5 paradoxes for high intensity brain training

What do you know about the Paradoxes? Here is  5 paradoxes for high intensity brain training, Tricky and very hard to solve but worth to try.

for high intensity brain training
for high intensity brain training

 

 

 

01 The Two Travelers

 

Two poor boys, Tom and Ned, walk be- tween London and Wolverhampton; Tom leaves the latter at 8 o’clock 10 the morning and walks at the rate of three miles an hour without intermission, and Ned sets out at 4 o’clock the same evening and walks for Wolverhampton at the rate of four miles an hour constantly. Now supposing the distance between the two places to be 130 miles, and suppose the boys capable of continuing their Journeys, whereabouts on the rood will they meet.

 

Answer –

69-37 miles from Wolverhampton.


 

02 An Enigma in Rose.

 

I am a newsvendor. I tell of births, marriages, and deaths. I invite people to dinner, and carry their refusals. I send people abroad, and order their return. Through me, buying, selling and bartering are frequently accomplished. I speak the most polished language and the roughest tongue, I am generally white, often blue and sometimes of the most delicate tints. I am some- times used with care, but more frequently receive little or none, and am often destroyed. I am also heard in the son r of the nightingale and the melody of the blackbird. Musical instruments are useless without me. and I am the foundation of the musician’s art.

 

Answer

Note.


 

03. Reims.

 

I am a word of five letters only; but if yon take a lesson from boll ringers and play the changes upon me, my combinations are infinite. My original word as it stands, spelled with three consonants and two vowels, signifies a weapon formally in great repute, .-mil still of much use with savage nations. Transpose me, and I give you some fruit of a w holt-some and delicious nature, chiefly important from Guernesy and Jersey. Cut off one letter, and 1 give you a seed; transpose me, and I cut your corn; again, and I peel your fruit. Alter the letter, and I present a large form of the monkey tribe to you, which, if you transpose again, you will convert into a very largely used leguminous food. Alter the letter again, and you will have the organs of a sense ; transpose, and you level me to the ground again, and you mark me with scars. Alter my letters again, and I grate for you, when, if you behead me, I become a poisonous reptile. Alter the letters again, and I go upon ” ‘Change;” transpose me, and I speak to a “medium.” Alter me three times more and I become successively the materials for a dress, the blood of a plant, and what you must be. Finally, use my whole five letters once more, and if you are accustomed to the very useful grammatical exercise they show you, I think you ought to be able to make out all my meanings.

 

Answer

Rebus Spear: Pears; Rape; Reap; Pare; Apes; Peas; Ears; Rase; Sear; Rasp; Asp; Par; Rap; Rep; Sap; Arc; Parse.


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04 Enigma.

 

There Is a certain natural production which exists from two to six feet above the surface of the earth. It is neither animal, vegetable nor mineral ; neither male nor female, but something between both. It has neither length, breadth nor substance; is recorded in the Old Testament, and often mentioned in the New, and it serves the purpose of both treachery and fidelity.

 

Answer

A kiss


 

05 An Enigma.

 

I am spelled in four letters, a very small word,

In which only three letters of them seem to be heard.

I dwell on the tree, on the bush, on the flower,

On the top of the cedar, the midst of the bower,

I am gold, I am silver, I am black and I’m white,

I am tinged with all colors you see  ‘neath the light.

I am thick, I am thin, I am narrow or broad,

I am met on the river,  the meadow, the road.

 

Answer

A leaf.

 

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How to train brain to guess 

Causes of children’s guessing mistakes

There is a close relationship between analysis, synthesis and inference. The more features will be highlighted in the riddle, the easier it is to synthesize, to establish connections between features, the more accurately it is to draw a conclusion, that is, to determine the answer.

The mechanism of guessing riddles by preschoolers is very peculiar. Often children, in a hurry to give an answer, do not listen to the riddle to the end, do not remember it in all details. Their attention is drawn to some one detail of the text, one sign, usually the most vivid, understandable.

And they build a guess on this particular feature, not taking into account all the others. This way of guessing is unreliable. If the child does not highlight all the signs in the riddle, then this makes it difficult to establish connections and leads to random conclusions. The largest number of errors in guessing depends on the fact that children out of several named in the riddle signs of the object, phenomena are guided by one or two of the most understandable or better remembered, but not always the most significant, and taken out of connection with other signs.

Let us dwell on these mistakes, because their knowledge provides the educator with the organization of methodically correct work. There are several types of such errors.

1. Of the named signs of the enigmatic object, children single out one without linking it with other signs.

Puzzles
Children’s answers

Stretched out like an accordion, the miracle stove under the window; (Battery.)
“A cat because it is stretched out”; “Bench, because under the window.”

Bursting, not a grasshopper.
It is not a bird that flies, it is lucky, not a horse. (Aircraft.)
“Snow because it flies”; “Alarm clock, because it bursts.”

White field,
Black seed.
Who sows it,
He understands. (Certificate, letter.)
“Snow, because the field is white”; “Sunflower, because the seed is black”; “This is bread because it is sown.”

From the answers given, it is clear that children, as it were, “snatch” particular features from a single holistic description. Each of these signs in itself is important, essential, but taken out of connection with other signs does not give a complete description of the object and cannot provide a correct answer. Therefore, the conclusions of the children are so far from the truth.

In a number of cases, children isolate this single feature unconsciously, mechanically. This takes place when guessing riddles, in which the same expressions and images are used to characterize different objects and phenomena.

Hearing a familiar expression, a phrase, children remember the answer associated with it and rush to say it, not thinking about the meaning of a new riddle, not paying attention to the fact that a familiar expression is used in a different situation, in new connections and relationships. So, the answer to the riddle Two brothers went to the river to swim – buckets. Having memorized it, children mechanically also guess other riddles: Two brothers across the road live, but they do not see each other (eyes); The two brothers look at each other, the centuries will not converge (floor and ceiling), focusing on the familiar expression “two brothers”.

In all the cases considered, the analysis of the content is incomplete, partial, and the conclusion is built on the basis of a single feature, which leads to erroneous and sometimes absurd judgments.

2. Children distinguish several signs of the object being thought about (two or three), unite them, establishing a connection between them, but one, very important for solving, still remains unaccounted for, and the riddle is unsolved.

Puzzles
Children’s answers

What is growing down with the top? (Icicle.)
“A tree because it grows and it has a top.”
Two features (“growing”, “top”) are highlighted and united by a logical connection, but the essential feature is not noticed: “downward by the top”.

They fly without wings
They run without legs
They sail without a sail.
(Clouds.)
“Snowflakes, because they fly, float through the air …”; “Boats, because they float and the boat can sail without a sail.”


See you soon from our next paradox puzzle post. Keep your comments on below.

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