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The effects of cell phones on your attention, etc: "Brain, Interrupted" (New York Times, May 3, 2013)
The effects of cell phones on your attention, etc: "Brain, Interrupted" (New York Times, May 3, 2013)
Excerpts:
"In other words, the distraction of an interruption, combined with the brain drain of preparing for that interruption, made our test takers 20 percent dumber. That’s enough to turn a B-minus student (80 percent) into a failure (62 percent)."
"You have to completely shift your thinking, it takes you a while to get into it and it takes you a while to get back and remember where you were...We found about 82 percent of all interrupted work is resumed on the same day. But here’s the bad news — it takes an average of 23 minutes and 15 seconds to get back to the task."
Some research-based advice on how to study: "What works, what doesn't" (Scientific American Mind)
Some research-based advice on how to study: "What works, what doesn't" (Scientific American Mind)
Excerpts:
"Self-testing and spreading out study sessions—so-called distributed practice—are excellent ways to improve learning. They are efficient, easy to use and effective"
"Unlike a test that evaluates knowledge, practice tests are done by students on their own, outside of class. Methods might include using flash cards (physical or digital) to test recall or answering the sample questions at the end of a textbook chapter. Although most students prefer to take as few tests as possible, hundreds of experiments show that self-testing improves learning and retention."
How hand-writing things is better for learning than typing: "What's Lost as Handwriting Fades" (New York Times, June 24, 2014)
How hand-writing things is better for learning than typing: "What's Lost as Handwriting Fades" (New York Times, June 24, 2014)
Excerpts:
"When children had drawn a letter freehand, they exhibited increased activity in three areas of the brain that are activated in adults when they read and write: the left fusiform gyrus, the inferior frontal gyrus and the posterior parietal cortex. By contrast, children who typed or traced the letter or shape showed no such effect. The activation was significantly weaker"
"Two psychologists, Pam A. Mueller of Princeton and Daniel M. Oppenheimer of the University of California, Los Angeles, have reported that in both laboratory settings and real-world classrooms, students learn better when they take notes by hand than when they type on a keyboard. Contrary to earlier studies attributing the difference to the distracting effects of computers, the new research suggests that writing by hand allows the student to process a lecture’s contents and reframe it — a process of reflection and manipulation that can lead to better understanding and memory encoding."
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