Abacus has a rich history. The traces of the great device that revolutionized the calculation method can still be seen today. Although, after the digital calculator was introduced the Abacus was fading away, countries like South Korea, Japan, and China still use it to enhance mathematic skills. These three countries are using Abacus instead of digital calculators because they have known how beneficial it is. Abacus can bring improvement in various qualities from practice of calculations to benefits in memory enhancement, an increase in problem-solving ability, and a boost in brain function. Abacus promotes memory enhancement in three ways. First, Abacus learners experience lift in memory of spatial arrangement. Memory of spatial arrangement …show more content…
Visual memory is trained when Abacus learners uses visual memory as a resource to apply in any problem. For instance, Abacus beginners must go through calculations with visual access of the Abacus. In a test to find the degree of visual memory, Grand experts of Abacus, showed the high scores for recalling a series of digits backward (Bhaskaran, Sengottaiyan, Madhu, & Ranganathan, 2006). This phenomenon could be inferred that Abacus learners are able to manipulate the visual memory too. Furthermore, the usage of visual imagery from memory shows more advantage if the Abacus learner has more experience. According to research, “Grand experts of Abacus can recall 13 to 20 digits” (Bhaskaran, Sengottaiyan, Madhu, & Ranganathan, …show more content…
Problem-solving degree increases in accordance to enhancement of intelligence. Abacus learners in school show a great deal of difference in terms of school performance in the intellectual level compared to non-learners (Liu, Dai, Fan, Zhong, & Licheng, 1996). Furthermore, among the Abacus learners who performed well scholarly shows more intellectual depth in problem-solving. From the memory enhanced with Abacus training in solving problems, the intellectual depth was raised significantly in thinking and processing with logic and arithmetic calculations consequently indicates promising increase of intelligence quotient (Liu, Dai, Fan, Zhong, & Licheng, 1996). Problem solving with high intelligence quotient that is flourished with practice of Abacus learners suggests clear effects that are beneficial. Moreover, problem-solving ability can be strengthened with longer memory span. Language and general test performed to Abacus learners show exceptional results, and the results of the test indicate that such intelligence allows broader appliance with greater memory span (Liu, Dai, Fan, Zhong, & Licheng,
The study required that participants must be given IQ tests, and also that they be observed in a classroom setting while interventions were put in place. Thus the adminsitratiors were able to draw results both from IQ scores and actual classroom preformance.
This is done through the use of a study. The research done monitored the mind-sets of several hundred students and the grades that they accomplished over time. Through this they realized that those who believed that intelligence is a skill individuals develop over time were the students who were improving in the class. To ensure that this was indeed the case they eliminated any doubt by teaching some students that intelligence is not static and proceeded to monitor their progress and discovered that their marks began to improve. This study examines the difference between using both mind-sets instead of just focusing on one and explaining why it does not work, therefore, developing the clarity needed to see the benefits of the growth mind-set. Moreover, this article not only mentions that the growth mind-set needs to be taught by teachers and learned by students, but it mentions a way in which this can easily done through the Brainology website. This is a great method especially with the increase of technology being used in the classroom. As it is has been stated, the strengths of this article are providing a study to prove the growth mind-set is beneficial and by providing means to implement the mind-set in the
Hector evidently performs well in courses such as pre-calculus and economics that involve computation and concrete or black-and-white operations. Traditional theories of intelligence do not account for the ambiguity of classes such as philosophy or for the wide range of interests a child can have. For example, contemporary theories such as Sternberg’s Theory of Intelligence and Gardner’s Theory of Multiple Intelligences both account for more than the general intelligence accounted for in traditional intelligence theories.
You’re a senior in college and you have a huge Chemistry exam coming your way. Studying for an exam can be very difficult to remember every little thing. Memory Mnemonics is a certain way of studying and remembering things. According to Patten “Using this system, verbal memory increased dramatically”. (Patten, 1 ) It tells us that the Mnemonic system is inspiring and growing rapidly at the college level. Mnemonics uses techniques of rhymes, acronyms, diagrams, which help people to remember names, dates, facts, figures, and more. In this paper I plan to use the Mnemonics system to tell if this system actually works. Your memory is stored in the hippocampus, which is the area that they call sea horsed area of your brain, which is in the middle of your brain. When you think about a memory, different parts of your brain become more stimulated to recreate the scene. Some ways that the brain remembers things are using some of your five sense and more, such as color, smell, taste, touch, feelings, and shapes. “People do NOT remember 10% of what they read, 20% of what they see, 30% of what they hear, etc…”( Thalheimer,2006).
...o get attracted by easy and quick ways of learning things. If the technology provides easy and attractive solutions to students, they will get addicted to it and overuse it in ways which can certainly drop the educational standards. Gelernter disagrees with the comment made by a school principle, “Drilling addition and subtraction in an age of calculators is a waste of time.” (279). He revels the bitter truth where American students are not fully prepared for college because they have poorly developed basic skills. In contrast to this reality, he comments, “No wonder Japanese kids blow the pants of American kids in math.” (280). He provides the information from Japanese educator that in Japan, kids are not allowed to use calculators till high school. Due to this, Japanese kids build strong foundation of basic math skills which make them perform well in mathematics.
In 500 B.C. the abacus was first used by the Babylonians as an aid to simple arithmetic. In 1623 Wihelm Schickard (1592 - 1635) invented a "Calculating Clock". This mechanical machine could add and subtract up to 6 digit numbers, and warned of an overflow by ringing a bell. J. H. Mueller comes up with the idea of the "difference engine", in 1786. This calculator could tabulate values of a polynomial. Muellers attempt to raise funds fails and the project was forgotten. Scheutz and his son Edward produced a 3rd order difference engine with a printer in 1843 and their government agreed to fund their next project.
Furthermore this article expands upon this subcategory of memory by describing the two types of tasks involved with it: verbal-production ta...
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
In daily life, memory is used all the time. When we go to buy things, we would remember the list of items what we are going to buy. At school, we would also need to have revision in order to remember the materials for examination. Or even, when we meet friends, we would also need to recall their names. Thus it is important to know and understand how we remember such things so that we can effectively recall them when necessary. Obviously, we do not need to remember the exact position or order of things in daily life. We would have our own pattern for remember and retrieve information (Ashcraft, 2010). This is named as free recall, which items recalled in any order (Francis, Neath, MacKewn and Goldthwaite, 2004). However, many researchers found that the probability of recalling items (such as words, letters, or numbers) does in fact depend on the items position in a list. The most striking finding is that words at the beginning and end of the list are often easier to recall than those words in the middle of the list. Thus, when the results of a free recall experiment are plotted on a graph; a u-shaped serial position curve can be obtained. This is often referred to as the serial position effect that is affecting our memory (Smith, n.d.).
Overall, understanding the multiple intelligence theories will increase the student’s learning capacity, and they will retrieve information more effectively. They will gain interest in school subjects and this will strengthen their knowledge.
The true nature of intelligence has been debated more intensely then ever over the last century. As the science of psychology has developed one of the biggest questions it had to answer concerned the nature of Intelligence. Some of the definitions that have been given for intelligence have been the ability to adjust to one’s environment. Of course by such a definition even a person who is generally considered to be dull can be regarded as being intelligent if he can take care of himself. Other definition is such as having the tendency to analyze things around yourself. However it can be argued that such behavior can lead to over-analyzing things and not reacting to one’s environment and dealing with it in an intelligent manner.
Tulving, E. and Craik, F. (2000) The Oxford handbook of memory. Oxford: Oxford University Press.
However, technology should never substitute the fundamental learning in our educational systems. Specifically, in primary school, building a firm fundamental education is crucial. Seeing children still using fingers to do simple math in second grade is not a good sign of academic improvement. Though the students may easily figure out the answers by using a calculator, before letting the children get any closer to these technical gadgets, they have to first learn to figure out the answers themselves.... ... middle of paper ... ...
Many theories explain intelligence. Cattell, Gardener, Sternberg, Galton, & Spearman are just a few of those theorists. Intelligence is a wide scope and will be seen throughout this research paper. ‘‘Intelligence is the ability or abilities to acquire and use knowledge for solving problems and adapting to the world’’ (Woolfolk,1998).
After viewing the video by Wolfram (2010), I believe that as teachers we need to prepare more for using computers. Most of my students have a smartphone. And they use it for almost everything, including using the calculator. “Using new technologies involves time, effort, and a rethinking of instructional approaches.” (Sousa. 2015, p. 129). I learned math in a paper, and I love it, but I feel that today that is not enough for our students. Our students get bored about doing calculation the whole time on a piece of paper. Wolfram (2010) questioned, “Do we really believe that the math that most people are doing in school practically today is more than applying procedures to problems they don 't really understand, for reasons they don 't get?”