Possible reasons for children's unwillingness to learn
Parents often ask: "Why doesn't my child want to learn math (English, history, etc.)?", "How to get the child to prepare for exams?" etc.
We tend to explain the poor performance of a child at school by insufficient motivation . And most often the reason lies precisely in it. But forcing the child to learn the lessons is exhausting for him and for the parents alike. If a child is given money for good grades, he will only be interested in the reward, and not in learning something new. In the end, you will find that motivating in this way only makes the situation worse. But there is still a good way. If you Visit website, you will teach your child to improve their performance in writing writing. A good resource for learning.
Punishing bad grades is also ineffective. Banning a child from watching TV or turning off the Internet is not an option. Attempts to discuss the problem with the child do not always bring results - more often than not, it looks like accusations and excuses. But the best way to teach a child to use the Internet is for learning. With the help of https://essayassistant.org/matlab-assignment-help/ you will teach your child not only to use the Internet correctly, but also to write written works. A good resource for learning how to write work.
Poor academic performance lies in stress
But why is poor academic performance among children a pervasive problem today? Don't kids want to learn, just have fun? Or is it because today's children are more stressed ?
You need to understand in which cases the child is not trying enough, and when his academic failure is the result of excessive stress. In the latter case, you need to find out its causes and, if possible, eliminate them. Stress comes from the fact that the child does not know how to write homework. With the help of http://essayassistant.org/geography-help/ he will learn how to do this. A good resource for reducing stress in a child. But that is not all.
First of all, you need to answer the question: "Why does my child not want to study?" Understanding the real reasons, without blaming the child himself, we can find a solution to the problem. The answer to this question can be provided by the latest research in the field of neurophysiology.
In the 60s of the twentieth century, the famous American psychologist Daniel Kahneman introduced the concept of "cognitive distortion". According to the scientist, people have certain attitudes that help them make quick decisions. Over time, such attitudes can turn out to be erroneous and lead to cognitive biases.
As an example of cognitive bias, Kahneman cites The Baseball and Bat Problem: a baseball and a bat cost $ 1.10 together. The bat costs one dollar more than the ball. How much does the ball cost? The most common answer is “10 cents”. This is a classic example of cognitive bias (5 cents correct).
There are situations in which attitudes can be helpful, especially when we don't have time to think. But in other cases, people, according to Daniel Kahneman, tend to act on the principle of making the least effort. But is it connected with laziness or with some other peculiarities of the human psyche?
There is another interesting fact in Kahneman's research: those who felt a trick in the condition of the problem, but could not find the correct solution, at a certain point agreed with the deliberately wrong answer. Sooner or later, such a moment came for all participants in the experiment. Most surprisingly, Kahneman could foresee the moment when the participant in the experiment will reach this point. This was evidenced by two indicators - dilated pupils and a rapid pulse.
The same mechanism manifests itself in the case of physical effort. In another experiment, participants were asked to squeeze their hand as tightly and for as long as possible. At the moment of maximum effort, the pupils of the subjects dilated, after which the participants in the experiment opened their hands. This indicates that dilated pupils and increased heart rate are indicators of nervous excitement.
Concentration requires a lot of energy, due to which the pulse becomes more frequent. We clench our teeth, we tighten our core muscles, our breathing quickens and sweating increases, and our digestion and metabolism slow down. In other words, concentrating, we fall into the so-called "ergotropic state", which initially helped a person to hunt and survive, and now we have adapted him to solve everyday problems.
Mental effort also has physical manifestations. Changes occur in the brain and body, similar to those occurring during the hunt (it does not matter if our target is a wild animal or a discounted product). It helps to understand why people suddenly stop looking for a solution. Kahneman argued that we suddenly abandon the search if we put in too much effort to solve the problem.
Physiological causes of poor performance in children
American neuroscientist Paul McLean, author of the "triune brain" theory, identifies two modes of brain functioning in which the neocortex or limbic system dominates. The neocortex - the newest part of the brain - supports "higher" functions (thinking, speech, social development, empathy, introspection). The limbic system supports more ancient functions, for example, it allows you to remember people and places in stressful situations. It is the mode of the limbic system that leads to the abandonment of the search for solutions to problems.
Both modes of brain function require a lot of energy, for example, with strong mental effort or stressful situations. In conditions of limited resources of the body with the dominance of one of the systems - "rational" or "limbic" - the action of the second system slows down.
The rational system is responsible for the so-called "cognitive competencies": it helps to fight bad habits, forms self-control skills, etc. Such skills can reduce stress levels and, accordingly, reduce energy costs.
The limbic system is responsible for irrational, instinctive human behavior in stressful situations. This system allows us to effectively defend ourselves in dangerous situations when we do not have time to think. But sometimes this mode is also turned on in situations when nothing threatens us, but the body expends a large amount of energy (for example, when solving logical problems).
In such situations, the hypothalamus sends a signal to stop the action, leading to the expenditure of energy. Like a thermostat, it reacts to a decrease in blood glucose levels. This is the "instinctive" refusal to solve the problem, caused by the work of the limbic system.
In emergency situations, this reaction of the body is accompanied by the production of the hormone cortisol. In situations where there is no real threat, this mechanism manifests itself only when the glucose level is lowered. This mechanism has been preserved in the process of evolution. He forced primitive man to abandon the pursuit of an animal during a hunt, if the body did not have enough resources to pursue.