Recent research supports the idea that the brain has to be convinced before it ‘Knows what it knows’ or ‘cognition’. Cognition, the understanding of something, is a critical element to rationality and a human’s ability to be judgemental and make ‘valid decisions’. In the world of HOW ADULTS LEARN this research has real importance. This research has defined three basic criteria that the brain uses to accept something as true. These criteria are the brains way of self convincing itself.
1. Mode of input -
the information or concept must be presented and processes in the persons primary thinking mode, either visual (pictures), auditory (sounds) or feelings (either physical or emotional). In addition there are a few people (less than 5% of the world’s population) that literally think in smell or taste.
2. Frequency of input –
depending on the strength of the input between 1 – 20 repetitions
3. Duration of input –
it must last long enough for the brain to validate, typically 2 seconds to 1 minute
When all three criteria are WELL met then a person ‘KNOWS’ the item as being true.
For instance when this criteria based validation does not occur then there is a sense of NOT KNOWING. Have you ever left the house and have that sudden feeling of having left the house unlocked and NOT KNOW? or “did I return that call or NOT?” - More classically “where did I leave my keys?”.
This is not to say that given fully met criteria that the person will make the right decision or actually consider something is true, when in fact it is not. It is simply how someone convinces themselves that something is true for them.
In learning terms then, this research is critically important! All three criteria must be met including repeated exposure to an ideas or ideas. Therefore training must provide new ideas in the preference of the person, do it more than once and take at least 10 seconds on the idea.
In training we call this layering, where we go over the same ground again, in a slightly different way. Layering also means making links to other learning and connecting the two ideas together. In this way we achieve a greater repetition rate, without obvious simple repetition, and, increase the frequency of the thinking on a specific idea. So the phrase “this idea links to the previous exercise we did 2 hours ago” is vital to inducing the convinced state in the learner.
What is interesting in this research is that this ‘convincer’ is more important than memory storage processes, or long term memory aids. In essence recall will still not happen even if all the memory retention processes are put in place, and, if the person is not convinced of the ‘rightness’ of a concept or a piece of data, they simply dismiss it out of hand. In particular behaviour based training often fails to be embedded in learners as the ‘convincer’ criteria above have not been met. We see this often when we do advanced trainer training where we meet resistance to the new Attitudinal Based Learning ideas in the initial first morning by some trainers. The behaviours that follow are classic in ‘learner resistance’ such as quietness, folded arms, somewhat inappropriate intervention etc. However the layering process does have a dramatic effect as the ideas are reinforced from a number of angles and linked to personal preferences by the exercise design. This has a success factor of well over 90% in our experience, so clearly is successful!
The trick with this ‘convincer’ concept is the design of training – not the delivery. Convincers are designed in and should not be left to trainers or processes to provide. It is NOT about great speeches or fabulous exercises but a very logical and rational design process that consistently layers different processes with the same core messages and making links between the different ideas. P3 use a methodology model called the funnel to mechanise training design structures, to ensure that design consistently hits the three criteria. The structure of training is the single biggest impact on attitude shift in learners.
If you want people to
a) learn
b) use the learning
Then cognitive design theory is for you!
Contact Paul Dunn any time if you want to know more contact@HOWADULTSLEARN.COM
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