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Katie Day

What the Internet is Doing to Our Brains [Epipheo.TV] - YouTube - 2 views

www.youtube.com/watch

youtube internet cognitive_science videos attention

shared by Katie Day on 13 May 13 - No Cached
  • Katie Day on 13 May 13
     
    a summary of Nicholas Carr's The Shallows in 3min animation form
Katie Day

RSA - What is the Internet Doing to our Brains? - 0 views

www.thersa.org/...e-internet-doing-to-our-brains

internet brain cognitive_science videos talks

shared by Katie Day on 03 Feb 12 - No Cached
  • Katie Day on 03 Feb 12
     
    "Leading expert in neuroscience and education Dr Paul Howard-Jones delivers the Annual Nominet Trust Lecture at the RSA, assessing the extent to which the scientific findings support popular fears and anxieties about what technology is doing to us."
Katie Day

Neuroscience & the Classroom - 0 views

www.learner.org/...index.html

neuroscience teaching online_courses free cognitive_science professional_development

shared by Katie Day on 09 Jun 12 - No Cached
  • Katie Day on 09 Jun 12
     
    "Neuroscience & the Classroom: Making Connections is a self-contained distance-learning course distributed free of charge on the Web. The course is designed by Kurt Fischer, director of the Mind, Brain, and Education Program at Harvard University Graduate School of Education; Mary Helen Immordino-Yang, assistant professor of education at the Rossier School of Education and assistant professor of psychology at the Brain and Creativity Institute, University of Southern California; and Matthew H. Schneps, George E. Burch Fellow in Theoretic Medicine and Affiliated Sciences at the Smithsonian Institution and director of the Laboratory for Visual Learning at the Harvard-Smithsonian Center for Astrophysics (CfA). The multimedia course consists of six units, with an introduction and a conclusion. Each unit contains many integrated videos and sidebars of additional information, as well as a list of resources."
Katie Day

Misunderstood Minds . Introduction | PBS - 0 views

www.pbs.org/...intro.html

learning_support learning children cognitive_science

shared by Katie Day on 22 Sep 10 - Cached
  • Katie Day on 22 Sep 10
     
    "This site is a companion to the PBS special Misunderstood Minds, and profiles a variety of learning problems and expert opinions. It is designed to give parents and teachers a better understanding of learning processes, insights into difficulties, and strategies for responding. "
Katie Day

We Only Trust Experts If They Agree with Us: Scientific American Podcast - 0 views

www.scientificamerican.com/...episode.cfm

podcast critical_literacy cognitive_science

shared by Katie Day on 21 Sep 10 - No Cached
  • Katie Day on 21 Sep 10
     
    60-second podcast discussing research that shows we are very influenced by our beliefs when it comes to judging whether an information source is an expert one or not
Katie Day

Growing Up Digital, Wired for Distraction - NYTimes.com - 0 views

www.nytimes.com/...21brain.html

cognitive_science internet children technology

shared by Katie Day on 21 Nov 10 - No Cached
  • Katie Day on 21 Nov 10
     
    Article on kids, technology, multi-tasking, and attention.... refers to recent research in cognitive science re children and digital device use
Katie Day

In Pursuit of the Perfect Brainstorm - NYTimes.com - 0 views

www.nytimes.com/...19Industry-t.html

cognitive_science creativity ideas thinking

shared by Katie Day on 20 Dec 10 - No Cached
  • Jump’s work has elements of management consulting and a bit of design-firm draftsmanship, but its specialty is conceiving new businesses, and what it sells is really the art of innovation. The company is built on the premise that creative thinking is a kind of expertise. Like P.&G. and Mars, you can hire Jump to think on your behalf, for somewhere between $200,000 to $500,000 a month, depending on the complexity and ambiguity of the question you need answered. Or you can ask Jump to teach your corporation how to generate better ideas on its own; Jump imparts that expertise in one- and five-day how-to-brainstorm training sessions that can cost $200,000 for a one-day session for 25 employees.
  • What’s clear is that in recent years, much of corporate America has gone meta — it has started thinking about thinking. And all that thinking has led many executives to the same conclusion: We need help thinking. A few idea entrepreneurs, like Jump, Ideo and Kotter International, are companies with offices and payrolls. But many are solo practitioners, brains for hire who lecture at corporations or consult with them regularly. Each has a catechism and a theory about why good ideas can be so hard to come by and what can be done to remedy the situation.
  • “We’re not only blind to certain things, but we’re blind to the fact that we’re blind to them.”
  • ...7 more annotations...
  • You often hear this from idea entrepreneurs: Don’t ask us for the answers. Let us help you frame the questions, so you can answer them yourself.
  • At Jump, they prefer to brainstorm with a variation of a technique pioneered in improv theater. A comic offers the first sentence of a story, which lurches into a (hopefully funny) tale, when someone else says, “Yes, and?” then adds another sentence, which leads to another “Yes, and?”— and back and forth it goes. In the context of brainstorming, what was once a contest is transformed into a group exercise in storytelling. It has turned into a collaboration.
  • Why now? Why did innovation-mania take hold in the last decade or so? One school of thought holds that corporations both rise and die faster than ever today, placing a premium on the speedy generation of ideas.
  • Other ideas entrepreneurs offer a “great man” theory, pointing to the enormous influence of Clayton M. Christensen, a Harvard Business School professor and an author of books including “The Innovator’s Dilemma”and “Innovation and the General Manager.”
  • Dev Patnaik of Jump has his own answer to the why-now question. He contends that advances in technology over the past three decades have gradually forced management to reconceive its role in the corporation, shifting its focus from processing data to something more esoteric.
  • “Suddenly it’s about something else. Suddenly it’s about leadership, creativity, vision. Those are the differentiating things, right?” Patnaik draws an analogy to painting, which for centuries was all about rendering reality as accurately as possible, until a new technology — photography — showed up, throwing all those brush-wielding artists into crisis.
  • Most idea entrepreneurs offer what could be described as Osborn deluxe. Govindarajan, the Dartmouth professor, presents companies with what he calls the three-box framework. In Box 1, he puts everything a company now does to manage and improve performance. Box 2 is labeled “selectively forgetting the past,” his way of urging clients to avoid fighting competitors and following trends that are no longer relevant. Box 3 is strategic thinking about the future. “Companies spend all of their time in Box 1, and think they are doing strategy,” he says. “But strategy is really about Box 2 and 3 — the challenge to create the future that will exist in 2020.” He recommends to clients what he calls the 30-30 rule: 30 percent of the people who make strategic decisions should be 30 years old or younger.
  • Katie Day on 20 Dec 10
     
    long article on creativity, innovation, and people who are dedicated to the process of coming up with ideas....
Katie Day

The Educational Benefit Of Ugly Fonts | Wired Science | Wired.com - 0 views

www.wired.com/...the-benefit-of-ugly-fonts

literacy reading online digital research learning cognitive_science

shared by Katie Day on 06 Jan 11 - No Cached
  • Katie Day on 06 Jan 11
     
    "Shouldn't learning be as easy and effortless as possible? Unfortunately, this assumption turns out to be mostly wrong, as numerous studies have found that making material harder to learn - what the researchers call disfluency - can actually improve long-term learning and retention: There is strong theoretical justification to believe that disfluency could lead to improved retention and classroom performance. Disfluency has been shown to lead people to process information more deeply,more abstractly,more carefully, and yield better comprehension, all of which are critical to effective learning. This new paper attempted to provide the most direct test yet of the benefits of disfluency ."
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