Those who hesitated and waited for more input signals, unfortunately, perished. If you follow that leap of faith into intuition and gut feeling, then you realize that their brains had "learned" that it didn't need layers of data to reach a decision. It had learned, through previous intuitions and/or gut feelings that it had could rely on those feelings.
Learning and the Mind-Body Connection
Dr. John Ratey, professor of psychiatry at Harvard Medical School, noted that "neurons that fire together, wire together." That, he says, is that way we learn. Enough said? Not hardly. Ratey calls two natural brain chemicals -- nerve growth factor (NGF) and brain-derived neuroropic factor (BDNF) -- "Miracle Gro for the brain" (Weiss, 2001, p. 1). When we are in a quandry over something, the brain releases these chemicals, and since we are evolutionary beings, the brain adapts to how much "Miracle Gro" is required for certain troublesome, or learning, situations. As we learn new things, the correct amounts of the chemicals are released.
And, if you recall the two-way street we talked about earlier, that plays a part in what happens when these chemicals are released. There are neurological, biochemical, electromagnetic, and biophysical pathways between the brain (mind) and the heart (body) (Weiss, 2001). Were there not a mind-body connection, the body could not function, nor could the brain. The heart influences such brain functions as decsion making, mental clarity, communication skills and productivity through these pathways.
Thus, learning isn't really all in our heads. The things we do with our bodies affect our brains. Anyone who exercises intuitively knows, or has a gut feeling that during and after strenuous exercise, particularly cardio-vascular, their thinking is somewhat clearer. In other words, through these pathways, what we are doing for our bodies and our hearts is also positively affecting our brains as well. The movement and exercise enhance our optimal learning activity.
Says Ratey:
"New research indicates that these kinds of exercise also affect the basal ganglia and corpus callosum,...
Learning tends to be associated with specific ways of considering events and establishes a student's "explanatory style," or the components of permanence, pervasiveness, and personalization. Permanence refers to someone believing that negative events and/or their causes are permanent, despite the fact that evidence, logic, and past experience indicate that they are instead temporary: "I'll never be good in English." Pervasiveness is generalizing, so a negative aspect of a situation is
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