Abstract
Recent research has made it increasingly clear that learning is based on changes in synaptic connections, and these changes in synaptic connections are effected by the products of specific genes which are expressed under specific conditions. Learning, therefore, is the product of a consistent and ongoing interaction between the individual’s experiences and their genetically derived predispositions. This interaction has been termed epigenetics. Epigenetics basically posits that behaviors and experience interact with physiological, cognitive, and emotional predispositions to produce current behavior. Available research suggests that current behavior reflects the accumulation of all these interactive events. A central premise of the NCLT model is that therapeutic learning impacts the organization of operation of the connectome and that the purpose of this reorganization is effective adaption and the automatization of the more adaptive response.
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Wasserman, T., Wasserman, L.D. (2017). The Theoretical Basis for Neurocognitive Learning Therapy. In: Neurocognitive Learning Therapy: Theory and Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-60849-5_2
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