Always exaggerate new moves;
Shrink the practice space; and (my personal favorite)
Take lots of naps.
We are what we repeatedly do.
Daniel Coyle, The little book of talent, 2012 [ ]
p.xiv
For centuries, people have instinctively assumed that talent is largely innate, a gift given out at birth. But now, thanks to the work of a wide-ranging team of scientists, including Dr. K. Anders Ericsson, Dr. Douglas Fields, and Dr. Robert Bjork, the old beliefs about talent are being overturned. In their place, a new view is being established, one in which talent is determined far less by our genes and far more by our actions: specifically, the combination of intensive practice and motivation that produces brain growth.*
* Why the brain? Because developing talent is all about growing the
brain. “Muscle memory” doesn't really exist, because our muscles
simply do what our brains tell them to do. Thus, the new science
can be summed up as follows: You want to develop your talent?
Build a better brain through intensive practice.
p.xvi
I scribbled down tips like Always exaggerate new moves; Shrink the practice space; and (my personal favorite) Take lots of naps.
“We are what we repeatedly do.
Excellence, then, is not an act, but a habit.”;
── ARISTOTLE;
The little book of Talent :
52 tips for improving your skills;
DANIEL COYLE, 2012, author of the talent code.
We are what we repeatedly do. (practice, practice, practice)
p.xviii
While the underlying neuroscience is fascinating and complex, it all adds up the basic truth: Small actions, repeated over time, transform us.
(Coyle, Daniel., The little book of talent : 52 tips for improving skills / Daniel Coyle., 1. ability., 2012, BF431.C685 2012, 153.9--dc23, )
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Elena Bodrova, Deborah J. Leong, Tools of the mind : the Vygotskian approach to early childhood education, 1996
p.60
In preliterate societies, children are taught skills basic for survival, such as how to raise crops or hunt.
p.63
It is during this time that the teacher has access to the skill and can guide development of the skill by modifying external support for it. Once the skill is internalized, it becomes automatized and folded, which means that it is not easily accessible to correction.
p.63
When automatized, the entire behavior is automatically activated, so the teacher cannot stop it at the right moment to correct a missing or defective part. For example, consider an adult who turns left when exiting a parking lot to go home but really needs to turn right to go to the store. The left-turn habit is so strong that the entire behavior cannot be broken into parts. The driver may not even notice that he has made a wrong turn until he is on his way home instead of heading to the store.
p.63
Automatization explains why it is difficult to correct some things we have learned initially incorrectly but cannot seem to correct even though we know we are wrong.
p.63
In all these cases, we recognize the mistake after we have repeated it and wish we could have stopped ourselves beforehand.
The traditional way of correcting this kind of mistake is to point out the error after it has been committed. As most teachers can tell you, pointing out the error afterward has very little effect on error production the next time.
(Bodrova, Elena, Tools of the mind : the Vygotskian approach to early childhood education / Elena Bodrova, Deborah J. Leong. -- 1st ed., 1. early childhood education--philosophy., 2. child development., 3. constructivism (education)., 4. learning, psychology of., 5. play., 6. early childhood education--activity programs., 7. vygotskii, L. S. (Lev Semenovich), 1896-1934., 1996, )
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Elena Bodrova, Deborah J. Leong, Tools of the mind : the Vygotskian approach to early childhood education, 1996
p.64
Thus the teacher anticipates the elements that will be confusing.
p.64
Gal'perin points out that teachers should not leave the discovery of the essential elements to the children. He did not believe that trial-and-error learning was beneficial in the school context. In school, learning by trial and error leads to repeated errors and is very frustrating because the child cannot guess what the teacher is getting at.
p.64
Once the teacher has explained all of the necessary elements, he has to monitor the process of acquisition, provide various kind of assistance, such as shared experiences and external mediators, and encourage the use of private speech. The teacher must make sure that the child's understand reflects all the essential components and that the child can apply the knowledge or skill to new problems without distorting the information.
p.64
When repeated errors appear, according to Gal'perin, it is necessary to go back and see what caused the misunderstanding.
p.64
Once the cause is found, the teacher must compensate for the missing experience or help the child relearn the information. For example, the child may be missing a rule that will help him clear up the misunderstanding. In some cases, the child will need more practice with the missing rule being emphasized or even visually highlighted, say, with a different colored pen.
p.64
He suggests that some external mediator be devised to signal the specific error.
(Bodrova, Elena, Tools of the mind : the Vygotskian approach to early childhood education / Elena Bodrova, Deborah J. Leong. -- 1st ed., 1. early childhood education--philosophy., 2. child development., 3. constructivism (education)., 4. learning, psychology of., 5. play., 6. early childhood education--activity programs., 7. vygotskii, L. S. (Lev Semenovich), 1896-1934., 1996, )
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Daniel Coyle, The little book of talent : 52 tips for improving skills, 2012
pp.117-118
myelin
Myelin is an insulator (you might recall the term “myelin sheath” from biology class). This refers to its function of wrapping the wires of our brain in exactly the same way that electrical tape wraps around an electrical wire: It makes the signal move faster and prevents it from leaking out. For the past hundred years or so, scientists considered myelin and its associated cells to be inert. After all, it looked like insulation, and it didn't appear to react to anything.
Except the early scientists were wrong. It turns out that myelin does react--it grows in response to electrical activity, i.e., practice.
p.118
In fact, studies show that myelin grows in proportion to the hours spent in practice. It's a simple system, and can be thought of this way: Every time you perform a rep, your brain adds another layer of myelin to those particular wires. The more you practice, the more layers of myelin you earn, the more quickly and accurately the signal travels, and the more skill you acquire.
p.118
“What do good athletes do when they train?” asks Dr. George Bartzokis, a professor of neurology at UCLA. “They send precise impulses along wires that give the signal to myelinate that wire. They end up, after all the training, with a super-duper wire--lots of bandwidth, a high-speed T-3 line. That's what makes them different than the rest of us.”
p.118
Action is vital. Myelin doesn't grow when you think about practicing. It grows when you actually practice--when you send electricity through your wires.
p.118
Myelin wraps--it doesn't unwrap.
p.118
Once a skill circuit is insulated, you can't uninsulated it (except through age or disease). This is why habits [and addictions] are tough to break (see Tip #46).
p.119
Studies have linked practice to myelin growth and improved performance in such diverse skills as reading, vocabulary, music, and sports. ([ essentially almost every kind of activities (like learning, studying, reading, writing, eating, etc.), conditioning (stimuli, trigger and response), and addiction (food, sex, drugs, and other) create myelin sheath ])
(Coyle, Daniel., The little book of talent : 52 tips for improving skills / Daniel Coyle., 1. ability., 2012, BF431.C685 2012, 153.9--dc23, )
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