（因为读的是英文版，所以写读后感时也用的英文，现在懒得翻译。）
PEAK
“One major difference between the body and the brain is that the cells in the adult brain do not generally divide and form new brain cells. There are a few exceptions, such as in the hippocampus, where new neurons can grow, but in most parts of the brain the changes that occur in response to a mental challenge—such as the contrast training used to improve people’s vision—won’t include the development of new neurons. ”
Although the underlined statement might be uncertain to some people, I am convinced that if one wants to master certain skills-such as be able to speak a second language fluently-one must start training at a very young age before the said brain cells stop dividing and developing. Let your children make a good use of this advantage to exceed their contemporaries before entering the cruel society.
可能有些人会存疑，但我愿意相信文中所说的，有些大脑细胞在成年后便停止分裂和成长了，所以如果一个人想要精通一项技能，那么开始练习该技能的年龄越早越好。我们应该让自己的孩子把握住这个优势，在进入社会之前，不要输在起跑线上。
“Recent studies have shown that learning a new skill is much more effective at triggering structural changes in the brain than simply continuing to practice a skill that one has already learned. On the other hand, pushing too hard for too long can lead to burnout and ineffective learning. The brain, like the body, changes most quickly in that sweet spot where it is pushed outside
”
So, to make significant improvements in your study, don’t work too hard for too long, only make slightly uncomfortable steps at a time.
Deliberate practice develops skills that other people have already figured out how to do and for which effective training techniques have been established. The practice regimen should be designed and overseen by a teacher or coach who is familiar with the abilities of expert performers and with how those abilities can best be developed.
Deliberate practice takes place outside one’s comfort zone and requires a student to constantly try things that are just beyond his or her current abilities. Thus it demands near-maximal effort, which is generally not enjoyable.
Deliberate practice involves well-defined, specific goals and often involves improving some aspect of the target performance; it is not aimed at some vague overall improvement. Once an overall goal has been set, a teacher or coach will develop a plan for making a series of small changes that will add up to the desired larger change. Improving some aspect of the target performance allows a performer to see that his or her performances have been improved by the training.
Deliberate practice is deliberate, that is, it requires a person’s full attention and conscious actions. It isn’t enough to simply follow a teacher’s or coach’s directions. The student must concentrate on the specific goal for his or her practice activity so that adjustments can be made to control practice.
Deliberate practice involves feedback and modification of efforts in response to that feedback.
Early in the training process much of the feedback will come from the teacher or coach, who will monitor progress, point out problems, and offer ways to address those problems. With time and experience students must learn to monitor themselves, spot mistakes, and adjust accordingly.
Such self-monitoring requires effective mental representations.
Deliberate practice both produces and depends on effective mental representations. Improving performance goes hand in hand with improving mental representations; as one’s performance improves, the representations become more detailed and effective, in turn making it possible to improve even more. Mental representations make it possible to monitor how one is doing, both in practice and in actual performance. They show the right way to do something and allow one to notice when doing something wrong and to correct it.
Deliberate practice nearly always involves building or modifying previously acquired skills by focusing on particular aspects of those skills and working to improve them specifically; over time this step-by-step improvement will eventually lead to expert performance. Because of the way that new skills are built on top of existing skills, it is important for teachers to provide beginners with the correct fundamental skills in order to minimize the chances that the student will have to relearn those fundamental skills later when at a more advanced level.
Principles of deliberate practice
1st find a good teacher - starting out
2nd engagement - becoming serious
3rd getting past plateaus
4th maintaining motivation - commitment
PEAK
“One major difference between the body and the brain is that the cells in the adult brain do not generally divide and form new brain cells. There are a few exceptions, such as in the hippocampus, where new neurons can grow, but in most parts of the brain the changes that occur in response to a mental challenge—such as the contrast training used to improve people’s vision—won’t include the development of new neurons. ”
Although the underlined statement might be uncertain to some people, I am convinced that if one wants to master certain skills-such as be able to speak a second language fluently-one must start training at a very young age before the said brain cells stop dividing and developing. Let your children make a good use of this advantage to exceed their contemporaries before entering the cruel society.
可能有些人会存疑，但我愿意相信文中所说的，有些大脑细胞在成年后便停止分裂和成长了，所以如果一个人想要精通一项技能，那么开始练习该技能的年龄越早越好。我们应该让自己的孩子把握住这个优势，在进入社会之前，不要输在起跑线上。
“Recent studies have shown that learning a new skill is much more effective at triggering structural changes in the brain than simply continuing to practice a skill that one has already learned. On the other hand, pushing too hard for too long can lead to burnout and ineffective learning. The brain, like the body, changes most quickly in that sweet spot where it is pushed outside
”
So, to make significant improvements in your study, don’t work too hard for too long, only make slightly uncomfortable steps at a time.
Deliberate practice develops skills that other people have already figured out how to do and for which effective training techniques have been established. The practice regimen should be designed and overseen by a teacher or coach who is familiar with the abilities of expert performers and with how those abilities can best be developed.
Deliberate practice takes place outside one’s comfort zone and requires a student to constantly try things that are just beyond his or her current abilities. Thus it demands near-maximal effort, which is generally not enjoyable.
Deliberate practice involves well-defined, specific goals and often involves improving some aspect of the target performance; it is not aimed at some vague overall improvement. Once an overall goal has been set, a teacher or coach will develop a plan for making a series of small changes that will add up to the desired larger change. Improving some aspect of the target performance allows a performer to see that his or her performances have been improved by the training.
Deliberate practice is deliberate, that is, it requires a person’s full attention and conscious actions. It isn’t enough to simply follow a teacher’s or coach’s directions. The student must concentrate on the specific goal for his or her practice activity so that adjustments can be made to control practice.
Deliberate practice involves feedback and modification of efforts in response to that feedback.
Early in the training process much of the feedback will come from the teacher or coach, who will monitor progress, point out problems, and offer ways to address those problems. With time and experience students must learn to monitor themselves, spot mistakes, and adjust accordingly.
Such self-monitoring requires effective mental representations.
Deliberate practice both produces and depends on effective mental representations. Improving performance goes hand in hand with improving mental representations; as one’s performance improves, the representations become more detailed and effective, in turn making it possible to improve even more. Mental representations make it possible to monitor how one is doing, both in practice and in actual performance. They show the right way to do something and allow one to notice when doing something wrong and to correct it.
Deliberate practice nearly always involves building or modifying previously acquired skills by focusing on particular aspects of those skills and working to improve them specifically; over time this step-by-step improvement will eventually lead to expert performance. Because of the way that new skills are built on top of existing skills, it is important for teachers to provide beginners with the correct fundamental skills in order to minimize the chances that the student will have to relearn those fundamental skills later when at a more advanced level.
Principles of deliberate practice
1st find a good teacher - starting out
2nd engagement - becoming serious
3rd getting past plateaus
4th maintaining motivation - commitment
