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Language learning: Vocabulary more important than grammar

24 Jul

Polyglot Steve Kaufmann makes this important point:

The importance of a large vocabulary in your target language can’t be overstated. Some are convinced we can converse quite comfortably with just a few hundred words. There are lots of articles on the topic. I don’t agree. You can communicate with a few words, but you can’t say much and you understand even less, and that means a very limited form of communication.

My views have been formed through my own experience of learning 15 languages. I constantly find my lack of words to be the greatest obstacle to enjoying the language more. Why? Because the words I am missing prevent me from understanding things that I hear, read and want to understand. With enough vocabulary and comprehension comes confidence; the confidence that I can defend myself in the language. With this confidence to sustain me, the speaking part develops naturally as I have more and more opportunity to speak.

I get apoplectic when people say that we should de-emphasize memory in education. Language learning is exhibit A in the case for the continuing importance of memory. Fortunately, memorization of vocabulary is made much easier by the availability of tools like Anki and Memrise.

Check out Kaufmann’s YouTube channel here.

 

 

Two Americas, One Pseudoscience

21 Jul

A fascinating piece in Quartz comparing pseudoscience health claims on websites oriented to Red or Blue Americans.

We at Quartz have created a compendium, from Ashwagandha to zizyphus, of the magical healing ingredients both sides of the political spectrum are buying, and how they are presented to each. We looked at the ingredients used in products sold on the Infowars store, and compared them to products on the wellness shops Moon Juice and Goop. All make similar claims about the health benefits of these ingredients, but what gets called “Super Male Vitality” by Infowars is branded as “Sex Dust” by Moon Juice.

Public Service Alert: Scam Sellers on Amazon

17 Jul

I buy a lot of books from Amazon and I often buy them from third party sellers. Many of the books I purchase are out of print and hard to find and I don’t mind the wait, since my pile of unread books is always high.

However, I was recently scammed by a third-party seller on Amazon and I thought I would let my readers know about it.

I ordered a book from from a third party seller on Amazon, the price was attractive, but it never arrived. When I checked into it I found these reviews on the seller:

amazon

There were a couple hundred reviews along the same lines. It turn out that this a common scam on Amazon, here ‘s an article from Forbes with more details.

The most straightforward way to protect yourself from this would be to pay attention to the seller reviews.

Man memorizes 1774 page Chinese-English dictionary

12 Jul

The video quality is not great, but this is very impressive:

Here is an interview with Dr Yip Swee Chooi.

Growth mindset: A failure to replicate

10 Jul

Carole Dweck’s work has received a great deal of attention. Essentially she argues that an individual’s beliefs about intelligence is a powerful predictor of scholastic attainment. In a Scientific American article she wrote:

 Many people assume that superior intelligence or ability is a key to success. But more than three decades of research shows that an overemphasis on intellect or talent—and the implication that such traits are innate and fixed—leaves people vulnerable to failure, fearful of challenges and unmotivated to learn.
Teaching people to have a “growth mind-set,” which encourages a focus on “process” rather than on intelligence or talent, produces high achievers in school and in life.

Now a study, published in Personality and Individual Differences, fails to replicate these findings. Here is the abstract:

Implicit theories of intelligence have been proposed to predict a large number of different outcomes in education. The belief that intelligence is malleable (growth mindset) is supposed to lead to better academic achievement and students’ mindset is therefore a potential target for interventions. The present study used a large sample of university applicants (N = 5653) taking a scholastic aptitude test to further examine the relationship between mindset and achievement in the academic domain. We found that results in the test were slightly negatively associated with growth mindset (r = − 0.03). Mindset showed no relationship with the number of test administrations participants signed up for and it did not predict change in the test results. The results show that the strength of the association between academic achievement and mindset might be weaker than previously thought.

Note, however, the limitations reported by the authors:

In sum, we found that mindset had virtually no association with results in a scholastic aptitude test used for university admissions. While the association between mindset and goal achievement was previously shown to be weak (Burnette et al., 2013), our study presents a large amount of new data suggesting that the association may be even weaker than previously thought. Given that recent large scale experiments suggest that learning growth mindset improves academic achievement (Paunesku et al., 2015; Yeager et al., 2016a, b), our study does not invalidate the notion that implicit theories of intelligence might be a promising target for educational interventions. However, it suggests that mindset might not be as useful for predicting future success or that its predictive abilities are at least limited to specific circumstances. Yet, we note that our study has several limitations including possible self selection and range-restriction effects, a short measure of mindset, and a short duration between subsequent administrations of the test. We also did not include measures of hypothesized mediating variables, such as the amount of practice, and the mindset measure was not directly tailored to assess beliefs about the possibility of improvement in the GAP test. Future studies may overcome these limitations and thus better explain differences between results of the present and past studies.

 

Questioning the implicit association test

7 Jul

New York Magazine has published a devastating critique of the widely cited implicit association test (IAT). The creators of the IAT claim that it can ferret unconscious biases. From the point of view of psychometrics, the first important question we must ask about any instrument is its reliability, that is, does the measure yield consistent results if the measured phenomenon has not changed. It is a basic law of measurement that an unreliable measure can not be valid.

Here is what the article says about reliability:

What constitutes an acceptable level of test-retest reliability? It depends a lot on context, but, generally speaking, researchers are comfortable if a given instrument hits r = .8 or so. The IAT’s architects have reported that overall, when you lump together the IAT’s many different varieties, from race to disability to gender, it has a test-retest reliability of about r = .55. By the normal standards of psychology, this puts these IATs well below the threshold of being useful in most practical, real-world settings.

 

Meta-analysis of home based mindfulness meditation

5 Jul

A meta-analysis published in the journal Behaviour Research and Therapy reports that home based mindfulness meditation is as effective as cognitive behavioral therapy homework. Here is the abstract:

Mindfulness-Based Cognitive Therapy (MBCT) and Mindfulness-Based Stress Reduction (MBSR) emphasize the importance of mindfulness practice at home as an integral part of the program. However, the extent to which participants complete their assigned practice is not yet clear, nor is it clear whether this practice is associated with positive outcomes.

For this systematic review and meta-analysis, searches were performed using Scopus and PubMed for studies published through to the end of 2015, reporting on formal home practice of mindfulness by MBSR or MBCT participants.

Across 43 studies (N = 1427), the pooled estimate for participants’ home practice was 64% of the assigned amount, equating to about 30 minutes per day, six days per week [95% CI 60–69%]. There was substantial heterogeneity associated with this estimate. Across 28 studies (N = 898), there was a small but significant association between participants’ self-reported home practice and intervention outcomes (r = 0·26, 95% CI 0·19,–0·34).

MBSR and MBCT participants report completing substantial formal mindfulness practice at home over the eight-week intervention, albeit less than assigned amounts. There is a small but significant association between the extent of formal practice and positive intervention outcomes for a wide range of participants.

And here is Larry Terkel with advice on how to meditate:

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