part of a joint research project carried out in 2004, between the Mind
Lab Group and Yale University, the following hypothesis was tested: The study of Mind Lab strategies and thinking concepts improves the student's "language of thinking".
At the start of the process, the student's language
of thinking was measured by using a long list of thinking concepts.
The students were required to choose the most suitable definition
to concepts such as: decision, goal, planning, problem, process. The
research group (which was deliberately comprised of students whose
learning level had been described as weak) took part in a weekly lesson
on the Mind Lab method for a three-month period. Conversely, the
control group was exposed to the same thinking games but did not
participate in a reflective post-game discussion, which is an
imperative part of the Mind Lab method.
At the end of the three months, the "thinking
language" of the students in both groups was measured again while
using the list of thinking concepts employed in the first test. The
results astounded the headmistress of the school in which the research
was conducted. "As a result of these findings, I have decided to
include the Mind Lab lessons into the curriculum of all the classes in
The three main conclusions of this research project are:
1. The learning of Mind Lab strategic and thinking
concepts enriches and embellishes the student's "language of thinking"
and considerably enhances their language and articulation skills.
2. Those students who just indulged in the
playing of thinking games tended to improve their language of thinking,
but to a lesser degree than those students who took part in the
Mind Lab post-game reflective discussion.
3. The Mind Lab method is especially effective
amongst those students whose formal learning level is described as
weak. Professor Don Green of Yale University metaphorically related to
the Mind Lab method as one that uncovers rough diamonds and then
polishes them up.