Press Information

       The Ability to Think in Patterns Vital for Mathematical Progress and Ability
 
An important article, published in the most recent issue of Neurological Research [26.1] demonstrates that Spatial-Temporal reasoning (thinking in patterns) which is fundamental for the understanding of mathematics, is both innate and teachable. The systematic development of Spatial-Temporal (ST) reasoning can significantly enhance mathematical ability and performance.
 
Why are so many students unable to master mathematics? Mastering maths too often involves understanding difficult concepts which are usually scored according to standardized, language-based tests. Although ST reasoning is crucial for the understanding of maths and science at all educational/grade levels, as well as very advanced levels of mathematical and scientific creativity, it is ignored in schools. The article published in the January issue of Neurological Research presents strong evidence from the M.I.N.D. Institute (Costa Mesa, California) that thinking in patterns is innate (built into the cerebral cortex of our brains), that the capability far exceeds what had been previously expected, and that systematic training in these skills is retained many months afterwards. The educational and neuroscience implications are striking.
 
The STAR video games (ST Animation Reasoning) were developed by Matthew Peterson at the M.I.N.D Institute to have children understand math concepts in the Math+Music Program (www.MindInstitute.net).STAR games allow the children to visualize the math process using symmetry operations.Big Seed, a particularly demanding STAR game, requires thinking many steps ahead with each step having 27 possible moves.The more difficult puzzles cannot be solved by trial and error and require creative ST reasoning.Big Seed is not just a game. The symmetry operations that are required for the successful solution of the puzzles are not unlike the sophisticated maths of knot theory. Big Seed can be used to assess, train and enhance the long-term acquisition of ST reasoning and creativity which can be transferred to the skills required in architecture, engineering and science.
 
Big Seed is totally language free, and independent of the culture and education of the player. Some children, from a variety of backgrounds (some significantly deprived), have mastered Big Seed to such phenomenal levels that their performance should be judged as of genius ability.However, all the middle and elementary school children after less than 7 hours of training on Big Seed showed striking improvement to substantial levels of ST performance.
 
Previous studies from the MIND Institute have demonstrated that piano keyboard training for 3 year olds greatly enhanced ST reasoning. (This complemented their listening studies with college students which was the widely reported 'Mozart effect'). They then combined piano keyboard training with STAR training and found greatly enhanced learning of fractions and proportional math by second graders. The innate, exceptionally large, ST abilities shown as a result of Big Seed training reported in the present article ("Innate Spatial-Temporal reasoning and the identification of genius" Neurological Research 26.1 pages 2-9) presents a fundamental neuro-scientific paradox to explain the basis of the phenomenon. The structured cortical columns of the brain which the authors had previously proposed as responsible for music causally enhancing ST reasoning is now suggested as being responsible for the huge ST capacity. The authors suggest that the combination of music training plus Big Seed training should enhance each other and the ability to master advanced maths and science. Further, they stress to parents and educators that all children can benefit in math comprehension from an ST approach.

For further information, please contact:

In the UK:

Lynne Medhurst at Maney Publishing (www.maney.co.uk):

Tel: +44 (0)113 284 6135        Fax: +44 (0)113 248 6983        

Email: l.medhurst@maney.co.uk        

In the U.S:        

Dr. Gordon Shawat the M.I.N.D. Institute (www.MindInstitute.net):

Tel: (714) 751 5443 ext 230        Fax: 751 5915                        

Email: gshaw@MindInstitute.net