APRIL 16, 2001

PSYCHOLOGY: HUMAN KNOWLEDGE ACQUISITION

Honestly, I read the fifth chapter of How People Learn released by the National Research Council and was a bit bored. Sure, it is fascinating to learn how the brain develops, how people learn, etc., but at the particular time that I read the assignment, I was not interested. However, the next day in class, we watched a video that discussed the topic more in depth and gave more concrete evidence (or perhaps it was the environment and timing of the media). In any case, I found this topic quite appealing. Join me in realizing the enthralling findings and results of recent neurological experiments and debates.

For the longest time, experts in the field of psychology and common culture have believed that the brain develops in surges, usually at the beginning of our existence as humans. Therefore, education and learning have been designed to facilitate learning at the prime time during our lives, usually in grade school and earlier. Typically, the children who have exciting environments, whether intellectual or artistic, are more prone to develop their brains more efficiently. However, this notion has been proven insufficient by new experiments and technology.

Using this knowledge, I would like to propose an idea regarding human learning, questioning all that psychologists have understood about the brain and how we use this organ to relate, learn, and grow intellectually. In order to do this, I must give some background information related to recent studies involving rats.

Researchers have studied rats, three groups placed into differing environments. The first environment was a regular observation cage merely containing food and water. The second was an observation cage with an added bonus: a running wheel. The third and final environment was one that kept the rats involved with complex and enriching toys and games. Studies with these three groups of rats have found that rats that have physical exercise (with the wheel) and enjoy the flourishing environment produce more neurons than those rats that just remain in the standard, less-engaging cage.

These outcomes raise interesting questions regarding learning in humans. If this is true for rats, is it also true for humans? Psychologists are declaring that there are similarities. Here is where my curiosity builds. In high school, the typical athletes were not the smartest of the class (I realize the generalizations I am making). But, according to the rat experiment, they should be just as intelligent as those students who grew up in nurturing, enriched environments. (This is quite different at Vanderbilt, for the most part, since the athletes seem to be just as intelligent as the average student here.) But for the majority, my encounters with both athletes and very intelligent people have created a bias towards intellectual stimulation through non-athletes. Why is this?

I have two hypotheses for this phenomenon. First, athletes, like others dedicated to their passion, spend a lot of time training, practicing, and working out. This leaves little, if any, time to focus on other endeavors such as academics or the arts. Without the time to put into learning, even if the potential is present, a higher level of knowledge will not occur.

A second possible reason for this trend deals with family background. From personal experience, many athletes come from families where sports are the most important thing in life. With athletics as a top priority, children are exposed to sports, and only sports, early on in their development. Therefore, when it comes time to decide what to do as a profession, athletics seems to be the only choice. When all of your time, thoughts, and energy are spent concentrating on a single thing, you will be wonderful at that one thing, and nothing else.

My solution for this apparent problem is easier said than done. Through evidence found in these rat experiments, potential for extreme intelligent lies within athletes. Just as the rats in the recent psychology experiments, humans need exposure to nourishing and enriching environments. This includes balance and direction. Within the home, there must be a learning atmosphere at all times whether the concentration is athletics, art, or mathematics. Insisting upon a good balance of activities is another key in providing the best learning environment for children. Along with this balance, the maturing child will find direction by developing a broad knowledge of things in the world. As this issue is explored more and more, there will be less potential wasted through human beings who do not realize how they learn or how much they can learn.