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!).
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!
The third episode of our Scibernia science podcast is now live, kicking and online for your pleasure. Just press play below or click ‘Download’ to save it for later.
In this episode:
- What neuroscientist and Memory Lab curator Prof Shane O’Mara plans to do with all the data collected during the recent Science Gallery exhibition.
- A debunking of Moon myths with Astronomy Ireland’s Lee Hurley.
- The answer to the question on everyone’s lips: Do Venus fly-traps poo? UCC lecturer and Communicate Science blogger Eoin Lettice talks us through his role in the ‘I’m A Scientist, Get Me Out of Here‘ student engagement project.
- What Prof Jim Al-Khalili has in common with Sinead O’Connor in the BBC astrophysics programme ‘Everything and Nothing’, and why Prof Brian Cox‘s ‘Wonders’ reminds us of 1990s pop videos.
- Upcoming events, including student science festival SciFest and a talk about atom-smashing by CERN’s Dr Stephen Myers.
- News from Ireland and abroad, including how robots are set to become more human-like and the latest developments in ‘lab on a chip’ technology.
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.
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.
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
This looks like a fantastic visualisation tool – but one that should prove useful as a research tool.
The Brain Systems, Connections, Associations, and Network Relationships (a phrase with more words than strictly necessary in order to bootstrap a good acronym) assumes that somewhere in all the chaos and noise of the more than 20 million papers on PubMed, there must be some order and rationality.
To that end, we have created a dictionary of hundreds of brain region names, cognitive and behavioral functions, and diseases (and their synonyms!) to find how often any two phrases co-occur in the scientific literature. We assume that the more often two terms occur together (at the exclusion of those words by themselves, without each other), the more likely they are to be associated.
Are there problems with this assumption? Yes, but we think you’ll like the results anyway. Obviously the database is limited to the words and phrases with which we have populated it. We also assume that when words co-occur in a paper, that relationship is a positive one (i.e., brain areas A and B are connected, as opposed to not connected). Luckily, there is a positive publication bias in the peer-reviewed biomedical sciences that we can leverage to our benefit (hooray biases)! Furthermore, we cannot dissociate English homographs; thus, a search for the phrase “rhythm” (to ascertain the brain regions associated with musical rhythm) gives the strongest association with the suprachiasmatic nucleus (that is, for circadian rhythms!)
Despite these limitations, we believe we have created a powerful visualization tool that will speed research and education, and hopefully allow for the discovery of new, previously unforeseen connections between brain, behavior, and disease.
H/T: Marsha Lucas