I Grew My Brain After reading the article, “ You Can Grow Your Brain” I can relate this to a time in which I grew my brain. Looking back at my life I believe I have had many moments in which my brain grew. I believe if you're gaining knowledge and practicing new things your brain is growing. For example, when you're a baby your brain is super tiny, but as you start to grow your brain grows within time because you start to experience life and start learning things as you go. A time in my life in which my brain grew would be when I wouldn’t do anything. I would just bum it out all day and not exercise my brain. Either I would be asleep or just on my phone I wasn’t really doing much. Then, I came across this program in my community and this helped my brain grow. I started doing exercises and learning things that I didn’t even know about. At first, when I got there they would ask me questions or just ask questions in general. I wouldn’t even bother to answer because I didn’t know anything. After a few times of me going and participating in these games. They would ask questions and it was like smoke was coming out of my ears. I was answering everything …show more content…
Studies showed their brain grew. All the yellow parts that were shown in the pictures on the articles were the places their brain had grew. Just by doing these simple exercises just like that. It only took a ball and some hands to make your brain grow. It also talked about how we have these different brain cells that connect everything together for us. This article also talked about people who have a hard time in math. You know how people say “ Oh I’m dumb in math or I suck in math.” This is not true. None of us have knowledge in math or we just come out the womb knowing all this algebra. All this is, is practicing or learning new ways or skills to better yourself at
Beautiful Brains by David Dobbs is an article about why teenagers usually take more risks than adults. In the article Dobbs begins by discussing how his son once got in trouble for speeding down a highway just because he was curious to know what it felt like. He then goes into asking why teenagers often do "stupid" things and then explains that teens have always done that throughout time. He provides scientific evidence that the brain changes between the ages of 12 to 25 affecting our decision making. One way that a reader could interpret this data is that teenagers have a hard time using new parts of their brain and seem to be in a state of retardation. Dobb also describes the reckless acts of teenagers in order for them to adapt to any situation.
Algebra is one of the major parts in exams like GRE and ACT so that all college students and high school students need to learn. In order to get a good grade, students are willing to spend hours and hours studying hard on things like matrices and equations. When they are wondering why they have to learn things so difficult and if this knowledge would be useful in the future time. Andrew Hacker, the author of "Is Algebra Necessary?", thinks not. In his editorial, he argues that students, especially those who are not majoring in math, should not be forced to learn high-level math. His arguments are very effective because he successfully uses logos, pathos and ethos in his editorial. The usage of the rhetorical triangle made his editorial logical,
Arthur L. Costa explains the habits that people with growth mindsets acquire over time in “DESCRIBING 16 HABITS OF MIND.” Costa’s eighth habit, “Applying Past Knowledge to New Situations” is all about using past knowledge in order to work through new problems. I agree that this is a very important habit to have in order to make problem solving easier. Those with a growth mindset use this habit in order to learn more and understand better. This habit allows them “to abstract meaning from one experience, carry it forth, and apply it in a new and novel situation” (Costa 7). They use their past experiences and apply that knowledge when they are faced with a new problem. If they would forget everything they learned and never use any of their past knowledge they would not be able to move on when faced with a new
Both were given a workshop with skills on how to study, but one was also given lessons on what a growth mindset was and how to develop one. The group given the lessons on growth mindset was extremely fascinated by the thought that they could control how much knowledge they were capable of learning. Overall, the growth mindset group excelled while the control group continued to not do so well. After receiving these results, Dweck was so inspired that she developed a growth mindset computer program called “Brainology,” that would be available to students all around the world. Dweck concluded that it’s extremely important to teach students that it takes hard work to achieve
In Carol Dweck’s “Brainology” the article explains how our brain is always being altered by our experiences and knowledge during our lifespan. For this Dweck conducted a research in what students believe about their own brain and their thoughts in their intelligence. They were questioned, if intelligence was something fixed or if it could grow and change; and how this affected their motivation, learning, and academic achievements. The response to it came with different points of views, beliefs, or mindset in which created different behavior and learning tendencies. These two mindsets are call fixed and growth mindsets. In a fixed mindset, the individual believes that intelligence is something already obtain and that is it. They worry if they
In the chapter “Attention Deficit: The Brain Syndrome of Our Era,” from The New Brain, written by Richard Restak, Restak makes some very good points on his view of multitasking and modern technology. He argues that multitasking is very inefficient and that our modern technology is making our minds weaker. Multitasking and modern technology is causing people to care too much what other people think of them, to not be able to focus on one topic, and to not be able to think for themselves.
As every child grows up in a different environment, not all have a safe one to grow up in and as a result everything that surrounds them becomes apart of the clarity that their mind incorporates and becomes apart of that child 's behavior of way. In terms of brain development children or teens often listen, and see what is around them, it is also said, by researchers of the National Institute of Health, that in recent studies that were made that in teen years massive loss of brain tissue...
In the article “Brain Gain: The Underground World of “Neuroenhancing” Drugs” (Yorker 2009) Margaret Talbot discusses the misuse of prescription drugs that enhance academic performance at the college level. First Talbot introduces readers to a young college history major at Harvard University named Alex who receives a description of a demanding, busy life which seems impossible to control without the safety unapproved adopted use of a drug named Adderall. After that Alex’s dependency on the prescription drugs cognitive enhancers is described when he asks his doctor to increase the amount of intake and the listing of his daily routine on using Adderall during a week that required him to write four term papers. Next Talbot describes a personal
An adult person who is illiterate and tries to read shows profound changes in deep brain. It came from a study where researchers helped illiterate woman from North India to read. In addition, the illiterate woman had scanned their brain before and after learning to read. The researchers found a big change in the brain after the women learned to read. They conclude that the brain of an adult is not flexible. The plasticity still actives in adult age.
Every day while they interact with and learn about their environment they are creating new connections and pathways between nerve cells both within their brains, and between their brains and bodies. While physical growth and change is easily observed and measured in precise terms such as in inches and pounds, cognitive change and development is a little harder to determine as
The question may be “is it true that adults can grow more parts to their brain?” Yes this is true. In the article “ You Can Grow Your Brain” states, “Adults can grow the parts of their brains that control their abilities.” An adult per say, has already pretty much grown their brain, but when learning something like, learning how to golfing, how to make something for dinner, how to become a better teacher, they have to practice what they need to know to do these things. Like a muscle, you have to build it up by working out, the brain is very similar, by building the brain muscle you are visually learning, physically learning, mentally learning how to do something that you have never done before or learning how to improve something you have already learned.
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Bruer, John T. The Myth of the First Three Years: A New Understanding of Early Brain Development and Lifelong Learning. New York: The Free Press 1999.
“Anatomically and functionally, the brain is the most complex structure in the body. It controls our ability to think, our awareness of things around us, and our interactions with the outside world” (Mattson Porth, 2007, p. 823). Carol Mattson Porth described it the best; the brain is the control room in our body. The brain is the organ in our skull that tells the rest of our body what to do; our lungs to breath, our eyelids to blink, and our heart to pump blood are just a couple examples of bodily functions our brain controls. And although those controls stay constant throughout life, the brain matures and develops new tricks. Many might not know much about the brain, and many may not know what the difference is between a child’s brain and a fully developed brain especially. But this is one subject that is important and relevant; it is one of the biggest developments of the human body. The brain develops and grows immensely between being
Rapid growth of the brain and nervous system continues during the early years of a child’s life, however because of birth defects or health problems some children may be at a risk of cognitive delays. Problems such as Autism, where children may have a difficult time with language skills and sensitivity to touch, behavioral problems, or chemical exposures can all affect a child’s cognitive development. For most children though with a proper diet and plenty of stimulation cognitive abilities will develop rapidly, and by about 7 years ones cognitive skills have become “functionally related to the elements of adult intelligence.”