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Ed Webb

Neurocinematics: When Neuroscience Meets Filmmaking | Material for thought - 0 views

  • it is very easy to predict what Hollywood studios will make of these researches, whatever their initial purpose was. They will use them to optimize trailers and films so that they can generate the ‘optimum’ effect on the brains of the audience. They already do so, but through approximate methods, such as asking a test audience to explain what they experienced when watching a movie (technique used for Harry Potter films). Hollywood studios have always been obsessed in controlling their audience, for economic reasons, or American propaganda. It is very frightening to think of what they will do with this new technique.
  • The problem lies more in education and the audience’s capacity to remain critical
Ed Webb

Does the Digital Classroom Enfeeble the Mind? - NYTimes.com - 0 views

  • My father would have been unable to “teach to the test.” He once complained about errors in a sixth-grade math textbook, so he had the class learn math by designing a spaceship. My father would have been spat out by today’s test-driven educational regime.
  • A career in computer science makes you see the world in its terms. You start to see money as a form of information display instead of as a store of value. Money flows are the computational output of a lot of people planning, promising, evaluating, hedging and scheming, and those behaviors start to look like a set of algorithms. You start to see the weather as a computer processing bits tweaked by the sun, and gravity as a cosmic calculation that keeps events in time and space consistent. This way of seeing is becoming ever more common as people have experiences with computers. While it has its glorious moments, the computational perspective can at times be uniquely unromantic. Nothing kills music for me as much as having some algorithm calculate what music I will want to hear. That seems to miss the whole point. Inventing your musical taste is the point, isn’t it? Bringing computers into the middle of that is like paying someone to program a robot to have sex on your behalf so you don’t have to. And yet it seems we benefit from shining an objectifying digital light to disinfect our funky, lying selves once in a while. It’s heartless to have music chosen by digital algorithms. But at least there are fewer people held hostage to the tastes of bad radio D.J.’s than there once were. The trick is being ambidextrous, holding one hand to the heart while counting on the digits of the other.
  • The future of education in the digital age will be determined by our judgment of which aspects of the information we pass between generations can be represented in computers at all. If we try to represent something digitally when we actually can’t, we kill the romance and make some aspect of the human condition newly bland and absurd. If we romanticize information that shouldn’t be shielded from harsh calculations, we’ll suffer bad teachers and D.J.’s and their wares.
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  • Some of the top digital designs of the moment, both in school and in the rest of life, embed the underlying message that we understand the brain and its workings. That is false. We don’t know how information is represented in the brain. We don’t know how reason is accomplished by neurons. There are some vaguely cool ideas floating around, and we might know a lot more about these things any moment now, but at this moment, we don’t. You could spend all day reading literature about educational technology without being reminded that this frontier of ignorance lies before us. We are tempted by the demons of commercial and professional ambition to pretend we know more than we do.
  • Outside school, something similar happens. Students spend a lot of time acting as trivialized relays in giant schemes designed for the purposes of advertising and other revenue-minded manipulations. They are prompted to create databases about themselves and then trust algorithms to assemble streams of songs and movies and stories for their consumption. We see the embedded philosophy bloom when students assemble papers as mash-ups from online snippets instead of thinking and composing on a blank piece of screen. What is wrong with this is not that students are any lazier now or learning less. (It is probably even true, I admit reluctantly, that in the presence of the ambient Internet, maybe it is not so important anymore to hold an archive of certain kinds of academic trivia in your head.) The problem is that students could come to conceive of themselves as relays in a transpersonal digital structure. Their job is then to copy and transfer data around, to be a source of statistics, whether to be processed by tests at school or by advertising schemes elsewhere.
  • If students don’t learn to think, then no amount of access to information will do them any good.
  • To the degree that education is about the transfer of the known between generations, it can be digitized, analyzed, optimized and bottled or posted on Twitter. To the degree that education is about the self-invention of the human race, the gargantuan process of steering billions of brains into unforeseeable states and configurations in the future, it can continue only if each brain learns to invent itself. And that is beyond computation because it is beyond our comprehension.
  • Roughly speaking, there are two ways to use computers in the classroom. You can have them measure and represent the students and the teachers, or you can have the class build a virtual spaceship. Right now the first way is ubiquitous, but the virtual spaceships are being built only by tenacious oddballs in unusual circumstances. More spaceships, please.
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    How do we get this right - use the tech for what it can do well, develop our brains for what the tech can't do? Who's up for building a spaceship?
Ed Webb

How they make those adverts go straight to your head - CNN.com - 0 views

  • "neuromarketing"
  • Currently there are three methodologies covered under the term neuromarketing: functional MRI, measuring skin temperature fluctuations, and utilizing Electroencephalography (EEG), which is the main technology currently used.
  • there has been little neuromarketing research published in peer-reviewed scientific journals, and there are too few publicly accessible data sets from controlled studies to demonstrate conclusively that buying behavior can be correlated with specific brain activity. "The major neuromarketing firms say that their client work demonstrates this, but none of this has been published in a way that the scientific community can critique it,"
Ed Webb

Smartphones are making us stupid - and may be a 'gateway drug' | The Lighthouse - 0 views

  • rather than making us smarter, mobile devices reduce our cognitive ability in measurable ways
  • “There’s lots of evidence showing that the information you learn on a digital device, doesn’t get retained very well and isn’t transferred across to the real world,”
  • “You’re also quickly conditioned to attend to lots of attention-grabbing signals, beeps and buzzes, so you jump from one task to the other and you don’t concentrate.”
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  • Not only do smartphones affect our memory and our concentration, research shows they are addictive – to the point where they could be a ‘gateway drug’ making users more vulnerable to other addictions.
  • Smartphones are also linked to reduced social interaction, inadequate sleep, poor real-world navigation, and depression.
  • “The more time that kids spend on digital devices, the less empathetic they are, and the less they are able to process and recognise facial expressions, so their ability to actually communicate with each other is decreased.”
  • “Casino-funded research is designed to keep people gambling, and app software developers use exactly the same techniques. They have lots of buzzes and icons so you attend to them, they have things that move and flash so you notice them and keep your attention on the device.”
  • Around 90 per cent of US university students are thought to experience ‘phantom vibrations', so the researcher took a group to a desert location with no cell reception – and found that even after four days, around half of the students still thought their pocket was buzzing with Facebook or text notifications.
  • “Collaboration is a buzzword with software companies who are targeting schools to get kids to use these collaboration tools on their iPads – but collaboration decreases when you're using these devices,”
  • “All addiction is based on the same craving for a dopamine response, whether it's drug, gambling, alcohol or phone addiction,” he says. “As the dopamine response drops off, you need to increase the amount you need to get the same result, you want a little bit more next time. Neurologically, they all look the same.“We know – there are lots of studies on this – that once we form an addiction to something, we become more vulnerable to other addictions. That’s why there’s concerns around heavy users of more benign, easily-accessed drugs like alcohol and marijuana as there’s some correlation with usage of more physically addictive drugs like heroin, and neurological responses are the same.”
  • parents can also fall victim to screens which distract from their child’s activities or conversations, and most adults will experience this with friends and family members too.
  • “We also know that if you learn something on an iPad you are less likely to be able to transfer that to another device or to the real world,”
  • a series of studies have tested this with children who learn to construct a project with ‘digital’ blocks and then try the project with real blocks. “They can’t do it - they start from zero again,”
  • “Our brains can’t actually multitask, we have to switch our attention from one thing to another, and each time you switch, there's a cost to your attentional resources. After a few hours of this, we become very stressed.” That also causes us to forget things
  • A study from Norway recently tested how well kids remembered what they learned on screens. One group of students received information on a screen and were asked to memorise it; the second group received the same information on paper. Both groups were tested on their recall.Unsurprisingly, the children who received the paper version remembered more of the material. But the children with the electronic version were also found to be more stressed,
  • The famous ‘London taxi driver experiments’ found that memorising large maps caused the hippocampus to expand in size. Williams says that the reverse is going to happen if we don’t use our brain and memory to navigate. “Our brains are just like our muscles. We ‘use it or lose it’ – in other words, if we use navigation devices for directions rather than our brains, we will lose that ability.”
  • numerous studies also link smartphone use with sleeplessness and anxiety. “Some other interesting research has shown that the more friends you have on social media, the less friends you are likely to have in real life, the less actual contacts you have and the greater likelihood you have of depression,”
  • 12-month-old children whose carers regularly use smartphones have poorer facial expression perception
  • turning off software alarms and notifications, putting strict time limits around screen use, keeping screens out of bedrooms, minimising social media and replacing screens with paper books, paper maps and other non-screen activities can all help minimise harm from digital devices including smartphones
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