows from the dendrites to the cell body, and then through the axon. Then, the electrical signal is able to be passed to other neurons. Finally, the signals, which are carried by neurotransmitters, get to the postsynaptic neuron. There, they proceed to inhibit or excite other electrical signals.

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Owens MT, Tanner KD. Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching. CBE Life Sci Educ. 2017 Summer;16(2):fe2. doi: 10.1187/cbe.17-01-0005. PMID: 28450442; PMCID: PMC5459260.

Jackman 3 ​ Throughout a person’s life, their neurons have the ability to change their signaling and synaptic connections, allowing for learning and memory. Even small experiences such as navigating a maze has been found to alter the human brain. One potential misconception surrounds the concept of the creation of new neurons, also known as neurogenesis. Newly formed neurons are extremely sparse, and are, mostly, not responsible for brain changes. Instead, learning primarily occurs because of a concept known as synaptic plasticity. Synaptic plasticity occurs when the strength or number of connections between the connections of neurons that already exist changes. The most used connections are typically enhanced the most. When a presynaptic neuron causes a postsynaptic neuron to fire, the presynaptic neuron will become better at triggering the postsynaptic neuron. ​ Synaptic plasticity is the basis for learning. For example, learning a new song on the piano starts off slow and awkward.

First, seeing a note on the page will slowly translate into the brain telling the fingers the correct key to press down. Over time, with consistent practice, the same neurons involved with reading the music and playing the corresponding keys will fire together and create stronger connections, meaning that after practice, the neuronal connections will get stronger, and fewer mistakes will happen. Because of synaptic plasticity, the brain is able to learn new skills and rewire itself making actions become easier and faster. ​ Since synaptic plasticity results in learning, it is important to maximise synaptic plasticity whenever possible. The neurotransmitter dopamine, which is typically associated with motivation and attention, and the neurotransmitter acetylcholine, which is typically released in surprising situations, typically impair synaptic plasticity when they are blocked, and vice versa, tend to enhance synaptic plasticity when they are present. However, there are also situations that tend to inhibit synaptic plasticity. The

Jackman 4 body’s typical response to stress and fear can include the stress hormone, cortisol. The brain has many receptors for cortisol located mainly in areas relevant to memory. Small increases in cortisol have been found to improve performance in memory tests, but high levels of cortisol prevent the creation of new memories.

Similarly, cortisol has been found to have related effects on synaptic plasticity, with high levels of cortisol inhibiting the strengthening of connections between synapses. Chronic stress has been found to impair memory and learning, and is also associated with certain structures in the brain shrinking. ​ Understanding the biological basis of how learning occurs is important. Neuroscience shows that classroom environments can often promote negative neurotransmitters and hormones, blocking the path to optimal learning. In a classroom setting where students are learning information that they feel is either not engaging or boring, dopamine may not be released, potentially impairing synaptic plasticity. In addition, stressful classroom environments may also impair memory and synaptic plasticity.3 One potential change that becomes exceptionally clear in its importance with a neuroscience focused approach to learning is that healthy lifestyles need to be emphasized more in schools. While the precise effects of sleep, a balanced diet, and sufficient exercise on neuroplasticity are not known, aerobic exercise has been shown to improve certain functionality of the brain, such as improved motor function, and improved motor skill acquisition, suggesting that the nervous system might be primed for learning and skill acquisition by aerobic exercise. In addition, resistance training increases MEPs (motor-evoked potentials), decreases SICI (short-interval intracortical inhibition), and also decreases CSP (contralateral 3

Owens MT, Tanner KD. Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching. CBE Life Sci Educ. 2017 Summer;16(2):fe2. doi: 10.1187/cbe.17-01-0005. PMID: 28450442; PMCID: PMC5459260.

Jackman 5 silent period) during the time in which the muscle is active during the training. These are all changes that are associated with significant cognitive improvements. Exercise has been effective in promoting cognitive functioning and neuroplasticity in people who have had a stroke, people who experience multiple sclerosis, and people who experience depression, especially when aerobic and strength exercises are combined. In addition, diet has been proven to promote good brain function and structure, and it has appeared to increase the amount of neuroplasticity present in the brain.

Consequently, consistent unhealthy diets lead to negative brain functioning.

There are many “myths” regarding the way that students learn. One of these myths regards the idea that people have “multiple intelligences”. Proposed by Gardner and Hatch, the idea of multiple intelligences proposes that people are given innate talents at birth. For example, they propose that one could have “emotional” intelligence, and have strength in sensing the feelings that others have, while lacking skill in another area such as dance, meaning that they don’t have “musical” intelligence. If Gardner and Hatch’s theory is true, this would suggest a need for hyperspecific individualization for learners, however, this claim, despite being commonly accepted, has been found to be unscientific due to its lack of scientific evidence. Initially, Gardner’s theory was accepted due to the theories available in the 1980s, but more modern neuroscience research has shown that the brain is not organized in separate modules. ​ This neuromyth has been widely spread throughout the educational world, with a lot of educators using the theory of multiple intelligences in their classrooms, and as a result, both teachers and students are led to falsely believe that individualized, modulated learning based on the theory of multiple intelligences is optimal, a harmful belief, as other methods of learning including but not limited to repetition of information, students having

Jackman 6 increased amounts of personal attention from their teachers, and increased enthusiasm of teachers who employ new teaching methods has been found to be more effective.4 ​ Another commonly accepted myth in regards to learning is that different people learn best with different learning styles, such as visual learning, tactile learning, or auditory learning.

Some people identify with a certain learning style, believing themselves to be ‘visual learners’. However5research has only shown extremely slight differences in preferences and aptitudes of learning styles, insignificant in comparison to other optimizations made in learning.

While many people believe this to be true, the APA has found that there is no scientific evidence to support the idea of learning styles. ​ Across two online experiments with a total of 668 participants, more than 90 percent of the participants believed in different learning styles. In addition, the participants primarily believed that their learning styles were inherited from their parents, and that their learning styles affected their brain functionality.

Importantly, they also tended to believe that their learning styles didn’t change, and that their learning styles predicted their academic and career success. ​ Because of the widespread belief in learning styles, educators spend time and money in order to make their lessons accessible to their perception of different learning styles. Students focus on studying methods that adhere to their perception of how they learn, which may not be optimal. Programs to certify educators sometimes incorporate learning styles into their courses, continuing to spread the myth of different learning styles.​ 4

Waterhouse L. Why multiple intelligences theory is a neuromyth. Front Psychol. 2023 Aug 28;14:1217288. doi: 10.3389/fpsyg.2023.1217288. PMID: 37701872; PMCID: PMC10493274.

5 Straumanis J. The science of learning: breaking news. J Diabetes Sci Technol.

2011 Mar 1;5(2):251-5. doi: 1

Jackman 7 ​ Understanding the various myths regarding learning and learning styles provides a lens to certain effects on the classroom that are otherwise unseen. These myths often have tangible negative impacts on teaching practices, such as how when people falsely believe in a certain style of learning, they might be chasing goals that aren’t efficient. In practice, this might look like when teachers may create slideshows that are centered around the idea of the myth of visual learners. The usage of visual aids can be useful, but they need to be viewed under the correct lens. The time used to cater to learning styles that don’t actually affect the learning speed and efficiency of students could be instead used in other teaching methods that have been shown to improve learning, such as giving more attention to students who would benefit from one on one instruction. ​ Mastering skills requires not only factual understanding gained from declarative learning, but also procedural knowledge.

The teaching of procedural skills is well documented in the field of clinical practice. While declarative knowledge can easily be passed down from a mentor to a student, procedural learning can be a much more complex, non-binary process. Researchers have proposed models for teaching skills that are primarily procedural.

One important piece of theory that has been researched is known as cognitive load theory. Cognitive load theory6 suggests that working memory can only retain 5-9 chunks of information at a time, an important fact for the learning of complex tasks.

Instructors should minimize cognitive load as much as possible to prevent cognitive overload by doing task analysis for learners, limiting the number of skills taught in one session, and limiting the time that learners divide their attention.

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Cognitive load theory. (n.d.). https://www.mcw.edu/-/media/MCW/Education/Academic-Affairs/OEI/FacultyQuick-Guides/Cognitive-Load-Theory.pdf

Jackman 8 For both simple and complex tasks, skills teaching literature commonly proposes a sequenced approach to teaching.7 One example of this is George’s Five Step Method.8 First, students learn why a skill is important for motivation. Next, the mentor or teacher silently demonstrates the skill without commentary to give students an idea of what performing the skill correctly looks like.

Third, the mentor will repeat the skill while taking time to describe their process, allowing students to understand how each step fits into the entire sequence as a whole, and giving time for students to ask questions. Then, the students must talk through the skill, demonstrating that they correctly understand and remember all the steps of the skill. Finally, students perform the skill while their mentor observes, and receive feedback or coaching as needed.

Novices were able to perform simple dental skills after only one attempt following this method. However, with more complex tasks, tasks that require more than seven skill elements, using a stepped approach has not been found to improve learning outcomes.9 For these more complex tasks, more detailed methods have been suggested. Nicholas et. al in a review of contemporary motor learning, suggests an integrated instructional model to teach multi-part psychomotor skills.10 Task analysis is when a teacher breaks a more complicated skill into smaller parts, not more than five to nine, and typically about seven. Skills with more steps 7

A simple five-step method for teaching clinical skills - net. (n.d.-a). https://fammedarchives.blob.core.windows.net/imagesandpdfs/pdfs/FamilyMedi cineVol33Issue8George577.pdf 8 A simple five-step method for teaching clinical skills - net. (n.d.-a). https://fammedarchives.blob.core.windows.net/imagesandpdfs/pdfs/FamilyMedi cineVol33Issue8George577.pdf 9 Burgess A, van Diggele C, Roberts C, Mellis C. Tips for teaching procedural skills. BMC Med Educ. 2020 Dec 3;20(Suppl 2):458. doi: 10.1186/s12909-020-02284-1. PMID: 33272273; PMCID: PMC7712522.

10 Nicholls, D., Sweet, L., Muller, A., & Hyett, J. (2016). Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature. Medical Teacher, 38(10), 1056–1063. https://doi.org/10.3109/0142159X.2016.1150984

Jackman 9 should be broken up into stages. Breaking down complex tasks into smaller pieces reduces cognitive load, as explained by cognitive load theory. ​ Nicholas et. al suggest that first, instructors should figure out what learners already know. Identifying the skill level and previous knowledge of learners avoids repetition and keeps learners engaged. ​ Next, instructors teach students key information and skill practice norms relevant to the task. Some examples include: sensory norms associated with the task, equipment handling, and diagnostic criteria. E-learning techniques have been found to be useful to provide learners with resources and information before performing the skill to avoid overload, in addition to allowing learners access information at times convenient to them.

Similar to before, then a silent demonstration of the task is done by the instructor. This allows students’ visual neural tract to focus only on the skill’s motor movements, without the brain processing and getting distracted by sensory information such as extra sound. This demonstration will be used by learners to self-evaluate their own performance, and to provide a mental schema of the skill. In other words, learners will develop a sense of when performing a skill doesn’t “feel”, “sound”, or “look right”.11 When the instructor then completes a commentated demonstration of the task, they should perform task analysis, teach the task’s parts from simple to complex (if possible), and to limit narration to only key points in order to reduce cognitive load. In addition, students should verbally describe the sequence of steps required to complete the skill.

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Nicholls, D., Sweet, L., Muller, A., & Hyett, J. (2016). Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature. Medical Teacher, 38(10), 1056–1063. https://doi.org/10.3109/0142159X.2016.1150984

Jackman 10 During the student’s completion of the task, errors should be corrected immediately to prevent learners from practicing and therefore encrypting mistakes in their long term memories.

Mentors should avoid constant talking to allow learners to focus on the sensory information of the task, to keep learners focused, and to avoid learners becoming reliant on instructors to complete the task.

After the task has been completed, the most important step of the learning process occurs in which educators provide feedback to the learners based on their performance in completing the task.

The previous methods were mainly derived in order to enhance the learning of medical students, but the same concepts can be applied to most classroom contexts once the classroom is understood as skill acquisition, similar to what is typically taught using the methods above. First, cognitive load theory and the limitations of human working memory is still relevant during the learning of declarative information. Teachers should keep cognitive load theory in mind and limit the amount of new information taught in one learning session, while also breaking up complex skills that they wish to teach. In addition, where possible, teachers should limit the time that they divide learner attention as much as the lesson allows. Secondly, students should be assessed in the early stages of learning to avoid teaching learners information that they already know or understand. Next, showing students how performing a skill or task looks before students attempt it themselves is extremely important. For example, a language teacher could construct examples of sentences with new grammatical structures before explaining and breaking down how the sentences are created. This allows learners to develop their own mental schemas of the skills they are trying to learn, allowing them to better evaluate their own performance and helping them to understand if their performance “feels right”, especially in a classroom setting where most of the learners have not seen the

Jackman 11 grammatical structure given. Depending on the complexity of the skill, it may be potentially beneficial for students to receive feedback as they complete the skill. Instructors should limit the amount of words that they use to give feedback and speak for the least amount of time possible when giving feedback while students are actively performing a skill to allow learners to fully focus on the task. This allows for learners to build correct habits while learning the skill, as without proper feedback they may incorrectly encode false information into their memories. Finally, feedback should be given to learners based on how well they performed the task. Evaluation should be done based solely on task performance, and should be split up into the evaluation of fewer skills at a time to prevent cognitive overload while students are still learning a skill. This may look like small graded activities, such as quizzes, at the end of learning about a new topic in order to evaluate how well students understand the topic. Importantly, these activities should focus on the specific skill being taught and experience of the learners. Quizzes done like this should not be large cumulative tests of learners throughout the entire year, but rather short evaluations of recent learning. In addition, they should be focused on making sure students understand new concepts instead of forcing students to combine concepts together before they have achieved competency with the current concepts to lower cognitive load and allow for students to employ their full attention on learning one skill at a time.

Treating learning as skill acquisition also broadens the horizons of techniques that learners can employ to strengthen their learning. In other words, when learning in the classroom is treated like other skills are, many more skill acquisition frameworks can be applied to the classroom as opposed to environments where classrooms are treated differently than other skills. Students can apply what they have learned about how they learn from other skills they have acquired such as competency in a sport or

Jackman 12 expertise in a game. In addition, literature surrounding broader types of skill acquisition can be applied to the classroom environment. For example, there is a lot of current research and literature about language learning, and if language learning and classroom learning not regarding language are treated similarly, then modern frameworks can be applied more effectively. Some potential researched methods regarding maximising neuroplasticity in other contexts, such as intense focus for brief periods of time, deliberate but spaced repetition, and feedback loops have all been found to aid in optimizing general skill acquisition. Therefore, under the lens of classroom learning as a non-unique skill that behaves just like any other skill, classroom learning can be performed more efficiently.12 In practice, educators can use the reframing of academic success as the result of skill acquisition to create more effective learning environments and experiences.

One method that has been studied to incorporate skill acquisition into modern classroom environments is mastery learning. Traditionally, classrooms use time-based learning in which students spend a specific amount of time on a topic or unit before moving on to the next topic or unit. In opposition, mastery learning is a learning model in which students progress to the next unit after demonstrating mastery of the current material. Mastery learning has been associated with better learning as compared to traditional time-based learning, and is based on stronger theory as compared to time-based learning.13 ​ Mastery learning is beneficial for a few primary reasons.

Firstly, if students do not achieve mastery in their first attempt, their process of correction will typically apply different methods of 12

Wolfe, D. A., & G, D. V. C. (2025). Rapid skill acquisition learn faster, retain more, and master any skill with proven techniques. Vocal Spark LLC. 13

A Practical Review of Mastery Learning Winget, Marshall et al.

American Journal of Pharmaceutical Education, Volume 86, Issue 10, ajpe8906

Jackman 13 instruction, ensuring that students can experience the method of instruction that works best for them. In addition, it provides students with multiple ways for students to acquire the skills that they need for mastery. Finally, mastery learning provides students with forms of engagement that are more relevant to the reason for learning. ​ Despite the well-known benefits of mastery learning, mastery learning has not been widely adopted in classrooms due to the increased workload needed to perform optimal teaching and the large amount of time students need to dedicate to courses employing mastery learning. Teachers are required to spend much more time engaging with students, as feedback, tracking the performance of students, and different types of assessments are needed for mastery learning. Historically, mastery learning has also been done with one teacher and one student due to the increased individuality given by personal instruction. While one-on-one instruction has been found to be useful, it is rarely realistic for teachers to give each student in their class the individual attention that a personal tutor can give. For students, mastery learning can result in a much larger workload as consistent assessments and feedback can consume a large amount of students’ time.

Fortunately, due to mastery learning mainly relying on feedback, it is more likely that resources used in assessments may be reusable year to year, as assessment security is less important in a curriculum employing mastery learning. Another workaround to the extreme workload that mastery learning requires, in some modern school systems, students that have proven themselves competent in the class material can help give individual attention to peer students who are currently learning the class material.

Medical schools have taken the increased workload placed upon students into account by setting limits on both elements of classes that are required, such as homework, and elements of classes that are not explicitly required, such as independent study outside of

Jackman 14 class time. Currently, mastery learning requires further study.

Specifically, the usage of mastery learning curriculum-wide needs to be studied. It is currently unknown how mastery learning can be implemented for every course in a school with both consistent assessments and feedback. Further comparisons of mastery learning with current classroom settings that are considered highly engaging, such as team based learning or the flipped classroom model, also need to be researched. Another ongoing question surrounds the way mastery learning represents the learning process. Current learning systems provide clear measurements of achievement to people not directly involved in the classroom, such as parents wanting to assess their child’s results in the classroom, with letter or number grades. More research is needed on ways to properly communicate the standards and achievements done in a curriculum using mastery learning. In summation, there are many optimizations behind mastery learning that are not fully understood or implemented yet.14 In summation, the science of learning has made many advancements in recent decades. Understanding the biological processes behind why learning occurs allows for creating more efficient classroom environments where students are able to engage with their learning and reduce stress. Similarly, many outdated ideas are now myths regarding the way that students learn helps begin to address the deeper systemic issues preventing students from learning when educators are misinformed from their training. Using strategies associated with skill acquisition to maximise neuroplasticity is equally important. Mastery learning, while currently being researched, is also a method that can be used to improve the understanding of students. All of the above all fall under skill acquisition, with biological processes being able to be 14

A Practical Review of Mastery Learning Winget, Marshall et al.

American Journal of Pharmaceutical Education, Volume 86, Issue 10, ajpe8906

Jackman 15 applied not just to the classroom but general skills, learning myths being understood with modern neuroscience, and neuroplasticity ideas and mastery learning having major implications in the medical field being transferred into skill acquisition in the classroom being useful. Reframing classroom environments as skill acquisition allows for the usage of efficient learning.

Overall, skill acquisition as a framework needs to be more prevalent throughout classrooms. The usage of skill acquisition allows for students to better understand learning in the context of their brain function as connected to other skills. When students and teachers understand how the process of learning works, they are able to address misconceptions and create better learning environments. While mastery learning is a system that has a lot of potential, the reality is that it is a complex system that requires a systemic redesign of other systemic issues. Difficulties arise when grades need to be presented to secondary schools. Without the complete reconstruction of academic society, many smaller things can be applied, such as reducing the amount of stress in smaller ways such as spreading graded material out so individual assignments contain less weight. In addition, making sure that lesson plans and curriculums do not mistakenly prioritize discipline over motivation is important to ensure that dopamine is released, allowing students to achieve better learning conditions.

Making classrooms a space that isn’t considered completely separate from the rest of students' lives by reframing learning in the classroom to skill acquisition creates a space where students can learn in more effective ways, and engage with their work on a deeper level.

Jackman 16 Bibliography Salaberry, Maximo. (2018). Declarative Versus Procedural Knowledge. 10.1002/9781118784235.eelt0051.

Owens MT, Tanner KD. Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching. CBE Life Sci Educ. 2017 Summer;16(2):fe2. doi: 10.1187/cbe.17-01-0005. PMID: 28450442; PMCID: PMC5459260.

Waterhouse L. Why multiple intelligences theory is a neuromyth. Front Psychol. 2023 Aug 28;14:1217288. doi: 10.3389/fpsyg.2023.1217288. PMID: 37701872; PMCID: PMC10493274.

Straumanis J. The science of learning: breaking news. J Diabetes Sci Technol. 2011 Mar 1;5(2):251-5. doi: 1 A simple five-step method for teaching clinical skills - net. (n.d.-a). https://fammedarchives.blob.core.windows.net/imagesandp dfs/pdfs/FamilyMedicineVol33Issue8George577.pdf Burgess A, van Diggele C, Roberts C, Mellis C. Tips for teaching procedural skills. BMC Med Educ. 2020 Dec 3;20(Suppl 2):458. doi: 10.1186/s12909-020-02284-1.

PMID: 33272273; PMCID: PMC7712522.

Nicholls, D., Sweet, L., Muller, A., & Hyett, J. (2016).

Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature.

Medical Teacher, 38(10), 1056–1063. https://doi.org/10.3109/0142159X.2016.1150984 Cognitive load theory. (n.d.). https://www.mcw.edu/-/media/MCW/Education/AcademicAffairs/OEI/Faculty-Quick-Guides/Cognitive-Load-Theory. pdf

Jackman 17 Nicholls, D., Sweet, L., Muller, A., & Hyett, J. (2016).

Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature. Medical Teacher, 38(10), 1056–1063. https://doi.org/10.3109/0142159X.2016.1150984 Wolfe, D. A., & G, D. V. C. (2025). Rapid skill acquisition learn faster, retain more, and master any skill with proven techniques. Vocal Spark LLC. Pickersgill, J. W., Turco, C. V., Ramdeo, K., Rehsi, R. S., Foglia, S. D., & Nelson, A. J. (2022, April 26). The combined influences of exercise, diet and sleep on neuroplasticity. Frontiers in psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC9090458/ A Practical Review of Mastery Learning Winget, Marshall et al. American Journal of Pharmaceutical Education, Volume 86, Issue 10, ajpe8906 Marshall Winget, Adam M. Persky, A Practical Review of Mastery Learning American Journal of Pharmaceutical Education, Volume 86, Issue 10, 2022, ajpe8906, ISSN 0002-9459, https://doi.org/10.5688/ajpe8906. (https://www.sciencedirect.com/science/article/pii/S000294 5923007386)