ROLE OF MIND IN STUDY
Introduction:
The "mind" is a convenient term used to describe the sum of processes going on in the brain. These activities all interact and are interdependent. To examine any one of them in isolation is, of course, artificial. Nevertheless, at the present state of psychological knowledge it is the most convenient and practicable approach to use. Here we are simply selecting some of the major mental processes which are fundamental to our discussion of term "study" and role of mind in study.
Picking up information:
1. The need for "Attention"
Vast quantities of the information from inside and outside of one's body are constantly falling on one's sense organs. from this information one's brain builds up a mental picture of the situation in which one is. Far more information is available to the brain at any one time that can possibly be coped with. Consequently the brain must be selective as to what it accepts. This active selection by the brain is called "attention". One only learns easily what one attends to.
2. To what does on attend?
There are two main types of information which human beings select to build into their mental pictures:
(a) Biologically important experiences which enable the person to say alive and cope with his surroundings, i.e, information suggesting the presence of danger, or the satisfaction of bodily needs. This type of experience also attracts attention in animals. The main characteristics of it are:
(i) unusual stimuli (applications in learning situations, e.g. underlined sentences in a textbook; a word min block capitals, colored words or letters among white writing on a blackboard);
(ii) very strong stimuli (e.g. an emphasized word; a bright color);
(iii) changing stimuli (e.g. flashing lights;movement; a gesture). These stimuli are very important in attracting attention but are of limited value for work involving long periods of concentrated study.
(b) Human beings have developed another form of attention which is very important in study. We pay attention to that which interests us. By "interest" psychologists mean "worthwhileness" (not necessarily pleasantness or entertainment). It is easy to learn an item which interests you, e.g. tune that you like, a fact which is important, a pretty face, are all easily attended to and quickly committed to memory. Obviously, then, the arousal and maintenance of interest is of great importance in stimulating or attracting attention, and, as stated above, one only learns easily that to which one has attended.
3. Arousing interest:
The problem frequently arises,"how do you make yourself interested in something in which you are not?" If you find all your studies uninteresting you should not be taking them at college. If you are compelled to study one subject which is far less interesting to you that the rest of your course try the following general techniques:
(a) Be as active as possible in the subject, i.e. talk about it, read about it, think about it. As a general rule subjects become much more interesting when you understand them. The common tendency among students to neglect difficult and uninteresting work simply aggravates the problem.
(b) Learn from as many sources as you can. Often a change of approach, a new textbook, a discussion with a different teacher will clear up many of the difficulties you are experiencing.
(c) Constantly practice integrating new information into that which you already know, i.e. think up new relationships and explanations. Never learn in a "parrot-fashion".
(d) Try to see the difficult subject in perspective in relation to yourself, the rest of your studies, your future career, the social situation.
Many, if not all, students sometimes come across a problem or topic which it is essential for them to master but for which they can work up no enthusiasm. A short burst of concentrated work will probably clear the task, but how does one get down to it? Bear the following points in mind:
(a) Convince yourself that the task is worth while, e.g. for understanding other parts of the course, for passing an examination, etc.
(b) Limit and define the problem carefully.
(c) Settle yourself in a congenial atmosphere with a minimum of distractions.
(d) Remember that starting work is much more difficult than continuing once you are under way.
These are some of the key points of what role is our mind have for studying
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The "mind" is a convenient term used to describe the sum of processes going on in the brain. These activities all interact and are interdependent. To examine any one of them in isolation is, of course, artificial. Nevertheless, at the present state of psychological knowledge it is the most convenient and practicable approach to use. Here we are simply selecting some of the major mental processes which are fundamental to our discussion of term "study" and role of mind in study.
Picking up information:
1. The need for "Attention"
Vast quantities of the information from inside and outside of one's body are constantly falling on one's sense organs. from this information one's brain builds up a mental picture of the situation in which one is. Far more information is available to the brain at any one time that can possibly be coped with. Consequently the brain must be selective as to what it accepts. This active selection by the brain is called "attention". One only learns easily what one attends to.
2. To what does on attend?
There are two main types of information which human beings select to build into their mental pictures:
(a) Biologically important experiences which enable the person to say alive and cope with his surroundings, i.e, information suggesting the presence of danger, or the satisfaction of bodily needs. This type of experience also attracts attention in animals. The main characteristics of it are:
(i) unusual stimuli (applications in learning situations, e.g. underlined sentences in a textbook; a word min block capitals, colored words or letters among white writing on a blackboard);
(ii) very strong stimuli (e.g. an emphasized word; a bright color);
(iii) changing stimuli (e.g. flashing lights;movement; a gesture). These stimuli are very important in attracting attention but are of limited value for work involving long periods of concentrated study.
(b) Human beings have developed another form of attention which is very important in study. We pay attention to that which interests us. By "interest" psychologists mean "worthwhileness" (not necessarily pleasantness or entertainment). It is easy to learn an item which interests you, e.g. tune that you like, a fact which is important, a pretty face, are all easily attended to and quickly committed to memory. Obviously, then, the arousal and maintenance of interest is of great importance in stimulating or attracting attention, and, as stated above, one only learns easily that to which one has attended.
3. Arousing interest:
The problem frequently arises,"how do you make yourself interested in something in which you are not?" If you find all your studies uninteresting you should not be taking them at college. If you are compelled to study one subject which is far less interesting to you that the rest of your course try the following general techniques:
(a) Be as active as possible in the subject, i.e. talk about it, read about it, think about it. As a general rule subjects become much more interesting when you understand them. The common tendency among students to neglect difficult and uninteresting work simply aggravates the problem.
(b) Learn from as many sources as you can. Often a change of approach, a new textbook, a discussion with a different teacher will clear up many of the difficulties you are experiencing.
(c) Constantly practice integrating new information into that which you already know, i.e. think up new relationships and explanations. Never learn in a "parrot-fashion".
(d) Try to see the difficult subject in perspective in relation to yourself, the rest of your studies, your future career, the social situation.
Many, if not all, students sometimes come across a problem or topic which it is essential for them to master but for which they can work up no enthusiasm. A short burst of concentrated work will probably clear the task, but how does one get down to it? Bear the following points in mind:
(a) Convince yourself that the task is worth while, e.g. for understanding other parts of the course, for passing an examination, etc.
(b) Limit and define the problem carefully.
(c) Settle yourself in a congenial atmosphere with a minimum of distractions.
(d) Remember that starting work is much more difficult than continuing once you are under way.
These are some of the key points of what role is our mind have for studying
