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Curiosity Killed the Cat and Information Made Him Fat. 8 Reasons Why Scientists Disagree With This Cliché.

Curiosity Killed the Cat and Information Made Him Fat.  8 Reasons Why Scientists Disagree With This Cliché.

We have all heard the phrase “Curiosity killed the cat” and most of us can finish this statement by adding “And information made him fat”. It is likely that we heard this statement as youngsters because we were asking too many questions and the adults around us were just too busy to address them. While this might have been a useful time saving device for our parents, this was not a helpful or even a truthful piece of advice – at least not according to the latest science. We now know that curiosity is good for us on a number of levels. Curiosity actually stimulates our intellectual functioning and benefits our brain health. Some experts in the field of psychology have also posited that a healthy dose of curiosity may be the key to leading a happier, more meaningful and fulfilled life.

So what do people think when they hear the phrase “Curiosity killed the cat”?  Do we assume that it warns us of the consequences of asking too many questions? Or does it point to the limited capacity of a brain that can malfunction if it works too hard to understand the world in which we live? Of course, scientists now know that our brain cannot malfunction due to “excessive curiosity”. Here are the reasons why.

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    1. Your brain is a work-horse, not a store house.

    The more you exercise it, the healthier and more efficient it will be. In fact, if you want to really train your brain and increase your intellectual ability, stoking your curiosity about the world is one of the best ways to achieve that.

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    brain as computer

      2. Your brain is not a computer.

      In the 70s, the cognitive branch of psychology was dominant and scientists saw all of human development in terms of a computer-based metaphor of a brain as information processor. The information processing approach (see Woolfolk, Hughes & Walkup, 2008) saw the mind as a machine that takes in information, performs operations to change its form and content, stores the information, retrieves it when needed, and generates responses to it. So learning, remembering and thinking involve gathering information, encoding, storage and retrieval. This is a useful analogy in many ways and it makes it easy for people to understand how information might be processed by the brain. The problem with it is that people then assume that the brain actually is a computer, with only as much memory storage or capacity as is available on the hard drive. If the hard drive doesn’t have enough capacity, then you need a new one that is bigger, better or faster.  This is a very limiting view of our brain’s capabilities and some have called it a form of “negative psychology”.

      girl studying

        3. We don’t know the limits of human learning.

        We may never know them. Thankfully, many psychologists have eschewed the notion that our brain has limited storage capacity which is great news for the whole field of education as well as for the curious natured individual. A nice illustration of this can be seen in Psychologist Steve Hayes’ (1993) discussion of Lerner’s (1993) epigenetic approach to human development. Lerner argued that there may exist predetermined genetic limits to human development. But Hayes explained that because we know that stimulating environments can help to make us smarter, there are no limits to our intellectual development until they have been reached. These limits can only be reached through exhaustive attempts to create ever more exceptionally stimulating environments.

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        In Hayes’ (1993) words; “Lerner seems too quick to say how high pygmies can grow or how well a person with Down syndrome can do. There presumably are such limits, but we cannot know them when we have reached them”.

        scientist

          4. Scientists have learned a lot by being curious.

          We used to think that persons with Down Syndrome would never present with measured IQ scores of more than 60, but now many persons with this genetic condition have received excellent intervention and high standards of teaching in enriched environments and are now capable of attending college. Thirty years ago the only outcome for persons presenting with Down Syndrome when, for example, their families could no longer care for them was to be institutionalised in a state care facility. Now many are living completely independently while others enjoy various levels of assisted or partially independent living and working environments. This only happened because the so called “limits” were pushed by psychologist that did not believe that curiosity can kill a cat.

          In order to develop the range of powerful educational methods that have enriched the lives of those with Down syndrome, scientists themselves needed to be curious about what might happen if you continually enriched the educational environment of someone with a developmental difficulty. Isn’t this the way all great scientific breakthroughs occur? In the latter example, the curiosity of psychologists about the intellectual “limits” of someone with Down Syndrome actually improved people’s lives. Thankfully those psychologists had not believed the old feline cliché when they were young.

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          brain scan photo

            5. Neurogenesis.

            Neurogenesis is the stimulation of brain growth. It is the process by which neurons are generated from neural stem cells and progenitor cells. Most of this neural activity happens during pre-natal development, but we also know that it continues to happen throughout the lifespan. It is now a well-established phenomenon and we often hear about it in the context of brain training software used for older adults who may be experiencing some level of cognitive decline or for anyone who simply wants to increase their IQ. Indeed there is much evidence supporting the efficacy of brain training interventions in studies examining its effects on stroke recovery and management of dementia in the elderly (e.g., Smith et al., 2009).  Some of the intellectual skills improved by such training are very important foundational skills like memory and attention that had perhaps been quite well developed at an earlier time in the person’s life (see also Ball et al. 2002). The important point here is that the stimulation of specific brain regions through brain training supports ongoing growth and development in areas of the brain which are important for intellectual pursuits.

            6. Brain Training has been shown to improve intelligence.

            In a groundbreaking 2011 study conducted at the University of Michigan, and widely reported in the media, Susan Jaeggi, John Jonides and colleagues reported improvements in one aspect of intelligence known as fluid intelligence that the researchers achieved for their research volunteers by having them engage regularly in a brain training task known as the n-back procedure. Another research study conducted in Ireland (Cassidy, Roche & Hayes, 2011) reported significant IQ rises as a result of an intensive computerized “relational skills” brain training program. These large IQ increases were maintained 4 years later without any further intervention (see Roche, Cassidy & Stewart, 2013). Both of these studies moved people’s intellectual ability well beyond its assumed limits- without any disastrous consequences for anyone!  (For more research in this area visit this site). So it appears that there may indeed be no real limit to our ability to develop our minds. This kind of research pushes the boundaries of what many experimental psychologists and brain scientists thought were the limits of learning.

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            woman cheering with happiness

              7. Curiosity can help us to lead more fulfilling lives.

              Our brain is naturally curious and as I have argued, it cannot fill up because it is infinitely “malleable” or “plastic”, like play dough. Learning never stops, and we continue to learn and develop across the whole lifespan. One of the key ingredients to keeping that development on an upward trajectory is to nurture your native curiosity. The Psychologist Todd Kashdan wrote a whole book on the topic called The Curiosity Advantage, in which he presents the evidence that our brains are infinitely expandable, and that curious people lead more fulfilling lives. Kashdan is not talking merely about healthy cognitive development, but extols the virtues of curiosity for our mental health and our emotional well-being, too. And here is an important paradox he outlined. Too many of us have been sold on the idea that enjoying ourselves and being happy is the only, or most important, goal in life. But, instead of chasing happiness, Kashdan outlines the evidence that we should focus on trying to create a rich and meaningful life, guided by core values and interests. We can do this by chasing up the things that make us curious in every area of life.

              According to Kashdan, “The greatest advantage of curiosity is that by spending time with the new, increased neurological connections are made possible. Facts and experiences are synthesised into a web, paving the way for greater intelligence and wisdom. We become more efficient when making future decisions. We become better at visualising the relativity of seemingly disparate ideas, paving the way for greater creativity.  It is the neurological equivalent of personal growth. New pathways in the brain are inevitable when you seek out new information and experiences and integrate them into the previously known.”  (p. 57).

              8. Being curious increases our “flow”.

              Kashdan’s ideas fit perfectly with what neuroscientists have been telling us about keeping our environments “stimulating”.  But Kashdan adds the important advice that by being fully engaged with life, we also derive more happiness from it – as a pleasant by-product. Positive psychologists call this state of total immersion in whatever fulfils you “flow”. The concept of flow was the brainchild of Mihaly Czikszentmihalyi, (1990) who used it to refer to a genuinely satisfying state of consciousness, which is the optimal human experience. You are in a state of “flow” when you are so deeply and effortlessly involved in what you are doing that you forget all else. Flow activities challenge you and engage you with all your senses and all your being. Flow activities are not necessarily enjoyable when you are doing them (e.g., competing in a swimming competition or staying up all night studying) because they really and truly push you to your limits, but the sense of accomplishment you gain from doing them is what leads to you feeling so happy and so positive about the experience in the aftermath.

              mother and child deeply engaged in learning task

                So being curious is about being engaged with your environment in a deep and meaningful way. It is about chasing the things that interest and stimulate us. It is about doing these things to the best of our abilities. Being curious is not about being nosy or getting involved in other people’s business. Being curious is about increasing our quality of life in all domains. Being curious is a good thing. In fact, it is a great thing.

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                Last Updated on September 24, 2020

                17 Ways Learn New Skills Faster and Enjoy the Process

                17 Ways Learn New Skills Faster and Enjoy the Process

                In the movie The Matrix, everyone was intrigued with the ability that Neo and his friends possessed to learn new skills in a matter of seconds. With the incredible rise in technology today, the rapid learning in the movie is becoming much more of a reality than you realize.

                The current generation has access to more knowledge and information than any before it. Through the internet, we are able to access all sorts of knowledge to answer almost every conceivable question. To become smarter, it’s more about the ability to learn faster, rather than being a natural born genius.

                Here are 17 ways to kickstart your Matrix-style learning experience in a short amount of time.

                1. Deconstruct and Reverse Engineer

                Break down the skill that you want to learn into little pieces and learn techniques to master an isolated portion. The small pieces will come together to make up the whole skill.

                For example, when you’re learning to play the guitar, learn how to press down a chord pattern with your fingers first without even trying to strum the chord. Once you are able to change between a couple of chord patterns, then add the strumming.

                2. Use the Pareto Principle

                Use the Pareto Principle, which is also known as the 80 20 rule. Identify the 20% of the work that will give you 80% of the results. Find out more about the 80 20 rule here: What Is the 80 20 Rule (And How to Use It to Boost Productivity)

                Take learning a new language for example. It does not take long to realize that some words pop up over and over again as you’re learning. You can do a quick search for “most commonly used French words,” for example, and begin to learn them first before adding on the rest.

                3. Make Stakes

                Establish some sort of punishment for not learning the skill that you are seeking. There are sites available that allow you to make a donation toward a charity you absolutely hate if you do not meet your goals. Or you can place a bet with a friend to light that fire under you.

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                However, keep in mind that several studies have shown that rewards tend to be more motivating than punishment[1].

                4. Record Yourself

                Seeing yourself on video is a great way to learn from your mistakes and identify areas that you need to improve. This is very effective for any musicians, actors, speakers, performers, and dancers.

                5. Join a Group

                There are huge benefits to learning in a group. Not only are you able to learn from others but you’ll be encouraged to make progress together. Whether it’s a chess club, a mastermind group, or an online meet-up group, get connected with other like-minded individuals.

                6. Time Travel

                Visit the library. Although everything is moving more and more online, there are still such things called libraries.

                Whether it’s a municipal library or your university library, you will be amazed at some of the books available there that are not accessible online. Specifically, look for the hidden treasures and wisdom contained in the really old books.

                7. Be a Chameleon

                When you want to learn new skills, imitate your biggest idol. Watch a video and learn from seeing someone else do it. Participate in mimicry and copy what you see.

                Studies have shown that, apart from learning,[2]

                “Mimicry is an effective tool not only to create ties and social relationships, but also for maintaining them.”

                Visual learning is a great way to speed up the learning process. YouTube has thousands of videos on almost every topic available.

                8. Focus

                Follow one course until success! It’s easy to get distracted, to throw in the towel, or to become interested in the next great thing and ditch what you initially set out to do.

                Ditch the whole idea of multitasking, as it has been shown to be detrimental and unproductive Simply focus on the one new skill at hand until you get it done.

                9. Visualize

                The mind has great difficulty distinguishing between what is real and what is imagined. That is why athletes practice mentally seeing their success before attempting the real thing[3].

                Visualize yourself achieving your new skill and each step that you need to make to see results. This is an important skill to help when you’re learning the basics or breaking a bad habit.

                Take a look at this article to learn how to do so: How to Become a Person Who Can Visualize Results

                10. Find a Mentor

                Success leaves clues. The best short cut to become an expert is to find an expert and not have to make the mistakes that they have made.

                Finding out what NOT to do from the expert will fast-track your learning when you want to learn new skills. It is a huge win to have them personally walk you through what needs to be done. Reach out and send an email to them.

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                If you need help learning how to find a mentor, check out this article.

                11. Sleep on It

                Practice your new skill within four hours of going to sleep.

                Josh Kaufman, author of The Personal MBA, is a noted rapid learning expert. He says that any practice done within this time frame causes your brain to embed the learning more rapidly into its neural pathways. Your memory and motor-mechanics are ingrained at a quicker level.

                12. Use the 20-Hour Rule

                Along with that tip, Kaufman also suggests 20 as the magic number of hours to dedicate to learning the new skill.

                His reasoning is that everyone will hit a wall early on in the rapid learning stage and that “pre-committing” to 20 hours is a sure-fire way to push through that wall and acquire your new skill.[4]

                Check out his video to find out more:

                13. Learn by Doing

                It’s easy to get caught up in reading and gathering information on how to learn new skills and never actually get around to doing those skills. The best way to learn is to do.

                Regardless of how unprepared you feel, make sure you are physically engaged continuously. Keep alternating between research and practice.

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                14. Complete Short Sprints

                Rather than to force yourself into enduring hours upon hours of dedication, work in short sprints of about 20-30 minutes, then get up and stretch or take a short walk. Your brain’s attention span works best with short breaks, so be sure to give it the little rest it needs.

                One study found that, between two groups of students, the students who took two short breaks when studying actually performed better than those who didn’t take breaks[5].

                15. Ditch the Distractions

                Make sure the environment you are in is perfect for your rapid-learning progress. That means ditching any social media, and the temptation to check any email. As the saying goes, “Out of sight, out of mind.”

                Before you sit down to learn new skills, make sure that potential distractions are far from sight.

                16. Use Nootropics

                Otherwise known as brain enhancers, these cognitive boosters are available in natural herbal forms and in supplements.

                Many students will swear by the increased focus that nootropics will provide[6], particularly as they get set for some serious cramming. Natural herbal nootropics have been used for thousands of years in Ayurvedic traditions to improve the mind and learning.

                Find out more about brain supplements in this article.

                17. Celebrate

                For every single small win that you experience during the learning process, be sure to celebrate. Your brain will release endorphins and serotonin as you raise your hands in victory and pump your fits. Have a piece of chocolate and give yourself a pat on the back. This positive reinforcement will help you keep pushing forward as you learn new skills.

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                The Bottom Line

                Learning a new skill should be exciting and fun. Whether you use online courses, real world experience, YouTube videos, or free online resources, take time to learn in the long term. Keep picturing the joy of reaching the end goal and being a better version of yourself as continual motivation.

                More Tips on How to Learn New Skills

                Featured photo credit: Elijah M. Henderson via unsplash.com

                Reference

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