Thinking can sometimes feel like a chore, and many of us try to avoid it when we can. This often leads to mistakes and misunderstandings. Let’s dive into how our brains work when we think, the different systems involved, and how we can get better at using our minds.
Imagine being asked, “How long does it take for the Earth to orbit the Sun?” You might quickly say “24 hours,” thinking of a day. Or consider this problem: a toy bat and a ball together cost $1.10, and the bat costs $1 more than the ball. Many people guess the ball costs ten cents, but that’s wrong. If the ball were ten cents, the bat would be $1.10, totaling $1.20. The correct answer is five cents for the ball. These examples show that it’s not about being smart; it’s about not digging deeper into our thoughts. We often go with the first answer that pops into our heads because thinking harder can be uncomfortable.
Psychologists describe our thinking using two systems: System One and System Two. Let’s imagine them as characters: Gun (System One) and Drew (System Two).
Gun is like our brain’s autopilot. He handles tons of information quickly and without us even noticing. For example, when you read, Gun helps you understand sentences almost instantly by filling in gaps and making assumptions based on your past experiences.
Drew, on the other hand, is the part of our brain that thinks things through. He is responsible for careful reasoning and solving problems, but he’s slow and needs a lot of effort to get going. For instance, if you need to calculate 13 x 17, Drew has to work through it step by step, which can be tiring.
Drew can only juggle a few pieces of information at a time, usually four or five. This becomes clear when you try to remember a string of random numbers. However, you can make it easier by “chunking,” or grouping information into bigger, more manageable pieces. For example, remembering “7102” is simpler if you think of it as the year “2017.”
Learning is about building these bigger chunks in your long-term memory so that Gun can handle tasks that Drew initially found difficult. This requires Drew to actively engage with the material multiple times until it becomes second nature.
When Drew is hard at work, your body shows it. Your pupils dilate, your heart rate goes up, and you might even sweat a bit. These changes show the effort involved in tasks that need conscious thought. Studies have found that when people tackle tough tasks, their pupils dilate more than when they’re relaxed.
Interestingly, making tasks harder can actually improve learning. For example, when college students took a test in a difficult-to-read font, they made fewer mistakes. The challenge forced Drew to engage more, leading to better understanding and memory.
This idea is also used in advertising. Ads that are a bit confusing or require more thought can grab attention better than simple ones. For instance, an ad campaign using the word “Un” was designed to spark curiosity and engagement, ultimately promoting an insurance product.
Traditional lectures are becoming less effective because students often zone out when information is too easy to digest. To address this, universities are using more interactive teaching methods that require students to actively engage with the material. While this might feel uncomfortable, it’s crucial for deeper learning and understanding.
To truly learn and grow, we need to embrace the discomfort of thinking. Just like physical exercise requires effort and can be uncomfortable, so does mental engagement. To become experts in any field, we must challenge ourselves, face confusion, and push through the mental barriers that often hold us back.
In conclusion, understanding the dynamics between Gun and Drew can help us see the importance of engaging our cognitive resources. By acknowledging the discomfort of thinking and actively working to overcome it, we can enhance our learning and cognitive abilities.
Imagine you are Gun or Drew. Create a short skit with a partner where you demonstrate how each system would handle a specific task, such as solving a math problem or making a quick decision. Present your skit to the class and discuss how each system contributes to the thinking process.
Test your working memory by trying to remember a series of random numbers. Then, practice “chunking” by grouping the numbers into meaningful units. Share your strategies with the class and discuss how chunking can help improve memory and learning.
Work in small groups to solve puzzles that require deep thinking, such as logic puzzles or brainteasers. Reflect on how it feels to engage Drew and discuss the physiological changes you notice, such as increased heart rate or pupil dilation.
Create a short quiz using a difficult-to-read font. Take the quiz and then discuss how the challenging font affected your engagement and understanding. Compare your experiences with the findings from studies on font difficulty and learning.
Design an interactive lesson on a topic of your choice. Incorporate elements that require active engagement, such as discussions, problem-solving activities, or hands-on experiments. Present your lesson to the class and receive feedback on its effectiveness in promoting deeper learning.
Thinking – The process of considering or reasoning about something, often involving problem-solving and decision-making. – Critical thinking involves analyzing information logically to make informed decisions.
Psychology – The scientific study of the human mind and its functions, especially those affecting behavior in a given context. – Understanding psychology helps us comprehend how different factors influence human behavior.
Cognitive – Relating to mental processes such as perception, memory, and reasoning. – Cognitive development is crucial during adolescence as it shapes how individuals process information.
Memory – The faculty by which the mind stores and remembers information. – Techniques like mnemonics can enhance memory retention for complex subjects.
Engagement – The act of being involved or participating in something, often leading to a deeper understanding or connection. – Student engagement in class discussions can significantly improve learning outcomes.
Reasoning – The action of thinking about something in a logical, sensible way to form a conclusion or judgment. – Deductive reasoning allows us to draw specific conclusions from general principles.
Discomfort – A state of unease or worry, often prompting a change in behavior or thought processes. – Cognitive dissonance can cause discomfort when one’s beliefs are challenged by new information.
Learning – The acquisition of knowledge or skills through experience, study, or being taught. – Active learning strategies, such as group projects, enhance comprehension and retention.
Systems – Complex networks or structures that work together to achieve a particular function or purpose. – The human brain is a complex system that integrates sensory information to produce responses.
Mistakes – Errors or faults resulting from incorrect actions or judgments. – Analyzing mistakes is a critical part of the learning process, allowing individuals to improve and adapt.
