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Lawrence Hrubes

BBC - Future - How to learn like a memory champion - 1 views

www.bbc.com/...w-to-learn-like-a-memory-champ

TOK memory learning education technology brain

shared by Lawrence Hrubes on 07 Mar 14 - No Cached
  • As Cooke first set out developing his idea, he turned to his former classmate at Oxford University, Princeton neuroscientist Greg Detre, to help update his tried-and-tested techniques with the latest understanding of memory. Together, they came up with some basic principles that would guide Memrise’s progress over the following years. The first is the idea of “elaborative” learning – in which you try to give extra meaning to a fact to try to get it to stick in the mind. These “mems”, as the team call them, are particularly effective if they tickle the funny bone as well as the synapses – and so for each fact that you want to learn, you are encouraged to find an amusing image or phrase that helps plant the memory in your mind.
  • Unsurprisingly, it was the friendly competition element that captured the attention of Traynor's primary school pupils learning Spanish. “As soon as they come into the classroom, they want to see where they are on the leader board,” he says. And there are other advantages. Each lesson, Traynor tends to split the class into two – while half are doing the “spade work” on vocabulary learning on the school's iPads, he can teach the others – before the two halves switch over. By working with these smaller groups, he can then give more individual attention to each child's understanding of the grammar.Even more powerfully, Traynor recently began encouraging his class to record and upload their pronunciation of the words onto the app – which they can then share with their classmates using the course. The sound of their classmates seems to have spurred on their enthusiasm, says Traynor. “They're constantly trying to work out whose voice they're hearing,” he says. “So they're giving more attention to the different sounds. I think it's improved their speaking and listening dramatically.”Although most courses on Memrise deal with foreign languages, teachers in other subjects are also starting to bring the technology to their classroom. Simon Birch from The Broxbourne School in Hertfordshire, for instance, uses it to teach the advanced terminology needed for food technology exams, while his school’s English department are using it to drill spelling. "The benefits for literacy can't be overstated," Birch says.
Lawrence Hrubes

Want to Ace That Test? Get the Right Kind of Sleep - NYTimes.com - 1 views

parenting.blogs.nytimes.com/...st-get-the-right-kind-of-sleep

education health science sleep learning

shared by Lawrence Hrubes on 18 Oct 14 - No Cached
  • Sleep. Parents crave it, but children and especially teenagers, need it. When educators and policymakers debate the relationship between sleep schedules and school performance and — given the constraints of buses, sports and everything else that seem so much more important — what they should do about it, they miss an intimate biological fact: Sleep is learning, of a very specific kind. Scientists now argue that a primary purpose of sleep is learning consolidation, separating the signal from the noise and flagging what is most valuable. School schedules change slowly, if at all, and the burden of helping teenagers get the sleep they need is squarely on parents. Can we help our children learn to exploit sleep as a learning tool (while getting enough of it)? Absolutely. There is research suggesting that different kinds of sleep can aid different kinds of learning, and by teaching “sleep study skills,” we can let our teenagers enjoy the sense that they’re gaming the system.
Lawrence Hrubes

How Children Learn To Read - The New Yorker - 0 views

www.newyorker.com/...how-children-learn-read

TOK education language writing science neuroscience brain causation correlation

shared by Lawrence Hrubes on 14 Feb 15 - No Cached
  • Why is it easy for some people to learn to read, and difficult for others? It’s a tough question with a long history. We know that it’s not just about raw intelligence, nor is it wholly about repetition and dogged persistence. We also know that there are some conditions that, effort aside, can hold a child back. Socioeconomic status, for instance, has been reliably linked to reading achievement. And, regardless of background, children with lower general verbal ability and those who have difficulty with phonetic processing seem to struggle. But what underlies those differences? How do we learn to translate abstract symbols into meaningful sounds in the first place, and why are some children better at it than others?
  • When Hoeft took into account all of the explanatory factors that had been linked to reading difficulty in the past—genetic risk, environmental factors, pre-literate language ability, and over-all cognitive capacity—she found that only one thing consistently predicted how well a child would learn to read. That was the growth of white matter in one specific area of the brain, the left temporoparietal region. The amount of white matter that a child arrived with in kindergarten didn’t make a difference. But the change in volume between kindergarten and third grade did.
  • She likens it to the Dr. Seuss story of Horton and the egg. Horton sits on an egg that isn’t his own, and, because of his dedication, the creature that eventually hatches looks half like his mother, and half like the elephant. In this particular case, Hoeft and her colleagues can’t yet separate cause and effect: Were certain children predisposed to develop strong white-matter pathways that then helped them to learn to read, or was superior instruction and a rich environment prompting the building of those pathways?
Lawrence Hrubes

This Cat Sensed Death. What if Computers Could, Too? - The New York Times - 0 views

www.nytimes.com/...the-dying-algorithm.html

artificial intelligence machine learning technology death big data computers medicine science justification algorithm

shared by Lawrence Hrubes on 04 Jan 18 - No Cached
  • So what, exactly, did the algorithm “learn” about the process of dying? And what, in turn, can it teach oncologists? Here is the strange rub of such a deep learning system: It learns, but it cannot tell us why it has learned; it assigns probabilities, but it cannot easily express the reasoning behind the assignment. Like a child who learns to ride a bicycle by trial and error and, asked to articulate the rules that enable bicycle riding, simply shrugs her shoulders and sails away, the algorithm looks vacantly at us when we ask, “Why?”
markfrankel18

How Birds and Babies Learn to Talk : The New Yorker - 0 views

www.newyorker.com/...-and-babies-learn-to-talk.html

Language ToK

shared by markfrankel18 on 08 Jun 13 - Cached
  • Few things are harder to study than human language. The brains of living humans can only be studied indirectly, and language, unlike vision, has no analogue in the animal world. Vision scientists can study sight in monkeys using techniques like single-neuron recording. But monkeys don’t talk. However, in an article published today in Nature, a group of researchers, including myself, detail a discovery in birdsong that may help lead to a revised understanding of an important aspect of human language development. Almost five years ago, I sent a piece of fan mail to Ofer Tchernichovski, who had just published an article showing that, in just three or four generations, songbirds raised in isolation often developed songs typical of their species. He invited me to visit his lab, a cramped space stuffed with several hundred birds residing in souped-up climate-controlled refrigerators. Dina Lipkind, at the time Tchernichovski’s post-doctoral student, explained a method she had developed for teaching zebra finches two songs. (Ordinarily, a zebra finch learns only one song in its lifetime.) She had discovered that by switching the song of a tutor bird at precisely the right moment, a juvenile bird could learn a second, new song after it had mastered the first one. Thinking about bilingualism and some puzzles I had encountered in my own lab, I suggested that Lipkind’s method could be useful in casting light on the question of how a creature—any creature—learns to put linguistic elements together.
Lawrence Hrubes

What Did You Think of 'What's Going On in This Picture'? - The New York Times - 1 views

learning.blogs.nytimes.com/...whats-going-on-in-this-picture

photography news interpretation arts perception analysis

shared by Lawrence Hrubes on 17 Sep 15 - No Cached
  • Last October we introduced a new feature in which, each Monday morning this school year, we posted a New York Times photograph without a caption, then invited students to answer three deceptively simple questions about it: What’s going on in this picture? What do you see that makes you say that? What more can you find? As student answers poured in to the blog each week — this shows someone learning a back-flip; I think he’s in the military because of his camouflage shirt; The background makes it look like a movie set — our collaborators for the feature, Visual Thinking Strategies, acted as live moderators, linking thoughts and posting further questions intended to help them go deeper and see more. Most weeks that created a lively debate in our comments section, as students of all ages, backgrounds and places pushed each other to find detail and defend interpretations.
markfrankel18

Evidence Rebuts Chomsky's Theory of Language Learning - Scientific American - 1 views

www.scientificamerican.com/...-s-theory-of-language-learning

TOK language Chomsky

shared by markfrankel18 on 11 Sep 16 - No Cached
  • Much of Noam Chomsky’s revolution in linguistics—including its account of the way we learn languages—is being overturned
  • research shows that young children use various types of thinking that may not be specific to language at all—such as the ability to classify the world into categories (people or objects, for instance) and to understand the relations among things. These capabilities, coupled with a unique hu­­­man ability to grasp what others intend to communicate, allow language to happen. The new findings indicate that if researchers truly want to understand how children, and others, learn languages, they need to look outside of Chomsky’s theory for guidance.
  • All of this leads ineluctably to the view that the notion of universal grammar is plain wrong. Of course, scientists never give up on their favorite theory, even in the face of contradictory evidence, until a reasonable alternative appears. Such an alternative, called usage-based linguistics, has now arrived.
Lawrence Hrubes

Pawan Sinha: How brains learn to see | Video on TED.com - 0 views

www.ted.com/...n_how_brains_learn_to_see.html

TOK perception vision senses neuroscience blindness brain learning

shared by Lawrence Hrubes on 30 Sep 13 - Cached
  • Lawrence Hrubes on 30 Sep 13
     
    "Pawan Sinha details his groundbreaking research into how the brain's visual system develops. Sinha and his team provide free vision-restoring treatment to children born blind, and then study how their brains learn to interpret visual data. The work offers insights into neuroscience, engineering and even autism."
Lawrence Hrubes

International School of Prague: Mission & Strategic Plan - 2 views

www.isp.cz/page.cfm

TOK language ambiguity

shared by Lawrence Hrubes on 10 Feb 14 - No Cached
  • Lawrence Hrubes on 10 Feb 14
     
    "Purposeful: In developing a deep impulse and capacity for life-long learning, we learn to make considered choices and work towards meaningful goals, which provide direction, focus and purpose to our lives."
Lawrence Hrubes

Teens do better in science when they know Einstein and Curie also struggled - Quartz - 0 views

qz.com/...stein-and-curie-also-struggled

science human sciences education motivation psychology children

shared by Lawrence Hrubes on 29 Feb 16 - No Cached
  • Students who learned that great scientists struggled, both personally and intellectually, outperformed those who learned only of the scientists’ great achievements, new research shows.
  • “In our culture we always say you don’t want to intimidate kids, you don’t want to tell them how hard the work is,” she noted. But the experiment showed the opposite strategy works better: Showing how great scientists had to muddle through lots of tough stuff made the subject matter real and allowed students to connect with them as people.
  • Some people learn better when the content has meaning to them. For those students, science comes to life more through personal stories than through the actual scientific content.
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  • And kids who learn that intellect is a malleable thing, something to be built rather than inherited, take more academic risks and perform better. The study adds to the growing body of research in favor of teaching this “growth mindset” or the belief that the brain, like other muscles in the body, can be strengthened and improved through struggle and hard work.
markfrankel18

Paul Bloom: The Case Against Empathy : The New Yorker - 0 views

www.newyorker.com/...130520crat_atlarge_bloom

ToK Ethics psychology empathy

shared by markfrankel18 on 14 May 13 - Cached
  • Empathy research is thriving these days, as cognitive neuroscience undergoes what some call an “affective revolution.” There is increasing focus on the emotions, especially those involved in moral thought and action. We’ve learned, for instance, that some of the same neural systems that are active when we are in pain become engaged when we observe the suffering of others. Other researchers are exploring how empathy emerges in chimpanzee and other primates, how it flowers in young children, and the sort of circumstances that trigger it.
  • Rifkin calls for us to make the leap to “global empathic consciousness.” He sees this as the last best hope for saving the world from environmental destruction, and concludes with the plaintive question “Can we reach biosphere consciousness and global empathy in time to avoid planetary collapse?”
  • This enthusiasm may be misplaced, however. Empathy has some unfortunate features—it is parochial, narrow-minded, and innumerate. We’re often at our best when we’re smart enough not to rely on it.
  • ...2 more annotations...
  • Empathy research is thriving these days, as cognitive neuroscience undergoes what some call an “affective revolution.” There is increasing focus on the emotions, especially those involved in moral thought and action. We’ve learned, for instance, that some of the same neural systems that are active when we are in pain become engaged when we observe the suffering of others. Other researchers are exploring how empathy emerges in chimpanzee and other primates, how it flowers in young children, and the sort of circumstances that trigger it.
  • This interest isn’t just theoretical. If we can figure out how empathy works, we might be able to produce more of it.
  • Lawrence Hrubes on 31 Jan 14
     
    "Empathy research is thriving these days, as cognitive neuroscience undergoes what some call an "affective revolution." There is increasing focus on the emotions, especially those involved in moral thought and action. We've learned, for instance, that some of the same neural systems that are active when we are in pain become engaged when we observe the suffering of others."
Lawrence Hrubes

If This Doesn't Terrify You … Google's Computers OUTWIT Their Humans | Fluenc... - 0 views

fluency21.com/...-computers-outwit-their-humans

TOK technology computers intelligence AI Google classification learning

shared by Lawrence Hrubes on 11 Dec 13 - No Cached
  • Lawrence Hrubes on 11 Dec 13
     
    "Google reached a milestone in artificial intelligence recently. Its deep learning image recognition system has evolved so far that it's own creators can't explain its capabilities."
Lawrence Hrubes

BBC News - Sleep's memory role discovered - 0 views

www.bbc.com/health-27695144

memory sleep learning science brain neuroscience

shared by Lawrence Hrubes on 07 Jun 14 - No Cached
  • The mechanism by which a good night's sleep improves learning and memory has been discovered by scientists. The team in China and the US used advanced microscopy to witness new connections between brain cells - synapses - forming during sleep. Their study, published in the journal Science, showed even intense training could not make up for lost sleep. Experts said it was an elegant and significant study, which uncovered the mechanisms of memory. It is well known that sleep plays an important role in memory and learning. But what actually happens inside the brain has been a source of considerable debate.
markfrankel18

The Limits of Friendship - The New Yorker - 0 views

www.newyorker.com/...math-dunbar-number-friendships

TOK friendship psychology technology social media

shared by markfrankel18 on 08 Oct 14 - Cached
  • The Dunbar number is actually a series of them. The best known, a hundred and fifty, is the number of people we call casual friends—the people, say, you’d invite to a large party.
  • On an even deeper level, there may be a physiological aspect of friendship that virtual connections can never replace. This wouldn’t surprise Dunbar, who discovered his number when he was studying the social bonding that occurs among primates through grooming. Over the past few years, Dunbar and his colleagues have been looking at the importance of touch in sparking the sort of neurological and physiological responses that, in turn, lead to bonding and friendship. “We underestimate how important touch is in the social world,” he said.
  • So what happens if you’re raised from a young age to see virtual interactions as akin to physical ones? “This is the big imponderable,” Dunbar said. “We haven’t yet seen an entire generation that’s grown up with things like Facebook go through adulthood yet.”
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  • One concern, though, is that some social skills may not develop as effectively when so many interactions exist online. We learn how we are and aren’t supposed to act by observing others and then having opportunities to act out our observations ourselves. We aren’t born with full social awareness, and Dunbar fears that too much virtual interaction may subvert that education. “In the sandpit of life, when somebody kicks sand in your face, you can’t get out of the sandpit. You have to deal with it, learn, compromise,” he said. “On the internet, you can pull the plug and walk away. There’s no forcing mechanism that makes us have to learn.”
Lawrence Hrubes

Teaching Doubt - The New Yorker - 0 views

www.newyorker.com/...teaching-doubt

science religious knowledge systems skepticism doubt education

shared by Lawrence Hrubes on 15 Mar 15 - No Cached
  • “Non-overlapping magisteria” has a nice ring to it. The problem is that there are many religious claims that not only “overlap” with empirical data but are incompatible with it. As a scientist who also spends a fair amount of time in the public arena, if I am asked if our understanding of the Big Bang conflicts with the idea of a six-thousand-year-old universe, I face a choice: I can betray my scientific values, or encourage that person to doubt his or her own beliefs. More often than you might think, teaching science is inseparable from teaching doubt.
  • Doubt about one’s most cherished beliefs is, of course, central to science: the physicist Richard Feynman stressed that the easiest person to fool is oneself. But doubt is also important to non-scientists. It’s good to be skeptical, especially about ideas you learn from perceived authority figures. Recent studies even suggest that being taught to doubt at a young age could make people better lifelong learners. That, in turn, means that doubters—people who base their views on evidence, rather than faith—are likely to be better citizens.
  • Science class isn’t the only place where students can learn to be skeptical. A provocative novel that presents a completely foreign world view, or a history lesson exploring the vastly different mores of the past, can push you to skeptically reassess your inherited view of the universe. But science is a place where such confrontation is explicit and accessible. It didn’t take more than a simple experiment for Galileo to overturn the wisdom of Aristotle. Informed doubt is the very essence of science.
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  • Some teachers shy away from confronting religious beliefs because they worry that planting the seeds of doubt will cause some students to question or abandon their own faith or the faith of their parents. But is that really such a bad thing? It offers some young people the chance to escape the guilt imposed upon them simply for questioning what they’re told. Last year, I received an e-mail from a twenty-seven-year-old man who is now studying in the United States after growing up in Saudi Arabia. His father was executed by family members after converting to Christianity. He says that it’s learning about science that has finally liberated him from the spectre of religious fundamentalism.
Lawrence Hrubes

The Wrong Way to Teach Grammar - Michelle Navarre Cleary - The Atlantic - 0 views

www.theatlantic.com/...284014

TOK language grammar education

shared by Lawrence Hrubes on 26 Feb 14 - No Cached
  • Lawrence Hrubes on 26 Feb 14
     
    "A century of research shows that traditional grammar lessons-those hours spent diagramming sentences and memorizing parts of speech-don't help and may even hinder students' efforts to become better writers. Yes, they need to learn grammar, but the old-fashioned way does not work."
Lawrence Hrubes

I Had My DNA Picture Taken, With Varying Results - NYTimes.com - 0 views

www.nytimes.com/...aken-with-varying-results.html

TOK science DNA biology genetics ethics prediction tests

shared by Lawrence Hrubes on 30 Dec 13 - No Cached
  • Lawrence Hrubes on 30 Dec 13
     
    "So I decided to read the tea leaves of my DNA. I reasoned that it was worth learning painful information if it might help me avert future illness. Like others, I turned to genetic testing, but I wondered if I could trust the nascent field to give me reliable results. In recent years, a handful of studies have found substantial variations in the risks for common diseases predicted by direct-to-consumer companies. I set out to test the tests: Could three of them agree on me? The answers were eye-opening"
Lawrence Hrubes

The Surprising Science Behind Why and When We Yawn : The New Yorker - 0 views

www.newyorker.com/...why-we-yawn.html

science psychology yawning SocialScience biology

shared by Lawrence Hrubes on 15 Apr 14 - No Cached
  • Yawning is one of the first things we learn to do. “Learn” may not even be quite the right word. Johanna de Vries, a professor of obstetrics at Vrije University Amsterdam, has discovered that the human fetus yawns during its first trimester in the womb. And, unless we succumb to neurodegenerative disease, yawning is something we keep doing throughout our lives. “You don’t decide to yawn,” Robert Provine, a neuroscientist and the author of “Curious Behavior: Yawning, Laughing, Hiccupping, and Beyond,” told me. “You just do it. You’re playing out a biological program.” We yawn unconsciously and we yawn spontaneously. We can’t yawn on command—and we sometimes can’t stop ourselves from letting out a big yawn, even at the most inopportune times. (Case in point: Sasha Obama’s infamous yawn during her father’s 2013 Inaugural Address.) But what, precisely, are we accomplishing with all this yawning?
markfrankel18

Airbrushed Sexting: What We Can Learn From Snapchat | WikiMind | Big Think - 0 views

bigthink.com/...hat-we-can-learn-from-snapchat

TOK technology communication

shared by markfrankel18 on 14 Jun 14 - No Cached
  • Human history, up until about 5000 BC, was an invisible thread. People lived their lives, told stories to their tribes, and passed on. The important information stuck in memory and persisted in the group for weeks, years, or generations
  • All of this is to say that with the advent of instant, ephemeral visual communication, we have moved away from the relatively recent construction of permanence in our communication, and have created a close approximation to face-to-face interaction. We’ve moved closer to our natural communication preferences; what our perceptual and cognitive apparatus evolved to do.
markfrankel18

The Problem With History Classes - Atlantic Mobile - 1 views

m.theatlantic.com/...387823

TOK history

shared by markfrankel18 on 17 Mar 15 - No Cached
  • Currently, most students learn history as a set narrative—a process that reinforces the mistaken idea that the past can be synthesized into a single, standardized chronicle of several hundred pages. This teaching pretends that there is a uniform collective story, which is akin to saying everyone remembers events the same. Yet, history is anything but agreeable. It is not a collection of facts deemed to be "official" by scholars on high. It is a collection of historians exchanging different, often conflicting analyses. And rather than vainly seeking to transcend the inevitable clash of memories, American students would be better served by descending into the bog of conflict and learning the many "histories" that compose the American national story.
  • History may be an attempt to memorialize and preserve the past, but it is not memory; memories can serve as primary sources, but they do not stand alone as history. A history is essentially a collection of memories, analyzed and reduced into meaningful conclusions—but that collection depends on the memories chosen.
  • Although, as Urist notes, the AP course is "designed to teach students to think like historians," my own experience in that class suggests that it fails to achieve that goal. The course’s framework has always served as an outline of important concepts aiming to allow educators flexibility in how to teach; it makes no reference to historiographical conflicts. Historiography was an epiphany for me because I had never before come face-to-face with how historians think and reason—how they construct an argument, what sources animate that approach, and how their position responds to other historians. When I took AP U.S. History, I jumbled these diverse histories into one indistinct narrative. Although the test involved open-ended essay questions, I was taught that graders were looking for a firm thesis—forcing students to adopt a side. The AP test also, unsurprisingly, rewards students who cite a wealth of supporting details. By the time I took the test in 2009, I was a master at "checking boxes," weighing political factors equally against those involving socioeconomics and ensuring that previously neglected populations like women and ethnic minorities received their due. I did not know that I was pulling ideas from different historiographical traditions. I still subscribed to the idea of a prevailing national narrative and served as an unwitting sponsor of synthesis, oblivious to the academic battles that made such synthesis impossible.  
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