Good handwriting for brains than typing

In today's technological age, any text editor has moved from handwriting to typing because the typing speed is always faster and significantly more effective than handwriting. Even so, scientists have shown that it is much easier to memorize information by hand than the typing, which greatly influences the way of education.

Handwriting and typing, which one is better?

Two psychologists, Pam Mueller of Princeton University and Daniel Oppenheimer of the University of California, Los Angeles, conducted studies and concluded that hand-written notes will help people build a good memory. more as well as work, study more effectively. Previously, Oppenheimer had studied the negative impact of using notebooks to record in classrooms. Using laptops in classrooms not only makes students / students more lazy to write, but also causes them to lose focus on lessons by actors like the Internet.

The study of two scientists has been verified in the laboratory as well as in the practical classroom with the participation of 300 students from both Princeton and University of California, when comparing students' learning ability. Hand-written notes and laptop use. The results are surprising when the slower speed of manual recording helps the brain memorize lesson content faster. The research of these two researchers can be understood simply as follows: If students attending classes are allowed to use laptops, they can record almost every word the teacher says. However, the process of using a laptop to record this lesson does not require any thinking or memory for the brain. Therefore, when typing to save the lesson, these students are almost not involved in memorizing lesson information.

This is something scientifically proven. If there is no link between learning cover and content analysis, the brain will almost ignore the information that people record, usually in a classroom environment, many students try to record full of information given by the teacher. With help. of the laptop, the recording of the lecture becomes simple because students can keep up with the teacher's lectures, but due to the focus on "speeding" between listening and writing, the brain will not There is time to handle the information students receive, which in turn leads to the consequences even though the students have completed the lesson, but the students cannot remember anything after the class ended. On the other hand, if these students have to take notes by hand, of course speed cannot be fast because they cannot record all the words the teacher says. Therefore, the students' brains instead of focusing on taking notes will help students analyze what they hear, find valuable information and obviously instead of copying enough without remembering anything then students can remember most of the main ideas without taking too many notes.

This requires more memorization than just typing that information out. And these efforts will help you remember the lesson more effectively. Mueller and Oppenheimer conclude: " For students, verbal writing is not as good as processing the lecture information and rearranging it in their own way."

Although handwriting is a skill that is gradually disappearing and replaced, its benefits have been acknowledged by many educational psychologists. These psychologists have shown that handwriting can directly participate in parts of the brain - especially the area associated with memory formation - that typing is ignored. For children, handwriting will bring more ideas.

In addition, the psychologist Stanislas Dehaene at Paris College said that handwriting not only helps children read faster but also enhances creativity and helps to memorize longer . In other words, writing is an essential activity in the learning process of children. "When we write, a unique link between neurons is automatically activated. The essence of the gesture is the expression of information simulated inside the brain by action," said Dehaene . This is a link that we pay little attention to but is invisible, it makes learning easier. "

Back in 2012, Indiana University's psychologist Dr. Karin James conducted a study of unread and unread children and showed them some characters or objects printed on cards. to reinforce Stanislas Dehaene's thesis. Afterwards, Karin James asked these children to re-visualize the visible image in 1 of 3 ways: redrawing the character, the object seen on the paper with a dot, redrawing on white paper or typing on computer. Next, the kids will scan the brain and record images of the brain.

The results showed that in children using completely blank paper to re-express the characters in memory, 3 areas on the brain, including a pattern of left rhombus, lower forehead and parietal lobe with enhanced activity. remarkably. These are the areas of the brain that are activated when adults perform read and write operations. In contrast, the above brain regions in the child only fill the guide dots with a weaker reaction. For children who re-type characters on a computer keyboard, the brain regions are completely unresponsive.

Dr. James hypothesized to explain the difference in experimentation due to the characteristic properties of free handwriting: "When we write, we have to plan in the brain and do it. Besides, we also create different pictorial results after every action written on paper, which is why people cannot write two completely identical characters. " It is this transformation that is a perfect learning tool, Karin James said: "When children write many different characters, they will help them learn and remember that character."

The child's brain only understands the meaning of each character when we write many times on paper. When a child learns "A", they have to write it down on their own so that the brain can remember the shape of the letter A when compared to other letters. Dr. James said: "The act of writing is the exercise of the brain in children when they learn the first letters . " To test the conclusion, Dr. James conducted another experiment comparing children who learned letters by writing themselves with just looking at the shape. The experiment has once again achieved similar results and strengthened the argument of the original study.

This issue continued to attract Marieke Longchamp and Jean-Luc Velay, two researchers at the cognitive neuroscience laboratory at the University of Aix-Marseille. They conducted a study on 76 children, divided into groups of 3 to 5 years old. Learning groups for handwriting have better results than study groups by typing them on a computer. They repeated the experiment on adults by guiding participants in learning Bangladeshi and Sri Lankan language. The results are similar to those for children.

In another study by psychologist Virginia Berninger at the University of Washington, the learning process for 2nd graders was monitored over the years. Accordingly, Ms. Berninger discovered the difference between learning methods by reading but not writing, writing and typing on the keyboard. All of these methods are closely related to separate and independent parts of the brain. In addition, each method produces a different learning effect. The results of Berninger's study show that handwriting not only helps children learn words faster than typing on computers, but also helps to enhance creativity and create more ideas. Moreover, handwritten manipulation also helps images and knowledge content be stored in the brain in a sustainable way for many years thereafter.

Currently, the problem is still controversial is the difference between learning to print by computer or handwritten content. Especially, there are some ideas that writing practice will disappear in the near future. However, let's look at some of the positive effects of handwritten texts. Some people suffer from dyslexia, but it is difficult to read printed content while handwriting is still readable. The hypothesis is that the ability to write is the result of two independent processes taking place inside the brain, so it is more stable and less affected.

Some researchers also argue that writing is a way to treat dyslexia in people who have it. In 2012, the Los Angeles Times pointed out that handwritten texts can cure difficult-to-write syndromes, indicating that the text is reversed horizontally and vertically. Hand writing, not only benefits children but also adults. For adults, typing can be a quick and effective alternative to handwriting. However, writing by hand will help adults learn new knowledge quickly and remember longer than learning entirely with a mouse or computer keyboard.

It even influenced the habits of many correspondents as a result of an investigation in the UK in June 2014, 2000 people were invited to participate in a Docmail survey about their use. How to write letters. The result has surprised many people: 1 in 3 people does not touch the pen for the last 6 months, even for this single person, the last time he uses a pen, the same way survey time at least 41 days. In addition, when asked about the content of the latest text that 2000 people recorded, those who used email (equivalent to typing) cannot remember what they wrote last month while those handwritten individuals can still remember some small details of a letter they sent more than 8 months ago.

Although the benefits of handwriting seem a lot better than typing but at the current pace of technology development, can this classic way of learning stand still? This question probably only has time to answer.