Skip to main content

Home/ educators/ Group items tagged education neuroscience

Rss Feed Group items tagged

Ed Webb

What's Wrong With the Teenage Mind? - WSJ.com - 19 views

  • Adolescence has always been troubled, but for reasons that are somewhat mysterious, puberty is now kicking in at an earlier and earlier age. A leading theory points to changes in energy balance as children eat more and move less.
  • Recent studies in the neuroscientist B.J. Casey's lab at Cornell University suggest that adolescents aren't reckless because they underestimate risks, but because they overestimate rewards—or, rather, find rewards more rewarding than adults do. The reward centers of the adolescent brain are much more active than those of either children or adults. Think about the incomparable intensity of first love, the never-to-be-recaptured glory of the high-school basketball championship.

    What teenagers want most of all are social rewards, especially the respect of their peers. In a recent study by the developmental psychologist Laurence Steinberg at Temple University, teenagers did a simulated high-risk driving task while they were lying in an fMRI brain-imaging machine. The reward system of their brains lighted up much more when they thought another teenager was watching what they did—and they took more risks.

  • What happens when children reach puberty earlier and adulthood later? The answer is: a good deal of teenage weirdness. Fortunately, developmental psychologists and neuroscientists are starting to explain the foundations of that weirdness.
  • ...5 more annotations...
  • contemporary children have very little experience with the kinds of tasks that they'll have to perform as grown-ups. Children have increasingly little chance to practice even basic skills like cooking and caregiving. Contemporary adolescents and pre-adolescents often don't do much of anything except go to school. Even the paper route and the baby-sitting job have largely disappeared.
  • This control system depends much more on learning. It becomes increasingly effective throughout childhood and continues to develop during adolescence and adulthood, as we gain more experience. You come to make better decisions by making not-so-good decisions and then correcting them. You get to be a good planner by making plans, implementing them and seeing the results again and again. Expertise comes with experience.
  • first with the industrial revolution and then even more dramatically with the information revolution, children have come to take on adult roles later and later. Five hundred years ago, Shakespeare knew that the emotionally intense combination of teenage sexuality and peer-induced risk could be tragic—witness "Romeo and Juliet." But, on the other hand, if not for fate, 13-year-old Juliet would have become a wife and mother within a year or two.
  • Wide-ranging, flexible and broad learning, the kind we encourage in high-school and college, may actually be in tension with the ability to develop finely-honed, controlled, focused expertise in a particular skill, the kind of learning that once routinely took place in human societies. For most of our history, children have started their internships when they were seven, not 27
  • experience shapes the brain. People often think that if some ability is located in a particular part of the brain, that must mean that it's "hard-wired" and inflexible. But, in fact, the brain is so powerful precisely because it is so sensitive to experience. It's as true to say that our experience of controlling our impulses make the prefrontal cortex develop as it is to say that prefrontal development makes us better at controlling our impulses. Our social and cultural life shapes our biology.
Ed Webb

Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 3 views

  • instead of sticking to one study location, simply alternating the room where a person studies improves retention. So does studying distinct but related skills or concepts in one sitting, rather than focusing intensely on a single thing.

    “We have known these principles for some time, and it’s intriguing that schools don’t pick them up, or that people don’t learn them by trial and error,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles. “Instead, we walk around with all sorts of unexamined beliefs about what works that are mistaken.”

  • The brain makes subtle associations between what it is studying and the background sensations it has at the time, the authors say, regardless of whether those perceptions are conscious. It colors the terms of the Versailles Treaty with the wasted fluorescent glow of the dorm study room, say; or the elements of the Marshall Plan with the jade-curtain shade of the willow tree in the backyard. Forcing the brain to make multiple associations with the same material may, in effect, give that information more neural scaffolding.
  • Cognitive scientists do not deny that honest-to-goodness cramming can lead to a better grade on a given exam. But hurriedly jam-packing a brain is akin to speed-packing a cheap suitcase, as most students quickly learn — it holds its new load for a while, then most everything falls out.

    “With many students, it’s not like they can’t remember the material” when they move to a more advanced class, said Henry L. Roediger III, a psychologist at Washington University in St. Louis. “It’s like they’ve never seen it before.”

  • ...6 more annotations...
  • cognitive scientists see testing itself — or practice tests and quizzes — as a powerful tool of learning, rather than merely assessment. The process of retrieving an idea is not like pulling a book from a shelf; it seems to fundamentally alter the way the information is subsequently stored, making it far more accessible in the future.
  • “The idea is that forgetting is the friend of learning,” said Dr. Kornell. “When you forget something, it allows you to relearn, and do so effectively, the next time you see it.”
  • An hour of study tonight, an hour on the weekend, another session a week from now: such so-called spacing improves later recall, without requiring students to put in more overall study effort or pay more attention, dozens of studies have found.
  • “Testing not only measures knowledge but changes it,” he says — and, happily, in the direction of more certainty, not less.
  • “Testing has such bad connotation; people think of standardized testing or teaching to the test,” Dr. Roediger said. “Maybe we need to call it something else, but this is one of the most powerful learning tools we have.”
  • The harder it is to remember something, the harder it is to later forget. This effect, which researchers call “desirable difficulty,”
Mireille Jansma

Daniel Willingham: Brain Based Education, Fad or Breakthrough? - 21 views

  •  
    I really liked this discussion. Every educator being exposed to the latest "scientifically based learning strategy" should watch this first.
Dean Mantz

Brain-based learning, ideas, and materials - 16 views

  •  
    Site is dedicated to bringing the insights of brain science to the classroom. A laudable goal, it seems to me.
1 - 9 of 9
Showing 20 items per page