A new study shows that no one really can learn faster than others.
From early childhood, we immediately accepted the idea that some people learn faster than others. But a new study has reversed that view—in fact, scientists believe we all learn at the same rate. But some of us are being hindered by something, writes Science Alert.
Nearly 7,000 students of all ages, ranging from elementary school students to college students, participated in a new study by scientists from Carnegie Mellon University in Pennsylvania (USA). In total, the scientists worked on 1.3 million “student interactions” using a variety of educational software tools, including online courses and educational games.
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The results of the study show that learning speed does not play a special role in academic performance, that the starting point and the opportunity to apply what students have adopted are more important. According to the study’s co-author, a cognitive psychologist, a cognitive psychologist at Carnegie Mellon University in Pennsylvania (USA), the study’s results show that gaps in achievement stem from differences in learning opportunities, and greater access to them can fill those gaps. .
The study focused on three main questions:
- How much practice does it take to learn something new?
- What is the first performance?
- How different is the learning rate?
On average, students had seven opportunities to learn something new, but this figure varied from person to person. The new study shows that this variation depends on the starting point, not the speed at which students learn. The scientists also discovered that several other factors influence this: the opportunity to participate actively in learning, educational tools, and immediate feedback.
Researchers suggest that our brains can choose “different mental paths” to learn things. At the same time, our learning pace is not particularly different – we will all get to the same point, but more consistently with our experience and knowledge.
Scientists have found that the differences in learning rate are more pronounced when learning languages that require more memorization and memorization. The same previous studies also identified different types of mental activity during the study of the same information, which is an indication of an individual approach.
The scientists note that the results of this study could be useful for improving the way knowledge is conveyed and for creating more effective training courses.
Previously Focus He wrote that the loss of awareness contributes to learning and generating ideas.
Source: Focus
Ashley Fitzgerald is an accomplished journalist in the field of technology. She currently works as a writer at 24 news breaker. With a deep understanding of the latest technology developments, Ashley’s writing provides readers with insightful analysis and unique perspectives on the industry.