How We Can Learn As Adults | Rachel Wu | TEDxUCR

Summary

The speaker explores the disparity in how society views children's learning versus adult learning, drawing from personal experiences in acquiring new skills like painting, piano, and German. They argue for an enriched learning environment for adults, similar to what children receive, to combat cognitive decline. Through studies with older adults learning new skills, they demonstrate significant cognitive improvement, suggesting that optimizing adult learning environments could prevent cognitive decline and enhance life quality.

Takeaways

• 👵 The speaker contrasts the lack of concern for a 72-year-old woman's isolation with the same situation in a 7-year-old child, highlighting a societal double standard regarding learning and isolation.
• 🎨 The speaker shares personal experiences of learning new skills like painting, piano, and German, emphasizing the importance of effort over innate talent.
• 👶 The benefits of an open mind, good instructors, resources, and the belief in one's ability to learn are often reserved for children but are crucial for adults' learning as well.
• 🧠 The study conducted by the speaker suggests that providing an enriched learning environment for older adults can significantly improve their cognitive abilities.
• 📈 Participants in the study showed cognitive improvements comparable to those of middle-aged adults during the intervention and reached levels of young adults within a year and a half.
• 🎨 The improvement in the skills learned by the older adults was remarkable, with one participant even receiving commissions for their paintings.
• 👵 The study's participants reported increased confidence, a sense of purpose, and feeling valued, challenging the notion of aging as a period of decline.
• 🌟 Learning new skills is not only necessary for adapting to changes but also a privilege that requires support and resources, which are often not provided to adults.
• 📚 The speaker encourages continuous learning at any age, suggesting that an optimized learning environment could prevent cognitive decline and enhance the quality of life.
• 🌐 The potential of optimizing learning environments for people of all ages is vast, and it could lead to significant societal and individual benefits.

Q & A

What is the main difference between how children and adults learn according to the speaker?

The speaker highlights that children and infants receive an enriched learning environment with ample resources, time, and support for making mistakes, whereas adults often face a deprived learning environment with limited resources, little time, and a lack of forgiveness for mistakes.

Why did the speaker initially start learning new skills like painting and piano?

The speaker began learning new skills to challenge the common belief that adults are not capable of learning new things as effectively as children, and to explore the potential cognitive benefits of learning in adults.

What was the societal reaction when the speaker started learning new skills as an adult?

People initially discouraged the speaker from learning new skills, suggesting they were wasting their time due to their initial poor performance. However, as the speaker improved, they attributed the progress to innate talent rather than effort.

How did the speaker's approach to learning differ from the typical adult learning environment?

The speaker's approach to learning was similar to that of children, with an open mind, access to good instructors and resources, a belief in their ability to learn, a willingness to make mistakes, and a commitment to learning multiple skills at once.

What was the purpose of the study involving older adults learning new skills?

The purpose of the study was to test the hypothesis that providing an enriched learning environment to older adults, similar to what is given to infants and children, could enhance their cognitive abilities and potentially mitigate cognitive decline.

What skills did the older adults learn in the study, and how long did the learning process last?

The older adults learned skills such as painting, drawing, Spanish, using an iPad, music composition, and photography. They learned these skills over a period of three months, dedicating about 15 hours a week.

What cognitive tests were used to measure the participants' improvement in the study?

The cognitive tests used included tasks like counting blue dots among other shapes and colors, and sorting shapes by color or shape based on changing instructions, which measured attention and memory.

What were the results of the study in terms of cognitive improvement?

The older adults who learned new skills showed significant cognitive improvement, reaching levels comparable to middle-aged adults during the intervention and even up to undergraduate levels within a year and a half.

How did the participants feel about their experience in the study?

The participants reported increased confidence in their abilities, a sense of purpose, and a feeling of importance and value. They expressed a desire to continue learning and contributing, even at an older age.

What message does the speaker want to convey about learning and cognitive abilities?

The speaker emphasizes that learning is a privilege and an intensive process that requires support. They advocate for optimizing learning environments for both younger and older individuals to prevent cognitive decline and enhance cognitive abilities.

Outlines

00:00

👵 The Dichotomy of Learning: Age and Perception

The speaker begins by contrasting the societal attitudes towards learning in children versus adults, using the metaphor of a 72-year-old woman named Sarah who spends her days indoors watching TV. This sets the stage for a discussion on the differences in how children and adults are perceived when it comes to learning. The speaker shares personal anecdotes of learning new skills like painting, playing the piano, and speaking German, despite initial discouragement. The anecdotes highlight the common misconception that improvement is due to innate talent rather than effort and resources. The speaker's experiences underscore the lack of support and resources typically provided to adults in comparison to children, suggesting that the adult learning environment is often a form of 'deprivation' that could be improved.

05:00

🎨 Cognitive Benefits of Learning New Skills in Older Adults

The speaker delves into a study that aimed to test whether providing an enriched learning environment, similar to what children receive, could enhance cognitive abilities in older adults. The study involved older adults learning new skills such as painting, drawing, Spanish, using an iPad, music composition, and photography, over a period of three months with substantial weekly hours. Participants were assigned skills based on their prior knowledge, ensuring they were learning outside their comfort zones. The learning process was structured to mimic a part-time job or an undergraduate course load, complete with weekly discussions on motivation and barriers to learning. The study used cognitive tests to track improvements in attention and memory, revealing that participants' cognitive scores improved significantly, reaching levels comparable to those of younger adults within a year and a half.

10:02

🌟 Empowerment Through Lifelong Learning

The speaker concludes by emphasizing the transformative power of learning new skills at any age. Highlighting the personal growth and increased confidence experienced by the study participants, the speaker shares a poignant quote from one of the older adults who felt re-energized and purposeful through learning. The talk concludes with a call to action, encouraging continuous learning throughout life, adapting to changes, and rejecting negative stereotypes about age and learning capabilities. The speaker suggests that by optimizing learning environments and providing resources, we can mitigate cognitive decline and enhance the quality of life for individuals of all ages.

Keywords

💡Cognitive Decline

Cognitive decline refers to a gradual deterioration in cognitive abilities, such as memory, attention, and problem-solving skills, which can occur with aging. In the video, the speaker explores the possibility that the learning environment provided to older adults might be contributing to cognitive decline, suggesting that an enriched learning environment could potentially mitigate or even prevent this decline.

💡Learning Environment

The learning environment encompasses the conditions, resources, and support systems available to learners. The video discusses how the typical learning environment for adults is often less supportive than that provided to infants and children, with fewer resources and less tolerance for mistakes. The speaker argues for optimizing the learning environment for adults to enhance cognitive abilities.

💡Open Mind

Having an open mind means being receptive to new ideas and experiences without prejudice. In the context of the video, the speaker emphasizes the importance of an open mind for learning, suggesting that adults often need to overcome negative stereotypes about their ability to learn new skills.

💡Innate Talent

Innate talent refers to natural abilities or skills that a person is born with. The video challenges the notion of innate talent by showing how effort and learning can lead to significant improvements in skills, such as painting, piano playing, and language learning, which are often mistakenly attributed to innate talent.

💡Resources

Resources in the context of learning include materials, tools, and support that facilitate the acquisition of new skills or knowledge. The video highlights the importance of providing ample resources to learners, comparing the typically limited resources available to adults with the abundant resources provided to infants and children.

💡Mistakes

Making mistakes is an integral part of the learning process. The video script discusses how adults often face a learning environment that is not forgiving of mistakes, which contrasts with the more supportive environment for children where mistakes are seen as opportunities for growth.

💡Motivation

Motivation is the internal drive that encourages individuals to take action or engage in a behavior. In the video, the speaker mentions that older adults participating in the study discussed motivation as part of their weekly discussions, indicating that motivation plays a crucial role in the learning process.

💡Successful Aging

Successful aging is a concept that encompasses maintaining good physical, mental, and social health as one ages. The video suggests that learning new skills can contribute to successful aging by enhancing cognitive abilities and providing a sense of purpose and self-worth.

💡Barriers to Learning

Barriers to learning are obstacles that prevent or hinder an individual's ability to learn. The video script mentions that participants discussed barriers to learning, such as societal expectations and self-doubt, which can impede the learning process for adults.

💡Cognitive Tests

Cognitive tests are assessments designed to measure various aspects of cognitive function, such as memory, attention, and problem-solving. In the video, cognitive tests are used to track the progress of older adults as they learn new skills, providing evidence of their cognitive improvements over time.

💡Multiple Skills

Learning multiple skills simultaneously can enhance the overall learning experience by allowing for the drawing of connections between different areas of knowledge. The video describes how participants in the study learned at least three new skills at the same time, which contributed to their cognitive improvements.

Highlights

The speaker contrasts the public's perception of a 72-year-old woman who watches TV all day with that of a 7-year-old girl who does the same, questioning societal attitudes towards learning at different ages.

The speaker shares personal experiences learning to paint, play the piano, and speak German, emphasizing the importance of perseverance and resources in acquiring new skills.

Despite initial discouragement, the speaker's efforts in learning lead to significant improvement, challenging the notion of innate talent over acquired skill.

The speaker discusses the benefits provided to children during learning, such as open-mindedness and access to resources, which are often not extended to adults.

A study is introduced where older adults are taught new skills to test if an enriched learning environment can improve cognitive abilities.

The study's initial small group of six older adults showed cognitive improvements during the intervention, suggesting the feasibility of the approach.

A larger group of 27 older adults participated, learning skills like painting, Spanish, and music composition, with a structured, intensive learning schedule.

Participants were assigned skills based on their prior knowledge, ensuring they were challenged with new material.

Cognitive tests were administered to measure attention and memory, with results indicating significant improvement over the course of the study.

The control group showed no significant change, while those who learned new skills improved to levels comparable to middle-aged adults during the intervention.

Remarkably, one year after the intervention, participants' cognitive scores continued to rise, reaching levels of young adults.

The speaker shares examples of participants' artwork, demonstrating the remarkable progress made in their newly acquired skills.

A participant's testimony highlights the personal growth and newfound confidence gained through the learning process.

The speaker encourages continuous learning, suggesting that with the right support, adults can learn new skills effectively.

The importance of optimizing learning environments for adults is emphasized to mitigate cognitive decline and enhance learning opportunities.

The speaker concludes by advocating for learning as a privilege that should be accessible and optimized for all ages to achieve personal and societal benefits.

Transcripts

foreign

[Applause]

your neighbor she's 72 years old she

doesn't really talk to anybody doesn't

really leave the house and

watches TV all day

what would you do to help her

you might do nothing you might take her

out to lunch once a week

but what if I told you Sarah is actually

a seven-year-old who doesn't really

leave the house doesn't really talk to

anybody and watches TV all day

well you might be wondering why is she

not in school why is she not learning

more why is she not interacting with

teachers and peers

there's a big difference in how we think

about what children learn and how what

adults learn

and this difference is something I've

been really interested in for the last

15 years I first encountered this

difference when I wanted to learn how to

paint

and I was pretty terrible I didn't

really understand perspective and

everything looked flat and people would

tell me you're pretty terrible don't

quit your day job you're wasting your

time

so I got myself some teachers I spent

three hours a week at the easel and I

got all the resources I needed and over

time my painting started looking more

like this

and then people would say oh you've got

an artistic Gene you maybe you're

related to some artist you didn't know

about so they attributed all the effort

that I'd put in into some kind of talent

and innate Talent same thing happened

when I wanted to learn how to play the

piano and sing people would say you're

you sound pretty terrible stop wasting

your time you are tone deaf and I got

myself some teachers I spent time

practicing and I got all the resources I

needed and I got better and then people

would say oh you've got a musical Gene

you didn't know about this whole time

the same thing happened when I wanted to

learn German and I wanted to learn

German because I married a German guy

and I didn't want secret languages

between my husband and my in-laws so I

got myself some teachers and I thought

let's try this out again

I got I got better but people would say

you're too old to be learning languages

that's for infants and children you're

way past your period of you know

learning for that

but I got better and now I'm more like

um

two or three year old talking which I

think is okay and I understand most

about my in-laws say so all of the

skills that I've been learning so far I

gave myself the benefits that infants

and children get when they learn so when

I was learning these skills I had an

open mind I didn't dismiss anything

because I thought it was just not

necessary to learn

I had really really good instructors and

I had all the resources I needed I

believed in my ability to learn and to

improve and I allowed myself to make as

many mistakes as I needed to make to

learn what I needed to learn

I also committed to the learning I

learned a lot of these skills many years

ago and I continued to learn these

skills today

and I also learned multiple skills at

the same time so if you think about

children who learned five subjects at

school they can draw connections between

the different subjects to make the whole

learning experience much more powerful

so all of these benefits that we provide

infants and children when they learn

we actually don't give these to adults

when they learn so the normal learning

environment for adults includes very few

resources very little time to learn not

forgiving mistakes and you know not

getting it just not getting enough help

to learn

if we give that kind of environment to

infants and children we actually call

that deprivation so what's normal for

one end of the lifespan is actually

deprivation for the other end of the

lifespan

so what if

the deprived learning environment that

we're PRI that we're providing older

adults and adults in general to learn is

actually causing some of the cognitive

decline that we see

asked another way what can can giving

the enriched and learning environment

that we give to infants and children if

we give that to Old adults especially

older adults can that increase their

cognitive abilities

so we wanted to test this idea and so we

brought in some older adults to see if

they would work with us and and and test

this idea out with us

first we brought in a small group to see

if it was even feasible to do this study

and then we scaled it up to a larger

group once we figured out it was

feasible to do so in the first study we

had six people come in to learn new

skills with us and they took some

cognitive tests to see how they would

improve in their cognitive abilities

over time and then we had nine people in

a no contact control condition who

didn't do the didn't learn the skills

with us but took the tests at the same

period to see if they would increase in

their cognitive abilities

and then we had 27 people in the second

study to learn new skills with us and

then they came in before the

intervention started to take the test

twice to see if they could just improve

just from taking the tests

and the skills that I learned included

painting and drawing Spanish how to use

an iPad music composition photography

and all of these skills are relatively

challenging they you can't plateau in

them within a week or so and this the

skills were assigned to the participants

based on how little they knew about them

so if they knew very little about

painting for example then you know never

held a paintbrush or something then they

would be assigned to that skill so they

had to learn at least three skills at

the same time

and they learned these skills over three

months for about 15 hours a week and so

if you think about it it's a little bit

like a part-time job

and if you want to put it in the context

of undergraduate education it's a little

bit like taking the undergraduate load

for about one quarter

they also had a weekly discussion about

motivation successful aging barriers to

learning to kind of talk through the

issues that they were facing

so

the cognitive test that we gave them to

track their attention and memory allowed

us to see how they might improve over

time so one test that we gave them for

example had blue dots on the screen

green dots and blue squares and they had

to count the number of blue dots and

then remember that number see another

screen with dots of squares remember the

number of blue dots and so on and so

forth so they would have to remember a

series of digits and that's remembering

a series of digits is a little bit like

remembering someone's phone number

another test that we gave them looked

something like this where they would see

shapes on a screen and the top shape had

to be sorted with one of the bottom two

shapes and if the instruction was sort

by shape then you would have to put the

red rectangle with the yellow rectangle

and if the instruction was sort by color

then you would sort the red rectangle

with the red triangle by sorting like

this you can track how quickly people

can switch between different

instructions and so it's a little bit

like sorting laundry at home if you have

to sort lights versus darks and then

sort shirts versus socks

so how did our participants do so from

all of the tests that we gave them we

combined their score into a combined

cognitive score and that's what you see

on the y-axis and then on the x-axis you

see time so the the different time

periods intervention start intervention

end and then up to the one year

follow-up

if you're about 72 years of age average

older adult you and you take the test

one time you would land about where that

purple dotted line is

if you're an average middle-aged adult

42 years of age you would land about

where that green dotted line is if

you're an undergraduate at UCR you would

land about where that pink dotted line

is so the difference between the pink

dotted line and that purple dotted line

is about 50 years

so that's the range that we're talking

about so how did our participants do

well so the gray dot The Gray Line here

is the control group they came in to

just do the test and didn't learn the

new skills with us and they hovered

around where the older adult average

line is

the first group of the small group of

older adults that came in to learn the

new skills with us reached levels that

were a little bit closer to middle-aged

adults during the intervention

then the larger group of older adults

now reached the levels of middle-aged

adults but you might think well hey they

started a little bit higher that's

because they came in to do the tests

before the intervention started one time

and then if you take the test multiple

times you can increase because your you

have a general sense of how the test

should go

but they increased to middle-aged adults

by the end of the by the midpoint of the

intervention

how do they do one year after the end of

the intervention they continued

increasing all the way up to

undergraduate young adult levels that

undergraduates that took the test for

the first time

So within a year and a half they were

able to achieve the same levels as

undergraduates coming in and doing the

tests for the first time

so this is pretty amazing to us

but actually what seems to be more

amazing is the fact that they improved

in the skills that they learned

and I just want to show you one example

so here is a painting from somebody from

the painting class this is somebody who

hated the painting class

very much hated the painting class

especially at the beginning and you know

never took up a paintbrush could barely

draw a stick figure wanted to quit

basically because she was assigned to

the painting class but over time the

paintings got better

and by this point towards the end of the

intervention this participant was

getting commissions for their paintings

and people were you know willing to

paint for her pay for her paintings and

these are paintings from other

participants towards the end of the

intervention to show you how much they

had improved from the beginning

and here's a quote from one of the

participants to that actually I think

accurately captures what all the

participants were thinking in the

intervention

so this participant says I had hoped to

get a class in Gourmet cooking not

Spanish ipen is certainly not painting I

no longer have to find one of my

grandkids to help me with posting

pictures or looking up something on my

phone

this study has given me so much

confidence in myself and my abilities it

has made me feel like I have a purpose

like I could add something to the world

like my life was evolving even at this

age I feel important and valuable before

I kind of believed I was a husband

basically just passing the time waiting

to meet my maker I plan on painting as

long as I can afford the paint and

canvases which at this point I may

choose to not buy food in order to buy

paint

so you might be thinking well if

learning new skills can have such a

powerful impact on people what should I

be learning right well there's there are

skills that you have to learn as the

world changes and as you experience

personal changes so that you can adapt

to those changes those things that you

need to learn should be on your list

there might also be skills that you want

to learn and those can also be on your

list because why not have fun

you might be thinking

how should I learn well all of the

benefits that we give to infants and

children when they learn to help them

succeed in their learning those can be

applied to older adults especially older

adults so having an open mind finding

good instructors and resources believing

in your ability to learn and improve for

giving mistakes committing to learning

and learning multiple new skills at the

same time

so remember to

keep learning as much as you can

especially if you're an undergraduate

right now your learning opportunities

are going to decrease dramatically after

the last year of formal education but

try to find resources try to find the

teachers and try to keep giving yourself

the benefits that infants and children

get

to learn as much as you need to learn

reject negative stereotypes that adults

can't learn and adults can't learn as as

well as children so why bother

and encourage people of all ages to be

able to continue learning in whatever

way you can

so I hope I've convinced you that

learning is an important privilege it's

important because we need to learn to be

able to adapt to the changing

environment and personal changes but

it's also a privilege because it's very

very intensive and you need so much

support to be able to learn all the

things that we need to learn

so if we can optimize a learning

environment for adults we could

potentially mitigate or even prevent

cognitive decline

and we can enhance the

um the online learning platforms and

community centers that we have and we

can build new learning opportunities for

people and provide learning resources so

people don't have to decide between

buying food and buying paint

if we can optimize a learning

environment for both younger and older

Sarah's across

the world we might be able to achieve

much more than we think thank you for

listening

[Applause]