It may seem that some people are just “plain stupid” or “oh my goodness you're so smart”, but that’s not the case. In an article I recently read called” You Can Grow Your Brain” scientist have done many tests to prove that the brain is just like a muscle.
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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An example given in this article states that “People don’t know that they practice and learn new things, parts of their brain change and get larger, a lot like the muscles do.’ Meaning that a person should always practice what they learn more than one time.
Learning a new subject, such as Physics, the mind has to learn all the formulas given in order to become better at doing the math that comes with the physics class. “ When you learn new things, these tiny connections in the brain actually multiply and get stronger.”, stating that the more a person challenges themselves, their brain will better become good at that one thing or more than
one. When i was younger I wanted to do gymnastics and become a cheerleader. I couldn’t do a backhandspring our even a backbend when I first started out. I had to work really hard to become what i really wanted when i got into high school. Growing up I was never good at really any subject, but that didn’t stop me from learning how to write, read a book, even color. A toddler usually needs guidance learning how to do new things, they need practice. For example like when a mother reads to her child, they want to learn how to read so they practice by reading the books before bed, at school, with mommy or daddy. An example given in this article states that “People don’t know that they practice and learn new things, parts of their brain change and get larger, a lot like the muscles do.’ Meaning that a person should always practice what they learn more than one time. Learning a new subject, such as Physics, the mind has to learn all the formulas given in order to become better at doing the math that comes with the physics class. “ When you learn new things, these tiny connections in the brain actually multiply and get stronger.”, stating that the more a person challenges themselves, their brain will better become good at that one thing. By the end of the day you have to always realize that learning something new isn’t always a bad thing to do. You can make it fun, you can make it boring and not try to do it, or you can just simply learn it just to have something fun to do when you do get bored.
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 The article “Brainology” “Carol S Dweck, a professor of psychology at Stanford University, differentiates between having a fixed and growth mindset in addition how these mindsets have a deep effect on a student’s desire to learn. Individuals who have a fixed mindset believe they are smart without putting in effort and are afraid of obstacles, lack motivation, and their focus is to appear smart.. In contrast, students with a growth mindset learn by facing obstacles and are motivated to learn. Dwecks argues that students should develop a growth mindset. Students who have a growth mindset learn by facing obstacle because they see them as a way of learning.
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
Further research indicates that a person's intellectual capacity is at its greatest during these years. So much so that it could be compared to that of a full grown adult. The brain acts as a sponge soaking up all the information around it, learning as much as it can. “Adolescents and adults seem to engage different parts of their brain to different extents…” Thought the intellectual ability of a teen can match that of an adult does not mean that they think and interpret things the same. While performing tasks such as solving different problems and test, studies show that, when compared side by side, teens use different parts of the brain to different extents then the adult. This is due to the fact that the brain is still “Under Construction”. Therefore teen must use different parts of the brain for the same task as not all aspects of the brain are ready to handle some tasks, causing different results in different emotional and behavioral responses. This indicates the teen brain is still maturing
Also, in Carol Dweck’s research article “Brainology”, she states the subtitle “Transforming Students’ Motivation to Learn”. She dishes mindsets and achievement, how do students learn these mindsets, and so on… … Dweck suggests, “Many students believe that intelligence is fixed, that each person has a certain amount, and that’s that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed in intelligence they possess”. Many students believe that the challenge encountered in learning is a threat to their growth path. She put forward two different minds of the ideological study contrast, the finds showed that students studied with a growth mindset were more interested in learning and
People learn new things every day. My grandmother would say “I just received a new wrinkle in my brain!” Maybe, this is not true, but it is true that we learn new things even as we grow older. There are many techniques to learning a new skill. “Howard Gardner 's theory of Multiple Intelligences utilizes aspects of cognitive and developmental psychology, anthropology, and sociology to explain the human intellect” (Zhou 77). Gardner introduced nine different intelligences. Gardner believed that humans possess each of the nine intelligences, even though some are stronger or weaker than others. He also believed that each person had their own individual intelligence profile. We took a multiple intelligence test to see our own strengths and weaknesses
...n looking at the results, they found out that the learning curve was exponential. The researchers assumed that learning occurs while people study and encode material into the brain.
At this point the brain develops, and continued growth will take place. Memory supports are still very immature, besides the brain develops at various rates and makes its connections at unusual times. This could explain for the unequal cognitive progress during early childhood. As myelination happens at a rapid rate in the cortical areas, growth occurs in the psychological locations of the brain (Lightfoot, 2013). Adversely, when brain systems are immature little performance is not apparent.
At one time it was thought that after a certain age the brain stops growing but, “scientists have recently shown that adults can grow the parts of their brains that control their abilities, such as the ability to do math or even to juggle” (“You Can Grow”). There is no true plateau as Gawande once believed, new connections coming from the neurons which “allows people to think and solve problems” (“You Can Grow”). can be made even later in life. Good strategy and taking on new challenges that are difficult for the individual is the key (“You Can
The physical size of the brain changes over time.Regions of the brain continue to mature all the way through a person’s early 20s. In the text “Teens and Decision Making” they had explained that long ago, researchers thought that the brain reaches its maximum size between.
During this corse I lean multiple ways that the brain changes mentally as a person ages, such as cognitive development. There are many theories about how cognitive development occurs in children. Jean Piaget had a theory of cognitive development that included 3 different stages, the sensorimotor stage, the preoperational stage, and the concrete operational stage. The stages begin with learning though senses and actions, to have magical and egotistic thinking, to being able to think logically but not abstractly. Piaget also believed that people’s brains create schemas, almost like folders for the ideas of the brain, in order to organized they can understand them. When someone takes in new information,
“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
In fact, it is important to understand that: "The brain continues to be a new frontier. Our old way of schooling is fading fast as our understanding of the brain increases. Everything you do uses your brain, and everything at school involves students' brains.
The brain is an astonishing product of evolution. This can be seen by our numerous technological developments and society structure. The brain has always been the most important organ for species that had developed past the cellular stage and has always performed the same functions that it does now but has developed constantly to where it is now through growth and a reorganization of its’ primary functions and gained the ability to learn has been something that the human brain does better than other brains. Our brains have not always been like this and many social and biological factors have led us to where they are now.