Neurobiological Principles of Learning YOU Can Apply to Anything - Skiing | Psychiatrist Explains

In this short video, Dr Sanil Rege covers the basics of the neurobiology of learning. This can also help in understanding recovery from mental illness.
#neurobiology #frontostriatal #skiing #action #motivation #mentalhealth #shorts
In this case, the example used was skiing. But these principles apply to all learning.
The 3 most important aspects are:
1. Rehearsal
2. Repetition
3. Connection to Experience
It all, however, begins with action.
The frontostriatal circuits play an important role in Reward learning and in minimising reward prediction errors.
When one decides to learn something new, it's important to link the learning to action.
ACTION COMES FIRST
MOTIVATION comes from REWARD and REWARD LEARNING
Action (striatal activation) - Reward area (Nucleus Accumbens) - Prefrontal cortex (decision making and minimising reward prediction errors)
The reward area assigns a value to the reward (positive or negative which is based on whether the outcome was unexpected (D1 receptor stimulation) ; expected (D2), or aversive (reduced dopamine).
The pulse-like D1 activation due to an unexpected reward is crucial to reward learning.
Rehearsal and repetition increase the probability of an unexpected reward - which further consolidates learning.
The prefrontal cortex helps in error detection, monitoring, planning, and sequencing so that the reward prediction errors are minimised, and we can experience unexpected rewards.
With rehearsal and repetition, the learning moves towards the habitual area of the striatum freeing up space to improve or learn more advanced skills.

Thus there is truth in the saying - We learn better when we are having fun (unexpected rewards) - expectations reduce the D1 reward learning.

”We are what we repeatedly do. Excellence is not an act, but a habit. Aristotle