RU2178315C1 - Method for developing mental faculties - Google Patents

Abstract

FIELD: medicine. SUBSTANCE: method involves providing mental exercising stage directed to activating and accelerating of mental processes during classes; providing stage of development the ability to non-standard thinking. Mentioned stages are carried out jointly during single lesson in sequence, at which each new exercise differs from previous exercise as to stimulating material and task to be decided. At subsequent lessons, exercises with increased complexity extent are used depending on specific process results. Each lesson includes three alpha- training stages. At the first stage, individual under training process is directed toward accomplishment of subsequent exercises, with positive motivation being created. Subsequent stage is directed to restoration of individual's forces and release from fatigue. Final stage is aimed at creating positive motivation for continuation of lessons. Method allows memorizing ability to be developed and fast reading to be mastered. EFFECT: increased rate and efficiency of perception, processing and learning of different information by individual. 6 cl

Description

 The invention relates to methods of psychophysiological effects on a person and can be used to increase the speed and efficiency of perception, processing and assimilation of various information by a person, for example, can be used to teach quick reading, remembering large volumes of information and intensive learning of foreign languages.

 The known method of intensive teaching a foreign language (RF patent N 2088266 IPC A 61 M 21/00), containing the stage of optimization of motivation of students, the stage of operational development and removal of critical censorship, containing the formation of increased susceptibility and concentration of attention, ending psychophysiological training, the stage of formation of simulated perception , including stimulation of mental activity and the supply of information material, and the stage of relieving fatigue.

 This method has several disadvantages, the main of which is that the described method of intensive learning covers only one area of learning (foreign language) and does not apply to other intellectual abilities. Thus, the described method is characterized by a limited scope, since it mainly solves only the problem of accelerated learning of a foreign language.

 Closest to the claimed is the well-known method of Andreeva O. A. the development of attention and memory when reading texts (RF patent N 2123726 G 09 B 17/04), which provides a set of exercises aimed at developing attention while reading, namely the development of skills mental concentration, concentration, and also provides a set of exercises, the implementation of which contributes to the development of memory and learning to read quickly.

 However, to achieve the appropriate result, the exercises described in the formula of the well-known invention must be performed by the student for at least six weeks, which complicates the use of the method and significantly reduces its attractiveness. In this case, training is divided into stages and levels, that is, for example, students separately learn speed reading, separately train attention, separately train memory. Such a separation of stages in time is not justified from the point of view of the psychology of learning, since when the stages of learning, for example, attention and memory are separated in time, the development efficiency of both functions decreases, since they are closely related, and the development of one stimulates the development of the other .

 The task to which the invention is directed is the effective development of several human intellectual abilities at the same time (attention, memorization of any information, speed reading, creative thinking) in a short period of time.

 This problem is solved due to the fact that the method of developing human intellectual abilities, including the stage of development of attention, the stage of development of memory and the stage of development of the ability to read speed, additionally includes at least one stage of alpha training (psychophysiological training), the stage of mental charging aimed at activation and acceleration of mental processes, a stage aimed at developing the ability to think outside the box, while all these stages are carried out during one lesson in such a sequence Nost, in which each successive new exercise is different from the previous one by the stimulus material and the task at hand, and in subsequent sessions, depending on the flow of the learning process, using exercises to increase the degree of difficulty. When conducting classes at the alpha-training stage, I use audio and visual materials to achieve maximum and quick effect, special breathing exercises and neuromechanics of arm movements. At the same time, at each lesson, three stages of alpha training are carried out. The first stage of alpha training is aimed at setting the learner to perform certain actions and creating positive motivation for him, the intermediate stage of alpha training is aimed at quickly restoring the student’s strength during the lessons and relieving fatigue, the final stage is aimed at removing the student’s fatigue and creating positive motivation to continue classes. During the lesson, the same exercises are performed in a row no more than 3 times, they use exercises, the complexity of which depends on the degree of training of the students, determined by preliminary testing. At the stage of attention development, exercises are used to develop its aspects such as the ability to concentrate for a long time, the ability to switch attention, the ability to distribute attention, the ability to monotonous work, attention to detail. At the stage of development of memory use exercises aimed at the development of all types of memory. Exercises during classes can be performed using a computer.

 The inventive method is based on the achievements of modern scientists-psychologists regarding the optimization of the flow of thought processes. For example, in psychology, the phenomena of proactive and retroactive inhibition, as well as the phenomenon of interference closely associated with them, have long been known. However, they are known to a greater extent only at the theoretical and experimental levels and are not used to the full in order to increase the productivity of intellectual processes in practice, in real-life training systems. Taking into account these phenomena in the construction of the training program can significantly reduce a person’s energy consumption for the implementation of various types of intellectual activity and can minimize the inevitable losses associated with the course of the above and some other phenomena. In the proposed method of training, the system of classes is built taking into account the consequences arising from the occurrence of these phenomena, and in some cases it is such a construction of the work that generally allows you to remove the effect of these processes.

 The inventive method is implemented as follows.

 Before the start of the lesson, the student is tested, that is, a series of diagnostic procedures aimed at ascertaining the initial level of various intellectual abilities (memory, attention, reading speed, the ability to think creatively) in the student, as well as the characteristics of the course of his mental processes.

 Then, according to the test results, a training program is formed for the student, which is generally suitable for almost any student, however, for each particular student, it may include some changes in accordance with the initial testing.

 Then the lesson itself begins, at which the development of such intellectual abilities of a person as attention, memory, reading speed, non-standard (creative) thinking, as well as self-regulation skills are carried out.

 The development and training of these abilities and skills is carried out cyclically, and each cycle differs from the previous one by the complexity of the exercises performed at all stages of the exercise. Training in one lesson must necessarily include exercises related to each stage, with a different proportion of their number (depending on the specific process of the educational process). Each stage of the lesson corresponds to a specific block of exercises.

 Each lesson is carried out according to the following scheme.

 The lesson begins with the implementation of a set of exercises that make up the α-training and aimed at setting the learner to perform certain actions and create a positive motivation for him to perform subsequent exercises. The set of exercises that make up α-training may include well-known exercises, for example. described in the book of Aliyev H. M., Krasnikova E. A., Novikova O. V. Creation of a system of wide psychological assistance in Moscow and the regions based on the method of psychophysiological self-regulation "Key" by H. M. Aliyev. M.: LLC "Publishing house" Martin "", 1998. - pp. 20-26. The set of exercises is based on the use of biological feedback and the use of neuromechanics of movement. The complex can be performed using audio and visual stimuli, allowing to achieve maximum results in the shortest possible time.

 As a result of the above exercises, the student comes to a state that is optimal for the perception of information. After this, the order of the subsequent exercises may be, for example, as follows.

Perform a series of exercises included in the block exercises "Mental exercise", for example, such as
- Exercise on the countdown, when the student must quickly calculate from a larger number to a smaller one (in a row or after a few digits).

 - The reverse set, when the student must read, and then set off and say or write down the control word on the contrary.

 - Rearrangement of numbers, when the student is very quickly shown a number (from two-digit to six-digit) and he must write down the number obtained by rearranging the numbers in the specified way in the number shown to him.

 - Remember all. In this exercise, the learner is offered a topic in accordance with which he must recall from it as many elements as possible. (For example, recall as many dog breeds as possible).

 - Come up with a couple. When performing this exercise, the learner is shown a word and offered to come up with a word starting with the last letter of a given word and ending with the first letter of a given word.

 - An exercise in imagination, when the learner is offered an example of a non-standard situation in which a person does not fall into ordinary life. For a limited period of time, the student must imagine himself in this situation.

 At the same time, the student is offered to perform 2 - 3 exercises from this block. The choice of exercises and the degree of their complexity is determined by the level of preparedness of the student. Performing these exercises helps to increase the speed of the processes of thinking in humans, which makes it possible to more effectively perform subsequent exercises by activating various parts of the brain.

At the next stage, classes perform 2 - 3 different exercises from the block of exercises used at the stage of attention development, which include, for example, the following known exercises
- Exercise "Corrector". Exercise aimed at developing various aspects of attention. The exercise is that the learner is presented with a matrix with the Cyrillic letters located on it in free order (to choose Latin letters or numbers), alternating in free order. The size of the matrix depends on the objectives of the exercise, as well as on the degree of preparation of the student. It is necessary to select the letter (or number) that appears first in each line (this letter must be allocated to the end of the line, in the next line it will be another letter). The time of the exercise and the number (and optionally quality) of mistakes are fixed. It is advisable to perform the exercise using a computer equipped with special software.

 - Exercise "Three letters." Exercise aimed at developing various aspects of attention. The exercise is that the learner is offered a matrix consisting of elements (Cyrillic or Latin letters, icons, etc.), alternating in free order. Three key letters (or other elements) are also proposed, which must be distinguished in the matrix in three different ways. For example, one element must be crossed out, the other circled, the third underlined. If the exercise is performed on a computer, then each element must be highlighted by pressing different keys, for example, the numbers 1, 2 and 3. The exercise records the time, quantity, and, if desired, the quality of the errors.

 - Exercise "Adjustment of breath". The task of the student in this exercise is to learn not to be distracted by extraneous thoughts by controlling their own breathing. Training takes place using the watch dial with a second hand.

 - Exercise with double pictures. The exercise is aimed at developing sustainability of attention. It consists in the fact that the trainee is presented with well-known pictures that have a “double vision”, for example, “An old woman and a girl” or “A vase and profiles”. His task is to try to fix his gaze on only one image and not "skip" to the second vision. At each translation of the gaze, the student must mark this in an accessible way, for example, put a mark on paper. The number of translations of a look is fixed.

 - Exercise "Amount". Exercise aimed at developing various aspects of attention. The exercise is that a matrix with numbers alternating in free order is presented. The size of the matrix depends on the objectives of the exercises, as well as on the degree of preparation of the student. The trainee should highlight two adjacent numbers, the sum of which is equal to a certain, predetermined number (it is more advisable to choose numbers from 9 to 14). The learner is invited to perform this exercise at the highest possible pace for him, the time of the exercise is fixed. The quantity and, if necessary, the quality of errors are also recorded. The exercise is advisable to perform using a computer equipped with special software.

 - Exercise "Rhythm". In this exercise, the learner is offered a certain rhythm, which he subsequently must play for a certain time (from 30 to 300 seconds). When using a computer, the rhythm can be set both audibly and visually (by the frequency of the flicker of a point). In addition to training attention sustainability, this exercise develops the ability to learn foreign languages.

 - Exercise "Schulte Tables". The exercise is aimed at developing attention and peripheral vision. A well-known exercise described in various sources, for example, in the book of T. Nikitina, "A self-instruction manual on the development of memory (speed memorization technique)." - Moscow: International Agency "A, D. & T.". - 2000. - p. 27.

 - Exercise "Check". The exercise is designed to develop attention and visualization ability. The exercise is that the trainee is offered an empty table of size 5x5 or another size. One of the cells in the table shows a circle (or another symbol). The learner should look at the table for a while. Then they clean it and offer to imagine it mentally. Then the moves of the figure are read to him (for example, two steps down, one to the right, one up, etc.). The number of moves from three to several dozen. The student's task is to mentally monitor the movement of the checker, and at the end of the exercise indicate on the table its new location.

 - Exercise "Search". In the exercise, a field is presented with the groups of elements located on it. The learner’s task is to identify the presence or absence of the given elements in them, for example, on the field with groups of letters to indicate whether each individual group has the letters “H” and “y”. The number of groups in one exercise varies. The accuracy and time of the assignment are estimated. The exercise is advisable to perform using a computer equipped with special software.

 In addition to the above exercises, they use other exercises aimed at developing various parameters of attention, for example, described in the book of Sternberg R. J. "Hone your intelligence" / Transl. from English ; Hood. reg. M.V. Draco. - Mn. : OOO "Potpourri", 2000. - pp. 295-298.

 Exercises are performed within 15 minutes.

After completing this stage, they begin to perform 2 to 3 exercises included in the block of exercises aimed at developing memory, which include, for example, the following well-known exercises:
- Associative training. Exercise promotes the development of imagination, memory, innovative and creative thinking. The skill developed in this exercise is basic for mastering techniques of effective memorization. The exercise is that the learner is given unrelated pairs of words and is invited to come up with a connection between them and, if necessary, reproduce the components of the pairs upon presentation of the others.

 - Exercise "Couples". The exercise is that the student is shown for some time a specially arranged table with various images, each of which must be two (the cells of the table must be able to turn over the other side independently). His task is to remember where the pairs are located. Then the table is removed, and the student should alternately, opening the pictures, indicate where their pairs are located. If it points correctly, the pair remains open, if not, then the pictures again rotate (s) with the reverse side. It takes into account the time of memorization, the number of errors and speed of execution.

 - Exercise "Options." The exercise is designed to develop visual memory. The student is presented with a plot picture for a certain time. After the picture is removed, the student is presented with pieces of the plot picture, among which there are correct, that is, precisely reproducing fragments of the picture, and incorrect, in which some components of the picture are changed (for example, locations, colors, etc. are missing or changed). The student's task is to indicate which of the presented pieces accurately repeat the fragments of the picture. Fix errors, time of presentation and time to complete the task.

 - Remembering syllables. The student is shown for a certain time a certain number of syllables, which subsequently need to be recognized among a significantly larger number of syllables. The time of memorization, errors, their quality (omission or false recognition) and runtime are estimated.

 - A series of exercises "Memorization of sequences of various elements" (words, numbers, abstract characters) using well-known techniques for effective memorization, described, for example, in the book by Nikitina T. B. "Self-instruction on the development of memory (high-speed memorization technique)." - Moscow: International Agency "A, D. & T.". - 2000. - pp. 51-53.

 - Storing sequences with sequence numbers. In this exercise, in addition to the sequence of elements, you need to remember their serial numbers and be able to selectively name the element by number, and vice versa.

 - Memorization of foreign words using various methods of effective memorization, described, for example, in the book of T. Nikitina "Self-instruction on memory development (high-speed memorization technique)." - Moscow: International Agency "A, D. & T.". - 2000. - pp. 78-83.

 - Memorizing the spelling of complex (vocabulary) words using the effective memorization methods described, for example, in the book by T. Nikitina, "Self-instruction on memory development (speed memorization technique)." - Moscow: International Agency "A, D. & T.". - 2000. - pp. 97-111.

 - Memorization of correspondences (for example, country / capital, authors /, their works, etc.).

 - A series of exercises "Remembering names and faces" using well-known techniques for effective memorization, described, for example, in the book by Nikitina T. B. Self-instruction on memory development (high-speed memorization technique). - Moscow: International Agency "A, D. & T . ". - 2000. - pp. 135-163.

 - A series of exercises "Memory in everyday life", which includes remembering important information for life (telephones, business routines, days, birthdays, etc.).

 - Memorization of texts using well-known techniques for effective memorization, described, for example, in the book by Korsakova I. A., Korsakova N. K. "Good memory for every day." - D.: PVKF TBB, 1998. - pp. 11-163.

 - Memorization of historical and other dates using effective memorization techniques.

 Exercises are performed within 30 or 10 minutes, depending on the duration of the speed reading training stage selected in this lesson.

 After completing the above exercises to relieve students of fatigue from the lesson for 5 minutes, an intermediate alpha-training is carried out.

 Then again, in succession, 2-3 exercises from the block of exercises for developing memory are performed successively over 10 minutes and within 15 minutes, 2-3 exercises from the block of exercises for developing attention. Moreover, the exercises performed in the second half of the lesson should differ from those performed earlier in terms of difficulty.

 After completing the described exercises, they proceed to performing exercises to develop reading speed, which include, for example, well-known exercises.

 - Suppression of regressions. It is carried out on a computer equipped with special software. The learner's task is to read the text along which the tracking point advances, which prevents the look from returning to the previously read, thereby increasing its reading speed. The exercise is aimed at developing reading habits without regressions.

 - Suppression of articulation. The learner's task is that when reading a text he must perceive and repeat the rhythm given from the outside in order to suppress internal articulation.

 - Methodology of the assault. The exercise is to read text using a screen that closes previously read lines at an increasing pace. Acceleration can be adjusted automatically (special computer program) or manually.

 - Tachistoscope method. The task of the student in the perception (reading) of words or phrases very quickly appearing on the computer screen.

 - Exercise "Stretching Vision." It is carried out on a computer equipped with special software. The learner's task is to track different kinds of stimuli that are separated from each other.

 - Exercise "Photo". The exercise develops several functions at once: visual memory, photo memory, photo reading and attention. It is carried out on a computer equipped with special software. For a very short (fixed) time, a group of figures or words (from 2 to 50) is presented. The learner's task is to indicate the number of figures or words that appear. In the complicated version - indicate the number of figures or words of a certain type.

 This stage of classes is devoted to 10 or 30 minutes, depending on the length of the period of time during which the student in the first half performed exercises aimed at developing memory.

At the end of the exercises for the development of reading speed for 10 minutes, perform 2 - 3 exercises to develop the ability to think outside the box, which means the ability to find non-trivial solutions in various situations. Exercises include, for example, well-known exercises:
- Apply exercise. Find as many non-standard ways to use any ordinary item within one minute.

 - Logical "toys" - well-known exercises described, for example, in the book of Sternberg R. J. "Hone your intelligence" / Transl. from English Hood. reg. M.V. Draco. - Mn. : LLC Potpourri. 2000. - p. 362-377.

 - Associative training - see section. "Memory".

 At the end of the lesson, in order to relieve fatigue and create a positive motivation for continuing the lessons, the final stage of alpha training is carried out for 10 minutes, which includes the initial alpha training stage and the creation of final settings for strong memorization of the completed training stages.

 The exercises used in the lesson are selected based on the following rules.

 1. After an exercise related to storing any information, one should not perform an exercise whose main task is to memorize (compliance with this rule is necessary in order to reduce the effect of interference homogeneous in the task of interference).

 2. You should not perform the same exercise more than 3 times in a row, as this significantly reduces the effectiveness of the exercise.

 3. After an exercise related to remembering a certain type of information (for example, digital, verbal; abstract-symbolic information), one should not perform any exercise in which information of the same type is operated on. This is necessary in order to avoid interference homogeneous over the material, as well as proactive and retroactive interference.

 4. Each exercise should be worked out before its error-free passage (no more than 2 errors), and then once again fixed with the same result. If mistakes are again made during the “consolidation”, then another exercise (differing in clauses 1 and 2) must be performed, and then return to the work-out.

 5. Between memorization exercises, breaks of 2-10 minutes should be taken. Breaks need to be done every 25-30 minutes.

 6. In the intervals between memory exercises, subjectively difficult exercises for the user should not be performed.

 7. When training attention, it is necessary to alternate aspects (long-term concentration, the ability to distribute attention, the ability to switch attention, the speed of information processing) that the training is aimed at.

 8. The degree of difficulty of exercises should gradually increase.

 9. Training should be carried out cyclically. That is, it is necessary to repeat sets of exercise blocks using more complex tasks (for example, increasing the amount of information presented, reducing the time for processing it, etc.).

 10. It is necessary to create positive motivation for learning.

 11. It is necessary to choose such exercises, the implementation of which requires the integrative work of the right and left hemispheres.

 12. It is necessary to take into account the individual characteristics of students through preliminary diagnosis of the specifics of the course of various mental processes in them.

 13. It is necessary to use exercises aimed at teaching the methods of structuring the material presented in various intellectual problems.

 14. It is necessary to strictly observe the principle of joint performance of exercises included in various blocks, since only their joint performance will achieve high results.

 15. The application of the principle of super-tasks, which positively affects the speed of the skill, that is, at a certain stage of training, it is proposed to perform much more complex tasks with the subsequent return to an easier level. For example, at the stage of memorizing the student is asked to remember some information and at the same time perform the exercise "Checker" (see above). At this moment, a person is forced to attract additional resources. After the student tries several times to complete this super-task, the second task (“Checker”) is removed, which together leads to a more efficient task execution due to the free brain resources.

 The principles described above must be strictly observed in order to maximize the effectiveness of training, minimize energy consumption, and achieve the most consistent learning results over time.

 The inventive method can be implemented using a computer. In this case, a specially designed program is loaded into the computer, which controls the operation of the computer during a lesson on the development of human intellectual abilities. The choice of exercises is automatic based on the preparedness of the student. The trainee performs exercises using input-output devices, performing the necessary actions aimed at completing the proposed computer tasks.

 The training carried out using the proposed method is structured so that the implementation of the exercises of each stage stimulates the improvement of not only the abilities that it is directly aimed at developing, but also other intellectual skills, which allows achieving high results in a short period of time.

Claims (6)

 1. A method of developing human intellectual abilities, including a stage of development of attention, a stage of development of speed reading, characterized in that it further includes a stage of mental charging aimed at activating and accelerating mental processes, a stage of developing the ability to think outside the box, all stages are carried out within one classes in a sequence in which each subsequent new exercise differs from the previous one in stimulus material and the problem to be solved, and in subsequent ones, depending on specific course of the learning process using exercises with increasing complexity, and each lesson includes three stages of alpha-training, while the first stage of alpha-training is aimed at setting the student to perform subsequent exercises and creating positive motivation for him, an intermediate stage of alpha -the training is aimed at the quick recovery of the learner’s strength in the process of training and relieving fatigue, the final stage is aimed at removing the learner’s fatigue and creating positive motivation for favor employment.  2. The method according to p. 1, characterized in that the same exercise is performed in a row no more than 3 times.  3. The method according to p. 1, characterized in that they use exercises, the complexity of which depends on the degree of training of students, determined by preliminary testing.  4. The method according to p. 1, characterized in that at the stage of attention development exercises are used aimed at the development of such aspects as the ability to concentrate for a long time, the ability to switch attention, the ability to distribute attention, the ability to monotony, attention to detail.  5. The method according to p. 1, characterized in that at the stage of development of memory use exercises aimed at the development of all types of memory.  6. The method according to p. 1, characterized in that the exercises are performed using a computer.