watertank | Entries tagged with learning

Вот так. Оказывается, дети, с которыми разговаривают сюсюкающим тоном [motherese], быстрее учатся понимать синтаксис языка.

http://www.ncbi.nlm.nih.gov/pubmed/2925815
The finding is that, for motherese only, infants orient longer to speech that has been interrupted at clausal boundaries than to matched speech that has been interrupted at within-clause locations. This selective preference indicates that the prosodic qualities of motherese provide infants with cues to units of speech that correspond to grammatical units of language-a potentially fundamental contribution of motherese to the learning of syntax.

И.Павлов об уме: http://vivovoco.rsl.ru/VV/PAPERS/ECCE/MIND.HTM

Если предположить, что рассказывать о науке приходится людям, которые ею не занимаются, то получается, что рассчитывать свое изложение надо на тех, у кого ума, в павловском его понимании, нет. То есть, людям неспособным сконцентрировать свое внимание, легко делающим логические ошибки, непонимающим слова, несвободным в мыслях, пристрастным к своим заблуждениям, склонным к сложным "конспирологическим" объяснениям и падким на внешние эффекты.

fcuk.

One of the foundations for the work on expertise comes from the studies of chess masters by de Groot(1965) and Chase and Simon (1973). These seminal studies suggested that oni important key to achieving chess mastery seemed to lie in improved perceptual processing of the layout of chess pieces, rather than more rapid evaluation of legal chess moves. This perceptual skill results from years of practice. Whereas novices seem to rely on slow, conscious, deductive reasoning, experts seem to rely on fast, relatively unconscious processing - the chess master "sees" the right moves. Chase and Simon explained chess mastery in terms of the size of perceptual structures ( or chunks) that experts use relative to novices.
Exemplar Similarity and the Development of Automaticity. Thomas J. Palmeri. Journal of Experimental Psychology: Learning, Memory, and Cognition
Volume 23, Issue 2, March 1997, Pages 324-354

Intelligence has more to do with when and how the brain grows rather than its overall size, suggests a new study.

The brain's cortex thickens in childhood, reaches a peak, and then thins again in adolescence.

On the basis of IQ tests, the children were categorised as having average, high or superior intelligence.

In the brightest children, the thickness of the prefrontal cortex - a brain region thought to be responsible for many facets of intelligence - increased rapidly through their pre-teen years before thinning out again after the age of 11.

In all three groups, the children’s IQs correlated with their parents’ job and education. “The ultimate determinants of intelligence will likely prove to be a very complex mix of nature and nurture,” notes Shaw.

http://www.newscientist.com/article/dn8914-when-it-comes-to-intelligence-size-isnt-everything.html

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Clearly, what we call intelligence is a very small part of the overall brainwork. The prefrontal cortex is responsible, among other things, for applied learning, so parents would be well advised to help their children excersise this particular brain "muscle".
Clever networked-virtual-world games could help, but they are not there yet.

http://www.findarticles.com/p/articles/mi_m1175/is_n4_v29/ai_18440951/print

Robert Epstein
Capturing creativity - includes information on exercises and games that promote creative ability

Over the years, my students, colleagues, and I became increasingly adept at providing certain minimal training that would inexorably lead to the generation of a specific, complex, new performance--one that could be called "creative." What we ultimately concluded was that previously established behavior manifests itself in new situations in new yet orderly ways. Novel behavior is truly new, but the particular novel behavior that emerges in a new situation depends on the particular behaviors that were established previously--that is, on prior knowledge. Creativity, in short, is not something mystical; it's an extension of what you already know. To be more specific, new behaviors (or "ideas") emerge as old behaviors interact, and the process by which behaviors interact is orderly.

S	M	T	W	T	F	S
1	2	3	4	5	6	7
8	9	10	11	12	13	14
15	16	17	18	19	20	21
22	23	24	25	26	27	28
29	30	31

All this happened, more or less.

Entries tagged with learning

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Exemplar Similarity and the Development of Automaticity

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