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The Truth about False Memories

Tags: brain, memory on 2008-09-09 -All Annotations (0) -About

more fromwww.ucop.edu

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Students Remember...What They Think About

Tags: memory, brain on 2008-08-21 and saved by2 people -All Annotations (0) -About

more fromwww.aft.org

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?
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.).

Scripture Memory Songs CD with printable sheet music

Tags: cd, music, memory on 2008-08-08 -All Annotations (0) -About

more fromwww.homeroomteacher.com

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Why is my computer so slow? ~ Ask The Admin

Tags: pcs, windows, slow, slownessup, cleaner, memory, utilities on 2008-07-14 -All Annotations (0) -About

more fromwww.asktheadmin.com

Improve Memory with Sleep, Practice, and Testing

Tags: memory, learning on 2008-07-10 -All Annotations (0) -About

more fromfeeds.feedburner.com

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Blogging Section of SLA-IT: SLA008: Keeping Found Things Found

"What is new is the fragmentation of information. The problem is coming from all of the tools we have that are meant to help us keep track of information. Tools like our online calendar, websites, journals, budgets, TV, travel schedules, deadlines, contact lists, etc. Because of fragmentation, even a simple decision means checking in several places - email, calendar, web, files, etc."

Tags: brain, memory, remembering, information-overload, quotes on 2008-06-25 -All Annotations (0) -About

more fromsla-divisions.typepad.com

"Is Google Making Us Stupid? What the Internet is doing to our brains"

Plato said much the same thing about the invention of writing :)

"If men learn this, it will implant forgetfulness in their souls; they
will cease to exercise memory because they rely on that which is
written, calling things to remembrance no longer from within
themselves, but by means of external marks. What you have discovered
is a recipe not for memory, but for reminder. And it is no true wisdom
that you offer your disciples, but only its semblance, for by telling
them of many things without teaching them you will make them seem to
know much, while for the most part they know nothing, and as men
filled, not with wisdom, but with the conceit of wisdom, they will be
a burden to their fellows."

Tags: brain, memory, remembrance on 2008-06-24 -All Annotations (0) -About

more fromwww.mailbucket.org

brain tune, learn more, be smart, have fun

"brain-tune.com helps you to tune your brain and allows you quickly to remember all the things you wished you could - dates, places, vocabularies, they are all no problem."

Tags: brain, memory, capitols, games, free on 2008-06-17 and saved by13 people -All Annotations (0) -About

more frombrain-tune.com

» Try Thinking and Learning Without Working Memory « Brain Fitness Revolution at SharpBrains

Tags: brain, memory, working-memory on 2008-06-09 and saved by2 people -All Annotations (0) -About

more fromwww.sharpbrains.com

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Getting Forgetful? Then Blueberries May Hold The Key 4/12/2008

Tags: memory, blueberries on 2008-06-09 and saved by2 people -All Annotations (0) -About

more fromwww.sciencedaily.com

Try Thinking and Learning Without Working Memory

"Cognitive training is showing a tremendous potential to expand working memory, a Thinking, Working Memorycapacity once thought limited and untrainable."

Tags: memory, working-memory, brain, q on 2008-05-27 -All Annotations (0) -About

more fromfeeds.feedburner.com

Horse Sense: On Memory and Record Keeping

"The Party boss who interrogated Winston in George Orwell’s classic 1984, said: “Does the past exist concretely, in space? Is there somewhere or other a place, a world of solid objects, where the past is still happening? No. Then who controls the past controls the future; who controls the present controls the past.” The remnant of American freemen and freewomen know they must exercise their memory better, and rigorously keep their own records; and strenuously, openly vet every counter claim. Americans will write their own history, because they will determine their own destiny. They also fight to establish the truth of what they believe, or at least the right and freedom of approximating it."

Tags: memory, brain on 2008-04-15 -All Annotations (0) -About

more fromwww.casadeblundell.com

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Eide Neurolearning Blog: Vivid Memory of the Past Linked to Imagination of the Future

Tags: brain, innovation, memory, visualization on 2008-01-14 -All Annotations (0) -About

Washington University scientists have found that the patterns of brain activation seen in vivid recollections of the past are very closely linked to prompted imaginations of the future.
When a child has trouble imagining themselves in future events or circumstances, is it simply a lack of planning, or could a weakness in their personal memory make it hard for them to visualize what this situation would be like.
And on the other end of the continuum, is that why vivid personal learners can be such intractable daydreamers? They can perceive such vivid possibilities of imagined events, that external events may find it hard to compete.
These days, imagination seems to carry little weight in importance as students advance in their K-12 years of education, but this is a mistake. Students may not always know how to use their memories and imaginations well, but efficient applications of both are the essential ingredients for almost all creative and innovative work.
if you are feeling a little fatigued by your high energy, vivid, imaginative, dreamy, personal learner, also count your blessings. In other studies, a loss of imagination (in older adults) was seen to be associated decline in personal memory.
Episodic future thought and remembering
Seeing the Future and fMRI
Lack of Imagination in Older Adults Linked to Declining Memory