The science behind the dimension of Skills
The ‘skill’ dimension addresses a set of transversal skills that can be used to improve focus (attention), improve memory functioning in oneself and others and engage more efficiently in problem-solving and analytical thinking.
The ‘skills’ dimension is what we at GetBrainHealthy see as ‘human capital’ – skills, capabilities, complex thinking and behaviours that can be improved with practice and that improve our performance in many tasks at work or in private life. Not all skills will be equally relevant for all work tasks and all professions, so this dimension should be seen as a collection of skills that support our brain health in other dimensions. As an example, having a growth mindset – see below – is useful when improving in the memory but also in the body or social dimension.
In short, it is about knowing that putting in the hours of repetition and practice will help us advance on our goals, be they related to memory (e.g., learning a new language or training for a certification) or body (e.g., having a regular exercising routine or run a 5k) or social (e.g., maintain social relationships in a club).
Explanation of the categories making up the dimension
- Use numbers and metaphors for memorising, negotiating, and convincing
In 1956, George A. Miller coined the term “Miller’s number” for the concept that, due to its limited capacity, the human short-term memory can only hold and process a maximum of seven plus or minus two units of information (“chunks”). A chunk represents a group of elements seen as a single entity. However, the current estimation of “Miller’s number” is considered outdated . The capacity of short-term memory to store and process information sources largely relies on their content and attributes and is often limited to less than seven. Nelson Cowan assumes that short-term memory has a span of four plus or minus one (Cowan, 2001; Simon, 1974). An example of this could be telephone numbers divided into groups of three or four digits. Therefore, individuals tend to process and recall information more effectively in smaller quantities. Organising information in groups of three or four assists in the comprehension and recall of knowledge by reducing cognitive load.
Using metaphors in presentations and speeches can be seen as memory aids that will facilitate encoding, storing and retrieving new material. It also relates to humans’ preference for stories and their coherence. A longer list of arguments may sometimes be less persuasive than a shorter list (Weaver et al., 2016).
- Limiting and avoiding distractions
Interruptions and distractions in everyday life can negatively affect cognitive processes and skills (Zickerick et al., 2020). Even if they don’t lead to prolonged duration to finish a work task, people who are interrupted during their task experience more stress, higher frustration, and higher time pressure (Mark et al., 2008).
Working memory includes executive control functions such as the ability to inhibit irrelevant information and to repeat and maintain relevant information. The attention process aids in selecting task-relevant information and in recovering attention from distractions caused by task-irrelevant information. External distractions impair the maintenance of task-related information and impede the suppression of irrelevant information. Contributing to higher errors and longer reaction times is the presence of distractions such as background noise. Moreover, interruptions such as incoming phone calls may also adversely impact the processing, maintenance and recall of task-related information.
- Critical Reading and Thinking
To navigate our complex world, engaging critically and effectively with the constant information flow arriving in our email inboxes, news platforms, and social media is essential. We at GBH wish to inspire a mindset of ‘looking behind the curtains’ to get a deeper analytical understanding of the world around us. Critical thinking is a highly valued skill in 21st-century office workers (Van Laar et al., 2020) but also in other professions, such as healthcare workers (Adib-Hajbaghery & Sharifi, 2017)
- Adopt a practice and growth mindset
Success is not only determined by cognitive skills and content knowledge, but rather by individuals’ beliefs, attitudes and values. A differentiation may be made between a “fixed mindset” and a “growth mindset”. Individuals holding a “fixed mindset” hold the view that intelligence is a stable trait. They construe obstacles and setbacks as an indication of their inadequacy in achieving success and hence avert them.
People with a mindset that prioritises growth believe that intelligence is a changeable trait that can be enhanced through effort and guidance. As a result, they exhibit greater eagerness to test novel strategies and confront obstacles. The mindset is influential in that it affects a number of other factors. These include the type of goals you set for yourself, how you evaluate your own successes and difficulties, and how you deal with challenges.
- Strengthen your decision-making skills
Decision-making is a crucial life skill that is very essential in both daily life and professional settings. It is a process that involves selection from a range of alternatives to achieve a desired outcome (Savioni et al., 2022). Typically, decision-making involves analysing at least two options that differ in one or more aspects. Making a decision between options necessitates a comprehensive evaluation of alternatives utilising specific information processing and critical thinking approaches. Decision-making often takes place amidst ambiguity, as future outcomes cannot be predicted with certainty. There are two basic human motivations, namely, the desire to reduce uncertainty and the desire to gain an advantage. Decision-making involves hedonic and emotional motivations, as well as rational motivations. It involves both cognitive and emotional processes.
The Two Process Theory by Kahneman (Kahneman, 2011) categorises decision-making into two distinct processes, namely System 1 and System 2. System 1 is automatic, intuitive, affective or emotional and requires minimal mental effort, such as relying on gut feelings or emotions. On the one hand, this system may be influenced more strongly by heuristics and unconscious biases. On the other hand, it facilitates rapid decision-making and aims to reduce cognitive stress. System 2, however, is characterised by analytical, deliberate, and logical thinking that necessitates increased mental exertion. This can heighten the likelihood of experiencing decision fatigue and information overload.
- Visualising the Future
Episodic memory is a form of declarative memory that pertains to personal experiences and events. This forms the basis of episodic future thinking.
Episodic future thinking involves the capacity to envisage or simulate possible events that may happen in one’s personal future (Schacter et al., 2017). Past experiences are utilised to imagine mental simulations of future events. Episodic future thinking has diverse impacts on cognitive function and behaviour and frequently transpires in daily life. It serves multiple functions, including decision-making, emotion regulation, goal-setting, and planning. Individuals can envisage potential future outcomes when making decisions, enabling them to more accurately evaluate which alternatives are consistent with their long-term aims and values. People with an anxiety disorder, in particular, may benefit from utilising episodic future thinking to regulate their emotions. By visualising the potential outcomes of accomplishing specific objectives in the future, these individuals may find motivation. Planning is closely associated with episodic future thinking, as it permits people to conceive of feasible actions to attain their future goals. The capacity to envision elaborate scenarios enables the creation of pragmatic strategies and the foresight of potential obstacles on the path to achievement. Moreover, engaging in episodic future thinking can enhance the ability to execute planned actions at a later time, commonly referred to as prospective memory performance. It further contributes to shaping an individual’s self-image, self-identity and creative thinking.
