Now, a small group of cognitive scientists is arguing that schools and students could take far more advantage of this same bottom-up ability, called perceptual learning. The brain is a pattern-recognition machine, after all, and when focused properly, it can quickly deepen a person’s grasp of a principle, new studies suggest. Better yet, perceptual knowledge builds automatically: There’s no reason someone with a good eye for fashion or wordplay cannot develop an intuition for classifying rocks or mammals or algebraic equations, given a little interest or motivation.
“When facing problems in real-life situations, the first question is always, ‘What am I looking at? What kind of problem is this?’ ” said Philip J. Kellman, a psychologist at the University of California, Los Angeles. “Any theory of how we learn presupposes perceptual knowledge — that we know which facts are relevant, that we know what to look for.”
The challenge for education, Dr. Kellman added, “is what do we need to do to make this happen efficiently?”
Scientists have long known that the brain registers subtle patterns subconsciously, well before a person knows he or she is learning. In a landmark 1997 experiment, researchers at the University of Iowa found that people playing a simple gambling game with decks of cards reported “liking” some decks better than others long before they realized that those decks had cards that caused greater losses.. Some participants picked up the differences among decks after just 10 cards.
Experts develop such sensitive perceptual radar the old-fashioned way, of course, through years of study and practice. Yet there is growing evidence that a certain kind of training — visual, fast-paced, often focused on classifying problems rather then solving them — can build intuition quickly. In one recent experiment, for example, researchers found that people were better able to distinguish the painting styles of 12 unfamiliar artists after viewing mixed collections of works from all 12 than after viewing a dozen works from one artist, then moving on to the next painter. The participants’ brains began to pick up on differences before they could fully articulate them.
“Once the brain has a goal in mind, it tunes the perceptual system to search the environment” for relevant clues, said Steven Sloman, a cognitive scientist at Brown University. In time the eyes, ears and nose learn to isolate those signs and dismiss irrelevant information, in turn sharpening thinking.
Here, too, perceptual learning may help. In a series of experiments, researchers at Indiana University have had students practice on software that models scientific principles, like positive feedback loops. In one, middle school students use a mouse to add “slime mold” to a slide and watch as it spreads faster the more they add. The process fuels itself.
“When facing problems in real-life situations, the first question is always, ‘What am I looking at? What kind of problem is this?’ ” said Philip J. Kellman, a psychologist at the University of California, Los Angeles. “Any theory of how we learn presupposes perceptual knowledge — that we know which facts are relevant, that we know what to look for.”
The challenge for education, Dr. Kellman added, “is what do we need to do to make this happen efficiently?”
Scientists have long known that the brain registers subtle patterns subconsciously, well before a person knows he or she is learning. In a landmark 1997 experiment, researchers at the University of Iowa found that people playing a simple gambling game with decks of cards reported “liking” some decks better than others long before they realized that those decks had cards that caused greater losses.. Some participants picked up the differences among decks after just 10 cards.
Experts develop such sensitive perceptual radar the old-fashioned way, of course, through years of study and practice. Yet there is growing evidence that a certain kind of training — visual, fast-paced, often focused on classifying problems rather then solving them — can build intuition quickly. In one recent experiment, for example, researchers found that people were better able to distinguish the painting styles of 12 unfamiliar artists after viewing mixed collections of works from all 12 than after viewing a dozen works from one artist, then moving on to the next painter. The participants’ brains began to pick up on differences before they could fully articulate them.
“Once the brain has a goal in mind, it tunes the perceptual system to search the environment” for relevant clues, said Steven Sloman, a cognitive scientist at Brown University. In time the eyes, ears and nose learn to isolate those signs and dismiss irrelevant information, in turn sharpening thinking.
Here, too, perceptual learning may help. In a series of experiments, researchers at Indiana University have had students practice on software that models scientific principles, like positive feedback loops. In one, middle school students use a mouse to add “slime mold” to a slide and watch as it spreads faster the more they add. The process fuels itself.
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