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07 Aug 09

Autism May Hinder Ability to Read Body Language - US News and World Report

health.usnews.com/...ity-to-read-body-language.html - Preview

16 Oct 08

Learning From Mistakes Only Works After Age 12, Study Suggests

"Eight-year-old children have a radically different learning strategy from twelve-year-olds and adults. Eight-year-olds learn primarily from positive feedback ('Well done!'), whereas negative feedback ('Got it wrong this time') scarcely causes any alarm bells to ring. Twelve-year-olds are better able to process negative feedback, and use it to learn from their mistakes. Adults do the same, but more efficiently. "

www.sciencedaily.com/...080925104309.htm - Preview

brain

In children of eight and nine, these areas of the brain react strongly to positive feedback and scarcely respond at all to negative feedback. But in children of 12 and 13, and also in adults, the opposite is the case. Their 'control centres' in the brain are more strongly activated by negative feedback and much less by positive feedback.
'We had expected that the brains of eight-year-olds would function in exactly the same way as the brains of twelve-year-olds, but maybe not quite so well. Children learn the whole time, so this new knowledge can have major consequences for people wanting to teach children: how can you best relay instructions to eight- and twelve-year-olds?' ’
1 more annotations...
- 'From the literature, it appears that young children respond better to reward than to punishment.' She can also imagine how this comes about: 'The information that you have not done something well is more complicated than the information that you have done something well. Learning from mistakes is more complex than carrying on in the same way as before. You have to ask yourself what precisely went wrong and how it was possible.'

Connections Between Vision And Movement, As They Relate To Perceived Threats, Autism

www.sciencedaily.com/...081008184828.htm - Preview

autism sensory-processing brain

Almost all people possess some autistic tendencies, explains Shiffrar, but her research shows that those with the fewest autistic tendencies “are best at detecting the weak signals provided by body movement.” Thus, people with very few autistic tendencies are the best at interpreting emotion from body movement.

09 Sep 08

The Truth about False Memories

www.ucop.edu/...18509 - Preview

brain memory

Can food improve brain health?

"Several components of diet seem to have a positive effect on brain function."

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food brain health

30 Aug 08

Children With A.D.D. - 2 Lectures

www.soundword.com/-with-a-d-d----2-lectures.html - Preview

brain

29 Aug 08

Between the Bible and Brain Scans: Understanding Depression

www.soundword.com/bebiandbrscu.html - Preview

brain

Traumatic Brain Injury: Turning Your Captivity into Coming Home

www.soundword.com/trbrintuyoca.html - Preview

brain

21 Aug 08

Students Remember...What They Think About

www.aft.org/...cogsci.html - Preview

memory brain

Cognitive science has shown that what ends up in a learner’s memory is not
simply the material presented--it is the product of what the learner thought
about when he or she encountered the material. This principle illuminates
one important origin of shallow knowledge and also suggests how to help
students develop deep and interconnected knowledge.
The notion that education should
emphasize meaning is deeply ingrained in our system and has been for a
generation or more. There cannot be many teachers who ask their students to
learn facts without concern for a larger picture. So how do students end up
with shallow knowledge?
7 more annotations...
- shallow knowledge is simply a step
  on the way to deep knowledge.
- Clearly the sort of deep knowledge we
  want our students to have is objectively harder to obtain than shallow
  knowledge, because knowledge of the facts and knowledge of the
  conclusion and knowledge of their interrelationships are prerequisite
  to it. We want students to know how the different levels of hierarchy relate
  to one another; it’s not enough to have memorized each level in isolation of
  the others. That connected knowledge will inevitably be the last thing that
  the student acquires. Thus, some students’ knowledge will be shallow simply
  because they are not far enough along yet.
- Other students may effectively quit learning before they
  reach the deep understanding that is our goal for them. A student may learn
  the facts about Pearl Harbor and think "All right, I’ve learned a lot about
  this stuff.
- Despite what was offered to students in the teacher’s
  lesson, the students attended to (thought about) something different--and
  that’s what they remembered.
- advocates of discovery
  learning often point out that children learn to use some computer software
  rapidly and effectively merely by "playing around with it." That may be
  true, but that learning environment is also quite structured in that
  profitless actions are immediately discouraged by the system not working. In
  effect, the system is so structured that profitless discoveries are
  impossible; but few classroom activities can achieve this kind of structure.
  How much anatomy will students learn by "playing around" with frog
  dissection? Can one anticipate the thoughts of students who dissect frogs
  with little direction? Although discovery learning may be powerful in highly
  structured contexts that make the correct discovery virtually inevitable, in
  others it is likely to prove unproductive.
- Lessons should be directed so
  that students are very likely to think (or can’t help but think) about the
  goal of the lesson.
- The goal of the Underground Railroad lesson was not
  really about biscuits--it was to encourage students to consider the
  experience of escaped slaves. Therefore, a more effective starting point for
  that lesson would be to ask students leading questions that encourage
  consideration of what escaped slaves’ experiences would be like, which might
  include questions of how they would obtain food, and what the constraints
  were on the food they could get (inexpensive, cooked rapidly, etc.).

Why Students Think They Understand—When They Don’t

"Our Mind Is Fooled When We Know Part of the Material or Related Material"

www.aft.org/...cognitive.html - Preview

brain misunderstanding inference hastiness familiarity discuss

“Familiarity” Fools Our Mind into Thinking We
Know More than We Do
Familiarity is the knowledge of having seen or otherwise
experienced some stimulus before, but having little information associated
with it in your memory. Recollection, on the other hand, is characterized by
richer associations. For example, a young student might be familiar with
George Washington (he knows he was a President and maybe that there’s a
holiday named after him), whereas an older student could probably recollect
a substantial narrative about him.
7 more annotations...
- Although familiarity and recollection are different,
  an insidious effect of familiarity is that it can give you the feeling that
  you know something when you really don’t. For example, it has been shown
  that if some key words of a question are familiar, you are more likely to
  think that you know the answer to the question
- Our Mind Is Fooled When We Know
  Part of the Material or Related Material
- The results showed that whether or not they could
  actually recognize the right answer, people gave higher feeling-of-knowing
  judgments to questions using many-example categories (e.g., “Who composed
  the music for the ballet Swan Lake?”) than to questions using few-example
  categories (e.g., “Who choreographed the ballet Swan Lake?”). The
  experimenters argued that when people see the composer question, the answer
  doesn’t come to mind, but the names of several composers do. This related
  information leads to a feeling of knowing. Informally, we could say that
  subjects conclude (consciously or unconsciously), “I can’t retrieve the Swan
  Lake composer right now, but I certainly seem to know a lot about composers.
  With a little more time, the answer to the question could probably be
  found.” On the other hand, the choreographer question brings little
  information to mind and, therefore, no feeling of knowing.
- How Students End Up with “Familiarity” and
  “Partial Access” to Material
  
  If a student believes that he knows material, he will likely divert
  attention elsewhere; he will stop listening, reading, working, or
  participating.
- 1. Rereading. To prepare for an examination,
  a student rereads her classnotes and textbook. Along the way, she encounters
  familiar terms (“familiar” as in she knows she’s heard these terms before),
  and indeed they become even more familiar to her as she rereads. She thinks,
  “Yes, I’ve seen this, I know this, I understand this.” But feeling that you
  understand material as it is presented to you is not the same as being able
  to recount it yourself.
- 2. Shallow Processing. A teacher may prepare
  an excellent lesson containing a good deal of deep meaning. But this deep
  meaning will only reside in a student’s memory if the student has actively
  thought about that deep meaning (see “Students Remember...What They Think
  About,” American Educator, Summer 2003,
  
  www.aft.org/american_educator/summer2003/cogsci.html).
- 3. Recollecting Related Information.
  Sometimes students know a lot of information related to the target topic,
  and that makes them feel as though they know the target information.

AFT - Publications - American Educator - Spring 2006 - How Knowledge Helps

www.aft.org/...willingham.htm - Preview

brain learning

Critical Thinking : Why is it so hard to teach? (PDF)

"There’s no such thing as critical thinking “skills.” There are strategies that aid critical thinking—but these can only take one’s thinking to the precipice, no further. Then what? Critical thinking depends on knowing relevant content very well—and thinking about it, repeatedly, in critical ways."

www.aft.org/...Crit_Thinking.pdf - Preview

critical-thinking brain

AFT: Publications: American Educator: Winter 2002: Ask the Cognitive Scientist

www.aft.org/...CogSci.html - Preview

brain

19 Aug 08

University of California - Science Today | Brain Researcher Looks into Strength Handedness

www.ucop.edu/...18365 - Preview

brain

11 Aug 08

www.danielwillingham.com - Daniel T. Willingham

www.danielwillingham.com - Preview

brain learning critical-thinking

Tag Archive for ‘Daniel T. Willingham’ at The Core Knowledge Blog

www.coreknowledge.org/...daniel-t-willingham - Preview

critical-thinking brain

Jay Mathews - The Thinking Behind Critical Thinking Courses - washingtonpost.com

"The processes of thinking are intertwined with the content of thought (that is, domain knowledge)," Willingham says. "Thus, if you remind a student to 'look at an issue from multiple perspectives' often enough, he will learn that he ought to do so, but if he doesn't know much about an issue, he can't think about it from multiple perspectives."

www.washingtonpost.com/...AR2008081100425.html - Preview

critical-thinking brain thinking

07 Aug 08