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Viewing Post 80'S Management From The Experiment Of White Mice

2008/11/8 10:45:00 28

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Viewing Post 80's management from the experiment of white mice

The people born in the early 1980s have gradually grown into the main labor force of many enterprises. Business managers have to spend more and more energy and time on the generation after 80.

In management, if we understand thoroughly the younger generation of "post-80s", then the management of "post-90s" or even after twenty-first Century will be much easier.

Because there are many similar parts between them, and there is little difference among individuals (especially the difference in social attributes).

Most importantly, the future society is their society, full of their type of people, not the people in 1950s, 60s and 70s.

What inspiration can we give to the mice after "80's" cognition and management?

After 50 years in twentieth Century, 87% of Western medicines were first tested in rats before they began clinical trials.

Therefore, we should thank the unknown mice in the laboratory for overcoming diseases and prolonging life expectancy.

In 2000, Nobel medical prize winner Eric Condel participated in a research project jointly conducted by Harvard Medical School and makelin hospital to study the core promotion mechanism of learning progress in mice.

The results showed that when the fear and threat time existed, the learning speed of the mice increased significantly, and the new behaviors were accurate and lasting.

There has always been a saying in education that children's learning and the improvement of their behavior are related to tension and pressure in their environment.

The activity of learning is governed by cells in a region of the brain. Memory and the use and proficiency of learning content are dominated by another regional cell. Whether these two regions can establish solid connections through active brain cells, smooth current and high frequency information exchange is a key part in determining whether a person can achieve success in the future.

In the past, the education sector relied on repeated exercises to try to establish this channel.

Although students in one class get the same number of exercises and the same repetitive content, students in the same class will still show great differences in the past one or two years.

Then, what other factors affect the establishment of this pathway?

Does this model really exist?

Interesting experiments

Harvard's research on the relationship between the establishment, learning and behavior of the mouse brain region provides an empirical answer. They not only find the pathway of regional brain cell formation, but also find a more effective way to facilitate the formation of the pathway, which is the appropriate stress, threat, or fear and worry in the environment.

The experiment was done:

B two comparison test groups, each test group has five white mice, and has a thick and thin two pedals, only a thin pedal will be given after the mice are pressed down.

Group A: as long as the mice even tread on the treadmill accidentally, they will produce food.

As a result, this group of mice soon found that the pedals were able to produce food, so they ignored the rough pedal.

Group B: if the pedal is not pressed, the pedal is not only without food but also hit by electric current, which is very uncomfortable, but it does not cause bodily injury.

The researchers initially designed the B group that the rough pedal should be pressed down five times, and then the pedal would be pressed to get food.

It was found that there were two or three mice in five white mice. After being hit by electric current for more than three times, other partners found the key point immediately: the number of times to press down the pedal was enough, no more than ten times. They could no longer waste time and press five times.

At this point, the researchers increased the number of press pedal to ten times.

The surprising thing happened: a white mouse pressed five times on the rough pedal, returned to press the tiny pedal and was hit by electric current, and the second mice immediately pressed ten times on the thick pedal, and found the ten number faster.

A week later, second weeks later, the researchers revised the rules of group A: if the pedals were not pressed down for five times, the fine pedals would not give food.

It turned out that the mice were trying to press down the rough pedal and found that they had no food. They were very nervous. After waiting for a long time to feel severe hunger, they would lose control and press on each pedal for countless times. Finally, the footplate gave food.

However, this group found that after five times of the thick pedal, the time for the food to be released by the fine pedals was 14 times that of the B group in finding the same result.

Something more surprising happened in third weeks.

The researchers decided to increase the punishment for A mice, that is, if the pedal is not pressed down five times, the fine pedal will give the current.

Surprisingly, the white mouse completely gave up trying, until hungry and unable to walk, did not find the law of getting food.

Test conclusion

The experiment was repeated nearly 1000 times. The researchers dissected the brains of the rats at different stages, and found the following conclusions:

1. the learning area is blank if the content of learning is not created at the beginning (or the content of the study is simple, just the slender pedals out of food).

2. if there is simple learning and no punishment measures, the brain regions that form the application of learning outcomes can be developed, but no active cellular pathways have been established between the two regions.

3. increase the new script src=> without establishing an active cellular pathway.