Source | Du Fu Learning

Teacher Du Fu:

The most common questions in the background are:

This is really important, so when and what kind of brain development is conducive to the growth of children's brains? How can we better understand the child's brain and find a scientific education method that conforms to the development of the brain?

This requires parents to know how to scientifically develop brain function!

In the last micro-lesson, Yin Wengang, a professor at the Institute of Psychology of Chinese Academy of Sciences and an expert in neuropsychology, gave three specific skills to rapidly improve the brain potential.

In addition to these three skills, there are two key points about the development of brain function that are particularly easy to be ignored. In this article, Teacher Yin will continue to share with us. There should be applause here!

Yin Wengang

Professor, Institute of Psychology, Chinese Academy of Sciences, Ph.D. in Psychology, University of London, UK. Neuropsychological expert, brain evaluation expert of super brain genius Rain Man Leo Chou, and famous brain plasticity research expert.

The human brain is born with a variety of abilities to analyze and process information, but usually after children go to school, we will pay more attention to the symbolic thinking training of children.

In fact, in the process of cultivating children, we should not only emphasize symbolic thinking training, but also attach importance to non-symbolic thinking training. Moreover, non-symbolic thinking is particularly important for children.

Next, I will use an experiment to explain why non-symbolic memory training is so important.

Why can the 1 school system be shortened?

For example, our academic system can actually be shortened now. However, in terms of mastering knowledge, it takes some time for a person to mature, because there is an undeniable fact that the frontal lobe of the brain does not mature until the person is 25 years old, so it is not necessarily beneficial to let it work too early before it matures. However, it doesn't take so long to teach what you have learned, which is confirmed by experiments.

This is a beautiful experiment in Britain: it can prove why the school system can be shortened.

The content of the experiment is this:

There are many students in universities who don't like studying, but they have to study hard for exams. Study hard before the exam and make up for it day and night, especially for liberal arts students. They also need to know about art, culture, history and geography ... there are countless things to recite.

The experimental researchers found these students and told them that you don't need to spend that long reviewing, and stay in the laboratory for three days to ensure that everyone can pass the exam. Students certainly don't believe it, but if they think it's good, just try it.

When they arrived at the laboratory, the students found it very interesting. During the experiment, they don't need to learn anything, read or recite. All these are paintings. They watched the paintings for three days through various devices, and all passed the exam with good results.

What happened? Let me explain it to you in detail.

In other words, what we are doing now is actually not very wise, that is, we are using our underdeveloped functions to complete some advanced functional tasks. We have many tasks in study and research, but we are all using the undeveloped ability of our brains to accomplish these tasks.

What's going on here?

For example, we use semantic memory too much, but our semantic memory ability is not developed. Because semantic memory is a kind of memory ability developed by human beings after the appearance of words.

You know, human beings have a history of more than 2.5 million years, but how many years has human history been recorded in writing? At best, its development did not exceed 10000. Before writing appeared, human memory was quite developed. In the Neolithic age and industrial age, there is a lot of knowledge to spread and a lot of things to remember.

There is nothing to say at this time. What memory does it need? A graphic, non-symbolic memory.

When did what school is learning now, such as War of Resistance against Japanese Aggression, happen? 1937.

How did the child know? He was not born at that time, and it was all written in books.

What happened in the reform and opening up? The child hasn't experienced it, and it's also said in the book.

Everything in the book appears only after the words appear, and it depends on semantic memory. If we turn these contents into images and make good use of this ability, we can fully grasp what we want to learn in one year in three days, which is no problem.

This answers many questions. We have used so many memory methods, including memory trees, why can't we remember them?

But if you master the "non-symbolic memory training" mentioned above, won't you remember it all?

This is why we often use the image memory developed by human beings for millions of years to remember those abstract things. Because human beings have strong memory of images and poor memory of words, can't these abilities be used rationally by learning from each other?

2 how did the "great god" in the super brain come into being?

Not only the memory part, but also the thinking part.

If your child has been trained in non-symbolic thinking, such as abacus mental arithmetic, it will be very fast. As soon as you write the formula, the child can tell you what the number is at once.

In fact, this is not surprising. The so-called abacus mental arithmetic is to calculate the abacus in your mind. Because we have a very powerful representation function, even if we don't use symbolic operation, we use representations to operate in our brains like abacus. This kind of representation operation is very fast and can create some miracles-just like those "great gods" in the super brain.

In addition, there are many amazing "miracles". In fact, there is nothing too complicated, that is, we make rational use of our well-developed abilities, and as a result, miracles are born.

So we have a big problem: using underdeveloped functions to complete some tasks that advanced functions should complete can easily lead to:

1. Those things that could have been done well turned out to be bad things;

The school system could have been shorter, but it took us a long time to complete.

Therefore, it is necessary to cultivate children's multiple thinking. Because children begin to "symbolize" after they go to primary school, and what we do is likely to make them over-symbolized. The result of over-symbolization will lead to some good functions that we already have (functions that exist in kindergartens and primary schools), which will get worse and worse with age.

You don't have to do math problems at all, and you can see the answer at a glance?

Scientists have also done some research, similar to what we mentioned earlier, called "visual thinking", similar to the operation using images or images.

Most people don't use visual thinking in their daily life. It is estimated that less than one-sixth of people actually use this kind of thinking in images, but those who have used it will know that it works very well.

What is "visual thinking"?

Let me give you an example. For example, a pen is 3 cents less than a book, and a book is 4 times as much as a pen. The question is what is the unit price of books and pens? If we follow the formula and do the equation, it will take some time.

If this person has developed the habit of visual thinking, then his image thinking will be very developed and can be calculated immediately. Because the brain will think, here is the book, here is the pen, the pen is 3 hairs less than the book, and the book is 4 times as big as the pen. He can see at a glance that the pen is 1 wool and the book is 4 wool.

But because we are over-symbolized after school, we basically don't need this non-symbolized thinking process, which can easily lead to complications.

This is exactly what brain function development can complement, that is, to make this non-symbolic memory and non-symbolic thinking as a supplement, and to complement and complement each other by logicalization. This is a very important aspect of our brain development. If it can be developed well, the learning effect will be very outstanding.

The so-called teaching students in accordance with their aptitude varies from person to person, which means developing the brain according to its own characteristics. After all, people's brains are diverse, and everyone's brains are different.

American psychologist Howard gardner once put forward the theory of "multiple intelligences".

In fact, the diversity of the human brain may be more than the eight elements he proposed. Gardner established this theory on the basis of a large number of neuropsychological cases and some developmental psychological cases, including that he also got a lot of information from patients.

The brain functions found by neuropsychology that can exist independently have exceeded the eight functions that he listed that can exist independently and do not affect each other.

At first, he put forward seven kinds of brain functions that can be independent of each other, and later added one to form the theory of eight elements of multiple intelligences. Now, it seems that we can add on these bases.

What does this mean?

Brain function varies from person to person. Everyone is different in appearance, height and thinness, ability, brain, brain structure and function. Moreover, the human brain is very complicated, and the network of human brain has changed too much, and everyone is different. This difference is based on everyone's different brain networks.

As far as behavioral and cognitive functions are concerned, there are actually many functions that are not so obviously mutually restricted. For example, don't ask your children to be like others just because they are strong in this respect. It is very likely that your child can far surpass him in another respect. This is because the human brain is "diverse".

What are the seven "multiple intelligences" first put forward by Gardner?

1 mathematical logic intelligence

For example, Chen Jingrun is a very famous mathematician. He can prove "1+ 1≠2" and some unexpected formulas. This function is the ability in mathematics.

Some children are born strong in these aspects, and may show talent in mathematics at a very young age, and their ability in number sense and operation may be shown at a very young age. There may be genetic factors or acquired factors, but in any case, it is inseparable from his brain function.

2 language intelligence

Being good at math doesn't necessarily prove that he is good at everything else. In terms of language expression ability, Chen Jingrun can't compare with other people who have developed language functions. For example, Hou, a cross talk master, obviously surpassed Chen Jingrun in language ability.

Hou's language ability, indeed no one can surpass him. He became a professor of linguistics at Peking University without studying for a doctorate, and he is strong in this respect.

But he doesn't have that strong ability in mathematics, and he doesn't have any strong ability in dance and music. Similarly, Chen Jingrun has no special skills in dancing.

3 sports intelligence

It is generally believed that the best dancer is a man named Duncan. At first, this person studied classical dance, but she found it boring, so she developed according to her own wishes. Surprisingly, her every movement seems to be creating music, which is called "a natural dancer" by many people.

No one can surpass her in this ability to dominate body movements. But if you want to say how accomplished she is in mathematics, it doesn't exist.

4. Space information

We have just talked about mathematics, language and body movement, and you will find that these three functions are not connected with each other.

In fact, there are some other functions that can be independent, such as the ability of space. Those architects are also quite strong in this respect, but we can't guarantee that architects will be very developed in language functions, so spatial intelligence can also exist independently.

5 Introspective intelligence

In addition, there is a function of insight into people's inner activities, which we call introspection intelligence. The strongest in this respect is probably the originator of psychology, such as Freud and Jung.

Their ability in this respect is quite strong, but they have not made particularly obvious achievements in mathematics and space.

6 interpersonal intelligence

There are also some other aspects of intelligence, such as interpersonal intelligence. Bill Clinton, the former president of the United States, is a good example of the development of interpersonal intelligence. His interpersonal intelligence is quite strong. His wife Hillary didn't divorce him when he met such a big event.

7 Music Intelligence

Besides, there are musicians like Mozart, Beethoven and Pavarotti, whose musical intelligence is outstanding.

These are the seven "multiple intelligences" theories first put forward by Gardner.

Then finally there is an intelligence, which is the eighth intelligence added by Gardner: natural exploration intelligence, which is Darwin's biological intelligence, that is, the ability to explore nature. It can also exist independently of other intelligences.

The eight intelligences I just listed are not interrelated, which are also discovered through a large number of case studies. For example, after brain injury, a certain function is missing, but other functions are not affected because there is no connection between them.

Ok, let's stop here about the multiple functions of brain development. Finally, I will give you a hint here. Everyone is different. A person can't do this, maybe he can do it in other ways.

The same goes for children's education. Don't deny your child other aspects just because he is not good at this aspect. We should teach them according to their own characteristics, so that every child can become a talent.

Teacher Du Yu said:

Effective educational methods cultivate the talents we want because it conforms to the scientific development of brain function, otherwise it will lead to the failure of education.

Edward? Di Bono once said: "There is a good way to avoid the stagnation caused by words, that is, when thinking, try to use more graphics in your mind and less words. This is a valuable thinking habit, because visual' images' are far more fluid and plastic than words, which enables us to think more freely. "

A variety of thinking development and teaching students in accordance with their aptitude, do you remember?

Add the above two methods to the three methods shared in the last article, so Mr. Yin has shared all five methods of scientifically developing brain function.

I hope that parents can use these methods reasonably to help their children become talents as soon as possible.