automatized

 

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, )

   ____________________________________

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, )

   ____________________________________

Steve Casner, Careful : a user's guide to our injury-prone minds, 2017      [ ] 

p.36

There seems to be no limit on the creative ways in which we humans can sometimes slip while doing even the most routine things. Psychologists Don Norman and James Reason have collected hundreds of examples of slips and have even categorized them. Like the student who came home from jogging, took off his sweaty shirt, and tossed it in the toilet. 

36. Don Norman and James Reason: Don Norman's classic paper about slips is Norman, D. A. (1981). Categorization of action slips. Psychological Review 88(1), 1-5. Two books about human errors, including many entertaining examples, are Norman's The Design of Everyday Things (2013; New York: Basic Books) and Reason's classic Human Error (1990; New York: Cambridge University Press). 

p.37

But this time, after extending the landing gear, instead of grabbing the flap handle, the first officer pulled the fuel cutout lever for the number two engine. Instead of extending the flaps that you often see coming out of the back of the wing, this action shut down the airplane's right engine. In midflight. A few thousand feet from the ground. 

p.37

The first officer soon noticed his error and quickly returned the fuel switch back to the ON position. 

p.38

25,000 years ago, if someone picked up a stick instead of a banana, they would laugh and laugh because you can't eat a stick. Today, the banana is an airplane flap handle and the stick shuts down a jet engine and not a single one of the two hundred passengers in the back is going to think that mixing them up is in the least bit funny. 

   ( Casner, Steve, author.          ) 

   ( Careful : a user's guide to our injury-prone minds / Steve Casner. 

Accidents──prevention. | safety education. | public safety | industrial safety. ) 

   ( LCCN HV675.C35  2017            )

   ( DDC  613.6--dc23                )

   ( https//lccn.loc.gov/2016049067  )

   ____________________________________

Daniel Coyle, The little book of talent : 52 tips for improving skills, 2012

p.118

Once a skill circuit is insulated, you can't uninsulated it (except through age or disease). This is why habits are tough to break (see Tip #46). 

p.17

Every skill falls into one of two categories: hard skills and soft skills. 

pp.17-18 

hard skills

They are skills that have one path to an ideal result; skills that you could imagine being performed by a reliable robot. Hard skills are about REPEATABLE PRECISION, and tend to be found in specialized pursuits, particularly physical ones. Some examples: 

    • a golfer swinging a club, a tennis player serving, 

      or any precise, repeating athletic move; 

    • a child performing basic math (for example, 

      addition or the multiplication tables); 

    • a violinist playing a specific chord; 

    • a basketball player shooting a free throw; 

    • a young reader translating letter shapes into 

      sounds and words; 

    • a worker on an assembly line, attaching a part. 

   Here, your goals is to build a skill that functions like a Swiss watch--reliable, exact, and performed the same way every time, automatically, without fail. Hard skills are about ABC: Always Being Consistent. 

pp.22-23

   Precision especially matters early on, because the first reps establish the pathways for the future. Neurologists call this the “sled on a snowy hill” phenomenon. The first repetitions are like the first sled tracks on fresh snow: On subsequent tries, your sled will tend to follow those grooves. “Our brains are good at building connections,” says Dr. George Bartzokis, a neurologist at UCLA. “They're not so good at unbuilding them.”

   When you learn hard skills, be precise and measured. Go slowly. Make one simple move at a time, repeating and perfecting it before you move on. Pay attenion to errors, and fix them, particularly at the start. Learning fundamentals only SEEMS boring--in fact, it's the key moment of investment. If you build the right pathway now, you'll save yourself a lot of time and trouble down the line. 

pp.18-19

Soft skills tend to be found in broader, less-specialized pursuits, especially those that involve communication, such as: 

    • a soccer player sensing a weakness in the defense 

      and deciding to attack; 

    • a stock trader spotting a hidden opportunity 

      amid a chaotic trading day; 

    • a novelist instintively shaping the twists of a

      complicated plot; 

    • a singer subtly interpreting the music to highlight 

      emotion; 

    • a polic officer on a late-night patrol, assessing 

      potential danger; 

    • a CEO “reading a room” in a tense meeting or negotiation. 

p.19

   With [soft] skills, we are not trying to for Swiss-watch precision, but rather for the ability to quickly recognize a pattern or possibility, and to work past a complex set of obstacles. Soft skills are about the three Rs: Reading, Recognizing, and Reacting. 

p.19

Soft skills are about the three Rs: Reading, Recognizing, and Reacting. 

   The point of this tip is that hard skills and soft skills are different (literally, they use different structures of circuits in your brain), and thus are developed through different methods of deep practice. 

p.19

which skills need to be flexible, and variable, and depend on the situation? Which depend on instantly recognizing patterns and selecting one optimal choice? These are the soft skills. 

p.27

As you probably recognize, most talents are not exclusively hard skills or soft skills, but rather a combination of the two. For example, think of a violinist's precise finger placement to play a series of notes (a hard skill) and her ability to interpret the emotion of a song (a soft skill). Or a quarterback's ability to deliver an accurate spiral (a hard skill) and his ability to swiftly read a defense (a soft skill). 

p.112

Keep your big goals secret

p.112

   Telling others about your big goals makes them less likely to happen, because it creates an unconscious payoff--tricking our brains into thinking we've already accomplished the goal. Keeping our big goals to ourselves is one of the smartest goals we can set. 

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 ])

([ chemical addiction is its own category ])

   (Coyle, Daniel., The little book of talent : 52 tips for improving skills / Daniel Coyle., 1. ability., 2012, BF431.C685 2012, 153.9--dc23, ) 

   ____________________________________

Daniel Goleman, Working with emotional intelligence, 1998

hardcover

658.409

Goleman

p.328

At the neurological level, cultivating a competence means extinguishing the old habit as the brain's automatic response and replacing it with the new one.  The final stage of mastering a competence comes at the point when the old habit loses its status as the default response and the new one takes its place.  At that point, the behavior change has stabilized, making a relapse to the old habit unlikely. 

Daniel Goleman, Working with emotional intelligence, 1998

hardcover

658.409  Goleman

other books by Daniel Goleman

Emotional Intelligence; 

Vital Lies, Simple Truth; 

The Meditative Mind; 

co-author, The Creative Spirit. 

   ____________________________________

Decoding DNA of TPS.pdf

Decoding the DNA of the Toyota Production System

by Steven Spear (and) H. Kent Bowen

harvard business review, September-October 1999

p.98

 These rules guide the design, operation, and improvement of every activity, connection, and pathway for every product and service. The rules are as follows:

  Rule 1: All work shall be highly specified as to content, sequence, timing, and outcome.

  Rule 2: Every customer-supplier connection must be direct, and there must be an unambiguous yes-or-no way to send requests and responses.

  Rule 3: The pathway for every product and service must be simple and direct.

  Rule 4: Any improvement must be made in accordance with the scientific method, under the guidance of a teacher, at the lowest possible level in the organisation.

 All the rules require that activities, connections, and flow paths have built-in tests to signal problems automatically. It is the continual response to problem that makes this seemingly rigid system so flexible  and adaptable to changing circumstances.

p.99

  How Toyota's workers learn the rules

  If the rules of the Toyota Production System aren't explicit, how are they transmitted? Toyota's managers don't tell workers and supervisors specifically how to do their work. Rather, they use a teaching and learning approach that allows their workers to discover the rules as a consequence of solving problems. For example, the supervisor teaching a person the principles of the first rule will come to the work site and, while the person is doing his or her job, ask a series of questions:

   • How do you do this work?

   • How do you know you are doing this work correctly?

   • How do you know that the outcome is free of defects?

   • What do you do if you have a problem?

  This continuing process gives the person increasingly deeper insights into his or her own specific work. From many experiences of this sort, the person gradually learns to generalize how to design all activities according to the principles embodied in rule 1.

  All the rules are taught in a similar Socratic fashion of iterative questioning and problem solving. Although this method is particularly effective for teaching, it leads to knowledge that is implicit. Consequently, the Toyota Production System has so far been transferred successfully only when managers have been able and willing to engage in a similar process of questioning to facilitate learning by doing.

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