New research suggests mental rest and reflection is vital to efficient and effective learning. (File/UPI/Martin Jeong) |
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AUSTIN, Texas, Oct. 22 (UPI) -- All work and no play makes the brain a dull toy. At least that's what new science out of the University of Texas suggests. Learning happens best, researchers say, when the brain is allowed to rest and given time for reflection.
In a recent experiment, scientists found that when test subjects reflected upon previously learned material during a rest period, they then performed better on subsequent tests. Those who reflected on disparate subjects during their down time, didn't perform as well on later tests.
"We've shown for the first time that how the brain processes information during rest can improve future learning," Alison Preston, a professor of psychology and neuroscience at Texas, explained in a recent press release. "We think replaying memories during rest makes those earlier memories stronger, not just impacting the original content, but impacting the memories to come."
Until now, learning scientists had assumed old memories interfere with new memories. Now they know that, at least in some cases, the integration of old and new and can boost learning.
"Nothing happens in isolation," Preston said. "When you are learning something new, you bring to mind all of the things you know that are related to that new information. In doing so, you embed the new information into your existing knowledge."
Researchers will next try their experiment on children, as the results may have significant implications for modern education strategies. But how would this conclusion play out in the real world? How could a teacher use this research to teach better?
"A professor might first get them thinking about the properties of electricity," explained Preston. "Not necessarily in lecture form, but by asking questions to get students to recall what they already know."
"Then, the professor might begin the lecture on neuronal communication," Preston added. "By prompting them beforehand, the professor might help them reactivate relevant knowledge and make the new material more digestible for them."
Preston's work was assisted by Margaret Schlichting, a graduate student at UT. Their research is detailed this week in the journal PNAS.
