The Argument
In this section, Shenk discusses the story of Shinichi
Suzuki, who created the Suzuki method which teaches very young kids to play
complex instruments, like the violin. This method focuses on: “extraordinary
repetition, parental persistence, and strong cultural reinforcement”, which
includes “heavy parent involvement, steady practice, memorization, and lots of
patience” (136). This proved that with “the right training and persistence,
anyone could achieve remarkable success” (137). Relate this type of learning to
the different types of learning studied in Campbell Chapter 51. Do you believe
this is an effective way of learning? Do you believe this is the BEST method of
learning? Why or why not? How does the theme evolution play a role in the
development of the brain and behavior if this was the only method of learning
used by humans to learn?
(Lea Nowack, lea.nowack123@gmail.com)
The Suzuki method is based on associative learning, a type of learning that makes associations between different experiences. The Suzuki method concentrates on “heavy parent involvement, steady practice, memorization, and lots of patience” (136). This features a specific type of associative learning called classical conditioning. Classical conditioning is defined as when “an arbitrary stimulus becomes associated with a particular outcome” (Campbell 1127). For example, a child, using the Suzuki method, learns to play the violin through classical conditioning. First, in order to read notes, a child must be able to associate what a note looks like in a piece of composition with the note letter. After memorizing the notes, the child must then learn to associate the note with the string to press and the position of the bow. This associative learning is achieved through memorization and practice, emphasized in the Suzuki method.
ReplyDeleteThe other type of associative learning, operant conditioning, is also at play here. Operant conditioning is trial-and-error learning, in which one “learns to associate one of its own behaviors with a reward or punishment and then tends to repeat or avoid that behavior” (Campbell 1127). Often when a child starts learning how to play the violin, he/she makes numerous mistakes that the instructor needs to help correct. For example, a student might accidently play the G string when he/she was supposed to play the C string. The instructor, hearing the difference, would then point out that the student made a mistake and show the student the right string. The child then learns that in playing that specific note, playing any string besides the C string receives rebuke and embarrassment while playing the C string is rewarded with praise. Therefore, they avoid playing any string besides the C string when playing that note. In the process, they have learned the correct string to play for that note. This involves lots of patience from the instructor, the parents, as well as the student (as emphasized in the Suzuki method). Therefore, a child playing the violin represents the product of multiple occurrences of associative learning.
Christine Zhao (c_zhao@ymail.com)
(continued)
ReplyDeleteEvolution is “the theory that groups of organisms change with passage of time, mainly as a result of natural selection, so that descendants differ morphologically and physiologically from their ancestors” (http://necsi.edu/projects/evolution/cover/evolution_cover.html). If the Suzuki method became the only method of learning, it becomes a selective advantage for the brain to respond favorably and efficiently to this method. This would increase the amount of learning, and if an individual is more intelligent, they are more likely to survive and reproduce. Therefore, adaptation and then evolution would maximize the efficiency of the brain in responding to the Suzuki method. For example, in the brain the hippocampus is said to be “responsible for associative learning” (http://science.howstuffworks.com/environmental/life/human-biology/smell3.htm). Therefore, having a larger and more fully developed hippocampus would be a selective advantage. It would allow the individual to have more efficient associative learning, which is directly related to the Suzuki method.
Another evolution could be the increase in altruistic social behavior in humans. Altruism is when “some animals behave in ways that reduce their individual fitness but increase the fitness of other individuals in the population” (Campbell 1138). Since the Suzuki method is based on “heavy parent involvement,” it would be a selective advantage for parents to have altruism, sacrificing their time and concentration for their children. Even though parents reduce their chances of survival and reproduction, this is still a selective advantage as it increases the chances of their genes being passed on. By increasing the chances of survival and reproduction for their children, they increase the chances of their genes being passed on through their children.
I do believe this is an effective way of learning. It’s difficult to say if this is the best method of learning because that really depends from person to person. Yet it has indeed been found to be extremely successful in most cases, as seen with the success Shinichi Suzuki had with his violin students. Also, I have shown the connection between “heavy parent involvement, steady practice, memorization, and lots of patience” and associative learning (136). This learning increases the ability of the individual in playing the violin, as well as in other areas. Therefore, though there might be other, better ways to learn for a specific individual, this appears to be the most reliable method in uncovering the potential of a child.
Christine Zhao (c_zhao@ymail.com)