BRAIN RULES
fund of knowledge, and the ability to improvise off of that database. One allows us to know when we’ve made mistakes. The other allows us to learn from them. Both give us the ability to add new information under rapidly changing conditions. Both may be relevant to the way we design classrooms and cubicles. Any learning environment that deals with only the database instincts or only the improvisatory instincts ignores one half of our ability. It is doomed to fail. It makes me think of jazz guitarists: They’re not going to make it if they know a lot about music theory but don’t know how to jam in a live concert. Some schools and workplaces emphasize a stable, rote-learned database. They ignore the improvisatory instincts drilled into us for millions of years. Creativity suffers. Others emphasize creative usage of a database, without installing a fund of knowledge in the first place. They ignore our need to obtain a deep understanding of a subject, which includes memorizing and storing a richly structured database. You get people who are great improvisers but don’t have depth of knowledge. You may know someone like this where you work. They may look like jazz musicians and have the appearance of jamming, but in the end they know nothing. They’re playing intellectual air guitar.
standing tall Variability Selection Theory allows a context for dual representation, but it hardly gets us to the ideas of Judy DeLoache and our unique ability to invent calculus and write romance novels. After all, many animals create a database of knowledge, and many of them make tools, which they even use creatively. Still, it is not as if chimpanzees write symphonies badly and we write them well. Chimps can’t write them at all, and we can write ones that make people spend their life savings on subscriptions to the New York Philharmonic. There must have been something else in our evolutionary history that made human thinking unique. One of the random genetic mutations that gave us an adaptive 38