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Rough Type: Nicholas Carr’s Blog: E-textbooks flunk an early test

May 16, 2011 1 comment

Rough Type: Nicholas Carr’s Blog: E-textbooks flunk an early test.

I knew there was a reason I don’t really like these things:

One of the key themes emerging from the study, as well as from earlier research into reading behavior, is that people in general and students in particular read in a variety of ways. Sometimes they immerse themselves in a text, reading without interruption. Sometimes they skim a text to get a quick sense of the content or the argument. Sometimes they search a text for a particular piece of information or a particular topic. Sometimes they skip back and forth between two or more sections of a text, making comparisons. And sometimes they take notes, make marginal annotations, or highlight passages as they read. Reading is, moreover, a deeply personal, highly idiosyncratic activity, subject to all kinds of individual quirks. Every reader is unique.

Because we’ve come to take printed books for granted, we tend to overlook their enormous flexibility as reading instruments. It’s easy to flip through the pages of a physical book, forward and backward. It’s easy to jump quickly between widely separated sections, marking your place with your thumb or a stray bit of paper or even a hair plucked from your head (yes, I believe I’ve done that). You can write anywhere and in any form on any page of a book, using pen or pencil or highlighter or the tip of a burnt match (ditto). You can dog-ear pages or fold them in half or rip them out. You can keep many different books open simultaneously, dipping in and out of them to gather related information. And when you just want to read, the tranquility of a printed book provides a natural shield against distraction. Despite being low-tech – or maybe because of it – printed books and other paper documents support all sorts of reading techniques, they make it easy to shift seamlessly between those techniques, and they’re amenable to personal idiosyncrasies and eccentricities.

E-books are much more rigid. Refreshing discrete pages of text on a fixed screen is a far different, and far less flexible, process than flipping through pliant pages of fixed text. By necessity, a screen-based, software-powered reading device imposes navigational protocols and routines on the user, allowing certain patterns of use but preventing or hindering others. All sorts of modes of navigation and reading that are easy with printed books become more difficult with electronic books – and even a small degree of added difficulty will quickly frustrate a reader. Whereas a printed book adapts readily to whoever is holding it, an e-book requires the reader to adapt to it.

I can imagine that the e-book readers will end up being integrated as just another tool among the many others that students and others will end up using. Certainly when the number of books and papers you need to consult rises above one, an e-book reader becomes just another information provision artifact (and paper has worked well for rather a long time!).

And we underestimate the importance of cognitive mapping and embodied cognition among a host of other variables for reading and recall:

The researchers provide an illuminating case study showing how important cognitive mapping can be:

[One student] used kinesthetic cues such as folded page corners and the tangible weight of the printed book to help him locate content quickly. He told us that “after I’ve spent some time with the physical book, I know … exactly how to open it to the right page. … I kind of visually can see where I am in the book.” His physical experience with the text changed dramatically when he began using his Kindle DX: He lost these kinesthetic cues and spent much more time hunting for information than he had previously done. He stopped using the Kindle DX for his assigned academic readings because he wanted to remain as productive and efficient as he was before he received his Kindle DX.

Actual empirical evidence on alternate pedagogical methods is important!

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Don’t forget to remember this – The Irish Times – Wed, Mar 30, 2011

March 30, 2011 Leave a comment

Don’t forget to remember this – The Irish Times – Wed, Mar 30, 2011.

How does our memory work? What’s the difference between remembering how to ride a bike and recalling people’s names? Is it possible to improve your memory? An exhibition in the Science Gallery is looking for the answers, writes BRIAN O’CONNELL

REMEMBER A NAME but can’t match it with a face? Good with numbers but useless at childhood recollections? Led by Prof Shane O’Mara of Trinity College, Memory Lab is a month-long experience at Science Gallery in Trinity College, which invites the public to take part in a range of scientific experiments aimed at examining how our memory works.

Brainpower: a rational guide to the myths – The Irish Times – Thu, Mar 24, 2011

March 24, 2011 Leave a comment

Brainpower: a rational guide to the myths – The Irish Times – Thu, Mar 24, 2011.

In the new Hollywood thriller, ‘Limitless’, Bradley Cooper plays a failing writer who uses a top-secret ‘smart drug’ to unlock his brain’s potential. SYLVIA LEATHAM asks TCD neuroscientist Prof Shane O’Mara for a reality check on how the brain works.

YouTube – MEMORY LAB: HIGHLIGHTS

March 21, 2011 Leave a comment

YouTube – MEMORY LAB: HIGHLIGHTS.

Have we met before? Check out the highlights from the launch of our current exhibition MEMORY LAB.

Science Gallery unveils Memory Lab – The Irish Times – Thu, Mar 10, 2011

March 10, 2011 Leave a comment

Science Gallery unveils Memory Lab – The Irish Times – Thu, Mar 10, 2011.

DICK AHLSTROM, Science Editor

DO YOU forget names seconds after an introduction? If so, then come along to the Science Gallery where you can participate in experiments in an exhibition called Memory Lab.

More here: http://sciencegallery.com/events

COMING SOON: MEMORY LAB IN THE SCIENCE GALLERY

February 26, 2011 Leave a comment

I’m curating my first ever ‘lab in the gallery’ – details below. Dr Joanne Feeney, a postdoc in my group has been absolutely central to making this even happen, as has the great and creative team in the Science Gallery – Michael John, Rob, Maria, Lynn, Anja, Ian, Derek, Rosa (and John for superb computer programming).

So, think you have a good memory? Are you brave enough to put it to the test at Science Gallery’s MEMORY LAB this March?

FIRE, GOAT, PLUM, SUMP, VANE, HAIR, FARM... How come you can recall your first day at school vividly but won’t remember this list of words when you get to the bottom of this paragraph? Why are some of us memory champions while others have a heads like sieves? Is our ability to remember nature or nurture?

MEMORY LAB, a month-long LAB IN THE GALLERY experience at Science Gallery, Trinity College Dublin, invites the public to take part in a range of real, scientific experiments into how we remember or why we forget.

Eight separate experiments will investigate a range of aspects of functional memory from how good your short-term memory is to how and why we evolved memory in the first place. Be prepared for a barrage of information you will have to recall including numbers, letters, faces and even smells! We’re also inviting people to come and record their earliest ever memory as MEMORY LAB seeks to amass the largest database of earliest memories in the world.

The experimentation begins at Science Gallery on March 11th and continues until April 8th 2011. MEMORY LAB will also contain a rich events programme to allow you explore memory deeper – including a talk by former US Memory Champion and author of “Moonwalking with Einstein: The Art and Science of Remembering Everything” Joshua Foer. Events also include special recruitment event on how to make yourself memorable and Science Gallery’s first ever table quiz where you can put your ability to recall to the test.

MEMORY LAB opens to the public on March 11th and runs until April 8th. The experiments run Tuesday-Friday 12:00-20:00 and Saturday-Sunday 12:00-18:00. Admission free with a suggested donation of €5. You can be the first to experience MEMORY LAB by going to the exclusive preview party on March 10th. All Science Gallery MEMBERS+ go for free (sign up today here) or buy your tickets here.

Where did it all go so badly wrong? (Last – incentives, and stasis)

February 13, 2011 Leave a comment

[This is the last in a series of posts relevant to the all-consuming topic in Ireland at the moment: the fall of the Fianna Fail/Green Party Coalition Government, and the resulting general election to take place on the 25 February 2011. My title approximates a question/comment posed by a guest (I think it was Jim Glennon, the former FF TD) on George Hook’s programme on Newstalk].

Note 1: The full series is available as an article:  Where did it all go wrong article in pdf.

Note 2: Dermot Desmond has just published a remarkable document addressing some of the same issues as treated here from a sociopolitical reform point of view.

A truism of human behaviour is that people are incentive-driven (even by perverse incentives). Our economy became focused lopsidedly on property development because of tax incentives which people rationally responded to, resulting in a huge excess of un-needed properties. Groupthink suggests bulldozing them. However, we could incentivise property purchases by granting Irish residency to non-EU Nationals who purchase these properties for cash (no mortgages please)! If it is possible to incentivise investment in fixed assets such as property, it is possible to incentivise investment in new asset classes and businesses that are tradeable and saleable. Anglo-Irish Bank would not be in such trouble if it had a diversified loan book. Ireland Inc would not be in similar trouble, if there were multiple investment vehicles for rational investment in intellectual property, as opposed to the singularly obsessive concentration on investment in commercial and residential property. If we want an entrepreneurial culture which creates desperately-needed mass employment, then entrepreneurial activity needs to be incentivised. Adding taxes and other burdens on the self-employed reduces the risk-taking required to create employment on the scale needed to rescue the economy quickly. Risk-taking needs incentives; otherwise, why bother?

There are many other cognitive errors (for example, availability and affect heuristics, motivated reasoning, competence illusions, illusory superiority) which humans are also prone to (especially under duress). Memory (particularly recall) is badly affected by stress and lack of sleep. The decisions taken on the night of the infamous bank guarantee surely would have been better, if the Government had access to expertise and bought itself time (for example, by having a forced bank closure for 48 hours). This would have led to decisions in the cold light of day, with appropriate supports and inputs (of course, having an Economic Advisory Council in place would have helped). Memory for the precise sequence of events would be improved too!

Our elites must recognise that individual rationality and cognition is limited and error-prone. A system driven by the unrestrained cognition of individual ministers or others will fail; imposing political control where good policy formation should obtain is a recipe for disaster. And we know this, but this is the mistake we repeatedly make. Thus, our institutions must be re-engineered to be adaptive, plastic, and capable of learning (especially upsetting and unpleasant truths). Robust institutional processes are required to recognise error and failure quickly and to change course rapidly. However, the glacial pace with which our elites move leaves me believing this is a forlorn hope; we have seen little recognition of the need for change, despite the disaster that has occurred.