Tom Robbins Quotes

Our brains have the ability to reorganize themselves by forming new neural connections throughout our lives. This ability is called neuroplasticity.

The brain is constantly adapting.

Reading requires the brain to rearrange its original parts to learn something new.

There are no genes or areas in the brain devoted uniquely to reading. Rather, our ability to read represents our brain's protean capacity to learn something outside our repertoire by creating new circuits that connect existing circuits in a different way.

The mind-brain is lived only from a first-person perspective, and it is a dynamic, plastic organ that changes in relation to the environment.

We learn differently as children than as adults. For grown-ups, learning a new skill is painful, attention-demanding, and slow. Children learn unconsciously and effortlessly.

Neuroplasticity research showed that the brain changes its very structure with each different activity it performs, perfecting its circuits so it is better suited to the task at hand.

When we talk about the brain, it is anything but unidimensional or simplistic or reductionistic.

The mind of the polyglot is a very particular thing, and scientists are only beginning to look closely at how acquiring a second language influences learning, behavior and the very structure of the brain itself.

Experiences shape the brain, but the brain shapes the way we view experiences, too.

There's an old rule in neuroscience that does not alter with age: use it or lose it. It is a very hopeful principle when applied to critical thought in the reading brain because it implies choice.

The brain is plastic its whole life span.

The principal activities of brains are making changes in themselves.

Thinking has to be learned in the way dancing has to be learned.

Do not let the rapidity with which these thoughts can change deceive you into feeling that you think them all at once.

Katczinsky says it is all to do with education - it softens the brain.

the brain works better if the hand works too.

I think the growth of the brain is a slow process. But you do change and the more you accept change and embrace change, the better.

When mental development is under discussion, there are many who say, 'How does movement come into it? We are talking about the mind.' And when we think of intellectual activity, we always imagine people sitting still, motionless. But mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.

People talk about the brain weakening as it ages. Mine feels stronger.

Playful stimulation probably hits all kinds of synaptic possibilities. It is all make-believe and all over the map. The potentiality of the synapses and the potentiality of playfulness are a beautiful marriage.

Children love this idea that their brain is like a muscle that gets stronger as they use it.

I am an apologist for the reading brain. It represents a miracle that springs from the brain's unique capacity to rearrange itself to learn something new.

The brain sure as hell doesn't work by somebody programming in rules.