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Education Secretary increases investment in questionable neurofeedback company

31 Jul

According to Politico:

Education Secretary Betsy DeVos has increased her financial stake in a “neurofeedback” company that says its technology treats attention deficit disorder and the symptoms of autism. DeVos reported a new investment of between $250,001 and $500,000 in the Michigan-based Neurocore, according to a financial disclosure form that was certified by government ethics officials on Wednesday.

The whole story is here (scroll down to find the story). For background on Neurcore read this.

Direct instruction is better than inquiry learning

26 Feb

So says this report. Here is a media account.

“Often derided as “drill and kill” or making children “parrot” what is being taught, the UK report and other research suggests that memorization and rote learning are important classroom strategies, which all teachers should be familiar with.”

 

 

Does Superbrain Yoga work?

11 Jan

Claims about the benefits of Superbrain yoga are all over the Internet.  For example, take a look at this video:

 


or this one:


But does it really work?

That is a question my colleague Kathy Little and I posed in our paper “Two studies of Superbrain Yoga’s potential effect on academic performance based on the Number Facility Test.”

Here is the abstract:

“Superbrain Yoga is an exercise that involves squatting while holding the ear lobes with controlled breathing. Advocates claim that this exercise improves cognition and academic performance. This study tested the ability of Superbrain Yoga to improve performance on a cognitive task called the Number Facility Test. In the first experiment, 30 adults completed a baseline version of the Number Facility Test; performed standard squats, Superbrain Yoga, and a rest trial (counterbalanced); and were re-administered the Number Facility Test after each task. A nonparametric Quade test showed no significant difference in outcome measures (p = .99, Kendall’s W = .005). In the second experiment, 30 adults completed a baseline version of the Number Facility Test, performed standard squats and 2 alternative forms of Superbrain Yoga (counterbalanced), and were re-administered the Number Facility Test after each task. A Quade test indicated no significant difference in outcome measures (p = .19, Kendall’s W = .086). These results provide no support for the claims made for Superbrain Yoga. However, this research cannot exclude the possibility that alternative forms of Superbrain Yoga might be effective or that it might have an effect on cognitive skills not captured by the Number Facility Test.”

 

Critical thinking without knowledge is impossible

27 Apr

Arizona has passed a law requiring high school pass the U.S. Immigration and Naturalization civics test for graduation. Let me state, that I have no firm position on if this is a good idea. However, I can recognize a bad argument against it.

This is the argument made by Joseph Kahne in Education Weekthat schools should be teaching critical thinking instead of knowledge:

“Democracy thrives when citizens think critically and deeply about civic and political issues, when they consider the needs and priorities of others, and when they engage in informed action—not when they memorize a few facts. Let’s make high-quality civic learning a priority. Let’s not take the easy way out and pass laws in more than a dozen states that turn civic education into a game of Trivial Pursuit.”

The problem with this argument is that it is contrary to the evidence. Research on critical thinking and other higher order skills shows that deep knowledge is a necessary prerequisite.

I agree that a curriculum that only focuses on the memorization of facts is impoverished. But a curriculum that tries to teach higher order skills without the requisite knowledge is impossible.

You can take a sample citizenship test here. The questions are pretty easy and really do seem like things a citizen should know.

 

For more details on the importance of memory in education see the second chapter of my book.

Knowledge builds on knowledge

17 Dec

One of the biggest myths about memory is that your brain only holds so much information and there is no point committing anything to information when you can easily look it up.

It is certainly true, that you can’t remember everything and you must be selective about what you learn, but all our evidence suggests that the more you know the easier it is to learn new material.  Knowing facts about the world, knowing background, history, and context improves memory. Psychologist James Weinland  pointed out;

“Memory is in one respect like money. The more money one has, the more interest it earns, which increases the capital and earns still more money. The more memories one accumulates, the more easily new memories are accumulated, which increases one’s memory capital and earn more memory interest. Memories breed memories.”

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Magnet boy hoax

28 Nov

The story of the magnetic boy has taken off all over the internet. You can read The New York Post version here.

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It is infuriating that this standard parlor trick is treated as a miracle. Here is a video of James Randi exposing a similar claim from China:

 

Elizabeth Loftus on memory

24 Jan

Here is an interview with cognitive psychologist Elizabeth Loftus whose work over turned Freudian views of memory.

Many of her papers are available at her university web site.

Grade point averages and success. Careerbuilder.com gets it wrong, very wrong

8 Sep

From an a posting on Careerbuilder.com:

“A study at the Stanford University School of Business tracked a group of MBAs 10 years after they graduated. The result? Grade point averages had no bearing on their success — but their ability to converse with others did.”

As far as I am able to tell the article refers to a 1969 study by Thomas Harrell published in the journal Personnel Psychology. There are two problems with the account at CareerBuilder:

1. The paper states:

“High earners had higher second year MBA grades which, for the most part, are for optional courses”

Exactly the opposite of what CareerBuilder claims.

2. Nowhere in the article does it say that the ability to converse correlated with success.

My guess is that CareerBuilder just copied this misinformation from another Internet source without ever checking it for accuracy.

 

Questions about the safety of fish and fish oil

30 Aug

Fish and fish oils are often promoted as memory enhancers. But there are reasons to be concerned about the safety of fish consumption. Here, for example, is a paper published in the journal Environmental Health Perspectives titled “Impairments of memory and learning in older adults exposed to polychlorinated biphenyls via consumption of Great Lakes fish.”

Dr. Greger has more:

And so does fishoilsafety.com

“Digital natives,” and “learning styles:” Urban legends in education

23 Aug

Chances are you have seen some version following claim:

“It has been said that on average, we remember:
20% of what we read
30% of what we hear
40% of what we see
50% of what we say
60% of what we do
90% of what we see, hear, say, and do”

In 2004, I published a paper demonstrating that this claim was an urban legend. Now, a paper, by Kirschner and van Merrienboer, published in the journal Educational Psychologist, takes on other educational urban legends. Here is the their abstract:

“This article takes a critical look at three pervasive urban legends in education about the nature of learners, learning, and teaching and looks at what educational and psychological research has to say about them. The three legends can be seen as variations on one central theme, namely, that it is the learner who knows best and that she or he should be the controlling force in her or his learning. The first legend is one of learners as digital natives who form a generation of students knowing by nature how to learn from new media, and for whom “old” media and methods used in teaching/learning no longer work. The second legend is the widespread belief that learners have specific learning styles and that education should be individualized to the extent that the pedagogy of teaching/learning is matched to the preferred style of the learner. The final legend is that learners ought to be seen as self-educators who should be given maximum control over what they are learning and their learning trajectory. It concludes with a possible reason why these legends have taken hold, are so pervasive, and are so difficult to eradicate.”

This is an important article for anyone involved in education. You can read the full text here.  Educators have a responsibility to ground their practice in actual research, not unsupportable clichés.

 

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