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Ed Webb

Is the internet making teens nicer? - Yahoo! News - 10 views

old.news.yahoo.com/...218370

empathy internet generations research socialnetworking

shared by Ed Webb on 18 Aug 11 - No Cached
  • We typically assume that the internet is turning kids into narcissistic, vicious cyber-bullies, but a growing body of research indicates that the opposite is true. New research suggests that spending time emailing, texting, and Facebook-ing might actually help both adults and kids become better friends and people
  • the more time college students spent on the internet, the more empathetic they were both online and off
  • Forty-five percent of 3,777 teens surveyed reported being bullied, but fewer than 20 percent of those said it had occurred online or via text messaging or phone. Almost 40 percent said it had happened in person. And two-thirds of those bullied online said they didn't even find the abuse upsetting.
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  • "Have our brains become so desensitized by a 24/7, all-you-can-eat diet of lurid flickering images that we've lost all perspective on appropriateness and compassion?" they asked. A 2007 study of 18 to 23-year-olds found they were less able to identify expressions of emotion after playing violent video games. And, while Dr. Rosen's study found that can help people relate better, it also found that excessive social networking makes some teens more prone to aggression, mania, anxiety, and depression.
Ed Webb

How to Wake Up Slumbering Minds - WSJ.com - 0 views

online.wsj.com/...SB124079001063757515.html

bestpractices review cognition styles learning education

shared by Ed Webb on 27 Jul 09 - Cached
  • what school requires students to do -- think abstractly -- is in fact not something our brains are designed to be good at or to enjoy
  • it is critical that the task be just difficult enough to hold our interest but not so difficult that we give up in frustration. When this balance is struck, it is actually pleasurable to focus the mind for long periods of time
  • Students are ready to understand knowledge but not create it. For most, that is enough. Attempting a great leap forward is likely to fail.
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  • students cannot apply generic "critical thinking skills" (another voguish concept) to new material unless they first understand that material
  • Trying to use "reading strategies" -- like searching for the main idea in a passage -- will be futile if you don't know enough facts to fill in what the author has left unsaid.
  • what is being taught in most of the curriculum -- at all levels of schooling -- is information about meaning, and meaning is independent of form
  • At some point, no amount of dancing will help you learn more algebra
    • Ed Webb
      Ed Webb on 27 Jul 09
       
      But if you learn dancing AND algebra, you may be better at both, or at least approach each in a more interesting way.
Vicki Davis

The Battle of the Brain - 9 views

www.youtube.com/watch

education iq edu_news

shared by Vicki Davis on 12 Oct 09 - Cached
  • Vicki Davis on 12 Oct 09
     
    Video we watched on Gardner's theory of multiple intelligences. Excellent video on the flaws of IQ.
Vicki Davis

Distracted to Learn? | Psych Central News - 6 views

psychcentral.com/...78452.html

research distraction education bestpractices

shared by Vicki Davis on 10 Dec 14 - No Cached
  • It was as if those who were denied the same degree of distraction during testing as they experienced during learning suffered a disadvantage.
  • In the end it didn’t seem to matter what the distraction was during recall as long as subjects had had a distraction during learning. Everybody who had been distracted in both learning and recall performed better than those who were distracted while learning but undistracted during recall.
  • There just had to be the same degree of distraction at both times.
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  • Another task is to figure out what might be going on in the brain to allow divided attention to be a boost for recall, rather than a hindrance for learning
  • Vicki Davis on 10 Dec 14
     
    Surprising new research may rewrite learning theory as Brown University scientists contend that distractions do not necessarily impede the learning process of a motor task. Investigators discovered that if attention was as divided during recall of a motor task as it was during learning the task, people performed as if there were no distractions at either stage. Thus, the real issue is that inconsistent distraction can impair our recollection of the task. As long as our attention is as divided when we have to recall a motor skill as it was when we learned it, we'll do just fine, say the researchers.
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