Online Learning: Regular demands on attention and memory needed

Somewhere between the traditional classroom and old fashion home schooling, online learning has emerged as the dominant educational resource.

Skyrocketing tuition fees, particularly at the college level, has sped the inevitable migration to online accreditation.

While the benefits are obvious, the loss of those seamless instances of micro-feedback between student and teacher makes attention the primary casualty of its rapid adoption.

Efforts to bridge this gap and reduce mind wandering among online students are underway at Harvard University, an institution well poised to be a leader in providing online content.

A new study in PNAS from their psychology department gives one possible solution to the problem. By making attentional demands in the form of brief quizzes on 5-minute intervals, student performance in online courses can be significantly improved.

Even the most highly motivated student still battles the constant urge to search or click on a link to learn more—or less as the case may be.

Undoubtedly striking the right balance between freedom and oversight is the central challenge to giving students mastery over a given body of knowledge.

Various models have emerged that have garnered massive worldwide enrollment.

Free courses at edX.org, coursera.org, 2u.com, Udacity.com have all been highly successful.

Perhaps not surprisingly, the call for help in maintaining selective attention in the absence of the normal controllers has come from the students themselves.

Noval Khan
Schacter Memory Lab

The approach taken by the new Harvard study is based on what they call interpolated memory.

It is based upon the idea of interpolating the coursework or task with short memory tasks.

Students were given a 21-minute statistics video lecture which was segmented into four periods, each followed up with a 2-minute testing period.

The testing period involved brief review, testing, and even unrelated arithmetic. The perhaps predictable results were that students given the additional retesting at each segment, did much better on cumulative testing done after the lecture.

This formalisation of the obvious was corroborated by the student self-assessment in which they invariably reported reduced periods of mind wandering.

The study adds rigor to the idea that replacing a human lecturer with a human on a screen can work, provided appropriate considerations for the learning process are taken.

A useful analogy might be to consider running on a field compared to running on a treadmill. On your own on the field, you can control your speed at every step, and go in a any direction you choose.

On a treadmill your pace is set for you. The best performance seems to be somewhere in between, as on a track.

Here the goal is set, the student has some freedoms in getting there at their own pace, but is guided at every turn.

More information: 
Interpolated memory tests reduce mind wandering and improve learning of online lectures, PNAS, Published online before print April 1, 2013, doi: 10.1073/pnas.1221764110

MS-Related Memory and Attention Problems Have Signs of Extensive Brain Damage

People with multiple sclerosis (MS) who have cognitive problems, or problems with memory, attention, and concentration, have more damage to areas of the brain involved in cognitive processes than people with MS who do not have cognitive problems, according to a study published in the March 6, 2013, online issue of Neurology, the medical journal of the American Academy of Neurology.

The study used a type of MRI brain scan called diffusion tensor imaging along with regular MRI scans to compare brain measurements in 20 people with MS who had related cognitive problems, 35 people with MS who did not have cognitive problems and 30 healthy participants.

The diffusion tensor images showed that, compared to the healthy control participants, 49 percent of the investigated brain white matter had impaired integrity in those with MS and no cognitive problems, while impaired integrity was evident in 76 percent of the investigated white matter of those with MS and related cognitive problems.

In the people with MS-related cognitive problems, the extra white matter dysfunction was particularly seen in areas important for cognitive skills, such as the thalamus.

"This state-of-the-art imaging technology confirms that cognitive symptoms in MS have a biological basis," said study author Hanneke E. Hulst, MSc, of VU University Medical Center in Amsterdam, the Netherlands.

"The consequence of this discovery is that imaging can now be used to capture a wider spectrum of changes in the brains of people with MS, and will therefore help determine more accurately whether new treatments are helping with all aspects of the disease."

Cognitive problems are common in MS, affecting up to 65 percent of people with the disease.

The study was supported by the Dutch MS Research Foundation.

The above story is reprinted from materials provided by American Academy of Neurology (AAN).

7 Secrets to Improve Your Memory and Recall - YouTube

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Invest approximately 8 minutes and stop wasting time. Learn how to learn and retain important information.

You will increase your credibility and have an easier time building rapport by remembering names and other pertinent facts about others.

How to Help a Child with Weak Working Memory

Here are a few places to start to help a child with poor working memory.

Know your child's strengths and weaknesses.
As a parent, you want to support your children any way you can. Knowing their strengths and weaknesses can make a big difference, says Tracy Packiam Alloway, Ph.D., assistant professor of psychology at the University of North Florida in Jacksonville, Florida.

She says that sometimes teachers tell their students with dyslexia to just keep repeating the information over and over to themselves. "But this will be hard to do for students with dyslexia who have a verbal working memory problem," says Alloway. "It's really better to target their strengths -- to try to use visual aids to support their learning, for example."

H. Lee Swanson, Ph.D., distinguished professor of education with the Graduate School of Education at the University of California, Riverside, agrees. Use your child's preferred way of processing information. For a child whose visual-spatial skills are strong, he suggests taking information from a math word problem and inserting it into a visual diagram. This uses a strength to help solve a problem.

Help compensate for weaknesses.
One way to compensate for poor working memory is to break up or chunk information. This way, it takes up fewer "slots" in working memory. Give one or two, not a long string of, instructions, says Swanson.

Encourage children to ask for this kind of "information management." Then they are less overwhelmed and have learned yet another skill -- self-advocacy, says Matthew Cruger, Ph.D., neuropsychologist with the Learning and Diagnostics Center at the Child Mind Institute in New York City.

Other ways to compensate
Use audiotapes or write things down, says Cruger. "If auditory working memory is weak, don't depend on it for important things." It's far easier to write down homework in a planner and access it later. After the tenth time you've reminded your child to check his book bag, it may finally dawn on you that there is an easier way: Create a checklist with pictographs and put it on the outside of the bag for easy reference, he says. Rituals and routines are also helpful, says Cruger, who puts his cell phone in the same place each day to be sure he won't misplace it.

Reinforce what works
Of course, learning how to compensate doesn't mean simply letting working memory atrophy, says Cruger. Just as with building a muscle, using the skill will strengthen it, making it easier to use in the future.

Likewise, you and your child's teacher can help your child develop knowledge of his or her own working memory, says Alloway. You can congratulate a child on any success right away. Then ask probing questions to help a child identify what worked well in a certain situation: "Did you think of a song or an image? Did you repeat it to yourself? Or, did you use a rhyme to help you with your multiplication tables?" If something works, suggest that your child try it again.

"This really encourages students to become aware of the strategies they're using," says Alloway. "Otherwise, they don't know what they've done, so they can't apply it again."

Use working memory as a floodlight to plan action
Parents should teach children to use available working memory to be more efficient, instead of focusing on multitasking, Alloway advises. With our busy lifestyles, many of us put a premium on multitasking. But it's not all it's cracked up to be, she says. "The great, great majority of us can't do it well."

"Instead, use working memory like a spotlight to focus on one thing at a time and shift between activities," says Alloway. "Do one activity and stop and shift to the next and maybe come back to the first, and so on. Do this instead of trying to do many things at once."

Alloway says that mindfulness training has been shown to help adults create a space in working memory to allow them to focus on a single thought, rather than being overwhelmed by a number of different things at once. See if you can find ways to help your child learn how to reduce distractions and compartmentalize in a similar way.

Train working memory
For a long time, psychologists thought that working memory was fixed, says Alloway. But evidence is beginning to show that you can train your working memory. One example is a home-based method of strengthening skills, called CogMed. It can improve your ability to remember numbers in forward and backward order, for example, a signature skill of working memory. But does this transfer to learning and better grades? "If all you do is biceps curls, you would expect that your arms would be stronger, but not that you could run faster," suggests Alloway.

Swanson agrees. "You can certainly make changes in working memory, but it doesn't necessarily translate to getting a whole lot better in math and reading comprehension," he says.

Even so, some working memory training programs are beginning to show promise. The bottom line is buyer beware, says Swanson. He is researching a program that is showing promise, one that uses working memory tasks to improve math. "But," he says, "there is no magic bullet." If you try a program, watch how your child progresses with tasks in the classroom to see if it is making a difference.

To read more of this article click here

How does Creativity Work

Let's look at a more accurate view of creativity, with its roots in modern science. The watershed year is 1998, when Brenda Milner, Larry Squire, and Eric Kandel published a breakthrough article in the journal Neuron, “Cognitive Neuroscience and the Study of Memory.”

Kandel won the Nobel Prize two years later for his contribution to this work. Since then, neuroscientists have ceased to accept Sperry’s two-sided brain. The new model of the brain is “intelligent memory,” in which analysis and intuition work together in the mind in all modes of thought.

There is no left brain; there is no right. There is only learning and recall, in various combinations, throughout the entire brain.

Neuroscientist Barry Gordon gives an overview of this newer model of the brain in his book Intelligent Memory: Improve the Memory That Makes You Smarter (Viking, 2003), with coauthor Lisa Berger. He portrays the everyday intelligent memory of human beings as the greatest inventory system on earth.

From the moment you’re born, your brain takes things in, breaks them down, and puts them on shelves. As new information comes in, your brain does a search to see how it might fit with other information already stored in your memory.

When it finds a match, the previous memories come off the shelf and combine with the new, and the result is a thought. The breaking down and storing process is analysis. The searching and combining is intuition.

Both are necessary for all kinds of thought. Even a mathematical calculation requires the intuition part, to recall the symbols and formula previously learned in order to apply them to the problem.

When the pieces come off the shelf smoothly, in familiar patterns — such as simple addition you’ve done many times — you don’t even realize it has happened. When lots of different pieces combine into a new pattern, you feel it as a flash of insight, the famous “aha!” moment. But the mental mechanism works the same way in both cases.

Whether it’s working on a familiar formula or a new idea, intelligent memory combines analysis and intuition as learning and recall.

Just as the intelligent memory concept has replaced the old two-sided brain theory in neuroscience, people in groups need to replace brainstorming with methods that reflect more accurately how creative ideas actually form in the mind, and they don’t need to start from scratch.

Once we understand how intelligent memory works, we find several existing techniques that fit. After all, human beings have innovated for eons. If we study how innovation actually happens, we can learn how to do it more reliably.

Understanding Dyslexia

The Background

In 1896, W. Pringle Morgan, a UK medical practitioner, provided one of the first descriptions of dyslexia. Prior to that, the disorder was thought to be a form of mental retardation and unfortunately that ghost has not been completely exorcised.

Published in the British Medical Journal (BMJ) was Morgan’s case of a 14-year old boy who had extreme difficulty in reading, but he excelled in sport and achieved the same level of his peers.

This intrigued many scientists who had been studying the disorder for years. They finally realised that those who have the disorder could actually possess above average to exceptional intelligence.

Some, they found out, even excel in sports and the creative arts, because of this, the distorted opinion that dyslexia is a form of mental retardation, was finally ruled out in academic circles.

The Root of the word
From the Greek words “dys” meaning difficulty and “lexia” meaning verbal language, dyslexia can be defined as a specific learning disorder resulting from neurological and genetic causes.

It affects one or more of the basic processes involved in understanding spoken or written language.

This results in the difficulty of the brain in stringing words, numbers, and symbols at least average intelligence. Dyslexia may show up as a problem in listening, thinking, speaking, reading, writing, or spelling or in a person’s ability in math.

Letter and word reversal and disorganisation of word order are common symptoms. Problems with coordination, memory, depth, perception, and discerning left from right may arise.

This explains why most dyslexics find it difficult to transfer information exactly from what is heard to what is seen and vice versa.

Research
Much research has been carried ou on Dyslexia and some researchers have determined that a specific gene is responsible for dyslexia. This supports their claim that the condition results from a brain difference and site that the right hemisphere of the brain of dyslexics is larger than that of normal individuals.

This may be the reason why dyslexics excel in areas controlled by the right hemisphere of the brain – such as artistic and athletic; 3D visualisation ability, musical talent; and creative problem solving skills but are poor in perceptual, motor, linguistic, and adaptive—areas controlled by the brain’s left hemisphere.

The Organic cause
For years, the organic cause of dyslexia has puzzled doctors who have been studying the disorder.

A significant breakthrough, however, was provided in 1998 by Dr. Sally Shaywitz, a researcher at the Yale University of Medicine and author of the book Overcoming Dyslexia.

Dr. Shaywitz’ s findings revealed that areas in the back of the brain that are usually activated when readers sounded out words are significantly less activated in dyslexics.

Areas in the front of dyslexics’ brains show more activity than in those of the brains of normal individuals.

Dyslexia and Science
The Science pertaining to Dyslexia has seen great progress, aiding better understanding. Despite the extensive research that has been done, there is still no 'cure' or specific scientifically-based programs that work, reliably.

Finding the right school with the proper reading programs and well-trained teachers and supportive parents, is certainly essential. Dr. Shaywitz, in an interview, stated that “there’s a huge need to educate our parents and our teachers.”

Long Term
Though dyslexia is seen as a permanent condition, it does not mean that we should leave dyslexics unsupported or unaided, for the rest of their lives. Recognising the nature of their Dyslexia, discovering and accepting their limitations, form part of the first steps in dealing with the disorder.

Dr. Shaywitz’s advice is, “go get help. It’s remarkable. The news is so good. We’ve learned so much (and are learning more all the time) and people who go and get help can totally turn their lives around.”

Improve Your Memory - No Guarantees but it may help

If you’re looking for a way to increase the capacity of your memory or pass a test, you don’t need to memorise 23,000 words but the technique used to memorise large amounts of data can be used to memorise anything.

Below is the simpler version of a memory improvement system, developed to help pupils pass history, psychology, and other information-heavy tests.

• First, use a pencil (or word processor, it’s faster) to type in complete sentences, any fact you think might appear on the test.
• Use short sentences because they’re easier to remember.
• Take your printed notes into a quiet room, shut the door, and eliminate all distractions.
• Look at the first sentence in your notes and read it out loud. Then, close your eyes and say the sentence without looking at it.
• Repeat the step above, this time with the first 2 sentences.
• Next, try it with 3 sentences. Then 4. Repeat until you have memorised every sentence in your notes.

After a study session, take a quick nap. New memories are very vulnerable, but studies have shown that sleep helps your new memories stick. After your nap, repeat the memory technique once more for maximum retention.

The person who provided this system became so good at the technique that they could complete all studying for any 'information heavy' mid-term or final exam, in less than 6 hours.

Whatever you do, do not ignore all your classes until the last minute, but it’s good to know there is a way to save yourself if you do.

Does it Really Work?
This memory technique isn’t the newest, the prettiest, or the most interesting technique on the market but it should worked for most people, even people who claim to have the “worst memory in the world.”

TOT: Tip-of-the-Tongue and Word Retrieval Deficits in Dyslexia

Tip-of-the-Tongue and Word Retrieval Deficits in Dyslexia -- Hanly and Vandenberg 43 (1): 15 -- Journal of Learning Disabilities

Wikipedia provides a good explanation of TOT It is summarised below;

The tip of the tongue (TOT or Presque vu, from the French for "almost seen") phenomenon is an instance of knowing something that cannot immediately be recalled.

TOT is understood to be an adverse experience or difficulty that we have with our memory recollection. It involves having difficulty retrieving a well-known word or familiar name.

When experiencing TOT, people feel that the blocked word is on the verge of being recovered. So, despite the failure in finding or recalling the word, people have the feeling that the blocked word is figuratively "on the tip of the tongue."

Inaccessibility and the sense of imminence are the two key features of an operational definition of TOTs (A.S. Brown, 1991).

There is a hypothesis that Dyslexia involves phonological processing deficits but not semantic process deficits. To test this hypothesis research scientists brought together a number of children and used tip-of-the-tongue (TOT) responses on a picture-naming task.

Participants in the test included 16 children who were known to be suffering from dyslexia and 31 control children between 8 and 10 years of age who did not differ in receptive vocabulary.

The research seemed to confirm the hypothesis; children with dyslexia demonstrated more TOTs and proportionally more errors in the phonological step of word retrieval but not in the semantic steps. Longer and low-frequency words also prompted more TOTs.

The researchers believe the results provide good evidence of text-independent, on-line phonological processing deficits in readers with dyslexia.

Another Study
A separate study (Maril et al., 2001, p. 657) also found that while attempting to retrieve information, subjects relied heavily on visual spatial clues in correctly retrieving the information.

For example, some subjects in the study that were trying to recall a name described looking at the person's face in attempting to retrieve the name.

Also, when trying to recall the name of an author, the subjects described attempting to read the name of the author from an imagined book.

The authors of the study suggest that the subjects in the fMRI study used a visual imagery strategy when trying to resolve a TOT condition.

This is something that may be familiar when you consider your own memory recollection strategies and that of your children.

Additional Reading
For more information on TOT, including it's use in signing for the deaf and the experiences of multilingual speakers, click on the link to USAToday.