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Understanding These 3 Myths of Attention Span Can Help","publishDate":1713866400,"format":"standard","headTitle":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003c/span>\u003ca href=\"https://gloriamark.com/attention-span/\">\u003ci>\u003cspan style=\"font-weight: 400\">Attention Span\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">\u003cspan style=\"font-weight: 400\">In a 2019 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of endless focus\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of multitasking\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of self-discipline\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mark sees the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">\u003cspan style=\"font-weight: 400\">banning of smartphones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">\u003cspan style=\"font-weight: 400\">broaden and build theory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During an interview, Mark stressed the importance of the integration of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","status":"publish","parent":0,"modified":1713880920,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":916},"headData":{"title":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help | KQED","description":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Endless focus is not a realistic goal for tech use. Psychologist Gloria Mark provides advice to help young people focus in the digital era.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Distracted Students? Understanding These 3 Myths of Attention Span Can Help","datePublished":"2024-04-23T10:00:00.000Z","dateModified":"2024-04-23T14:02:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">How many times per day do you check your phone? According to Gloria Mark, psychologist and author of \u003c/span>\u003ca href=\"https://gloriamark.com/attention-span/\">\u003ci>\u003cspan style=\"font-weight: 400\">Attention Span\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, people swipe from screen to screen about 566 times per day, and about half of those switches are self-motivated, meaning they weren’t prompted by a notification.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Digital technologies have been innovated quicker than humans are capable of processing, and our new tools and social media are designed to keep us tapping and swiping. This has become an issue that impedes attention span because “the mind has a limited pool of cognitive resources,” said Mark, who is a professor of informatics at the University of California, Irvine. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0360131519301642#:~:text=Students%20used%20their%20phones%20for,min%20for%20over%20a%20minute.&text=Predictors%20of%20in%2Dclass%20usage,class%20size%2C%20and%20lecture%20organization.\">\u003cspan style=\"font-weight: 400\">In a 2019 study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 84 college students in Korea, Mark’s colleagues found that the students spent 28% of class duration \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">distracted on smartphones\u003c/a>. These tech distractions were also associated with lower grades. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, most of the time that we spend interacting with digital technology like smartphones is done unconsciously. But our brains like our bodies experience fatigue, and when we are overloaded with an impossible amount of tech distractions, executive function is negatively affected. When executive function is maxed out “it affects our ability to filter out distractions and stay on path,” Mark said during her recent keynote talk at the \u003c/span>\u003ca href=\"https://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and The Brain: Teaching Engaged Brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her research, Mark has identified three myths of attention span and tech use. Understanding these myths can help teachers and parents \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">guide young people\u003c/a> in maintaining – and regaining – focus throughout the school day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of endless focus\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, the first myth is assuming that when computers are used “we should strive to be focused as long as possible.” That’s not realistic, she said. When we try to focus on rigorous tasks for long periods on screens without taking breaks to restore our cognitive resources, “our minds can also get injured, and it’s called burnout,” she said. Focus is a limited resource and can fluctuate depending on how engaged or challenged a student feels. So, when teachers strike a balance between harder and simpler tasks in the classroom, it gives students a chance to \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">regain cognitive and executive function\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of multitasking\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Myth number two of attention span is multitasking. As humans, “we cannot parallel process unless one of those activities is automatic,” said Mark. Not only does multitasking impair accuracy with individual tasks, “the nail in the coffin is that multitasking creates more stress,” she continued. So when students are switching from task to task and from screen to screen, not only is their executive function declining, but their stress levels are rising. In their research, Mark and her colleagues have found “a correlation with the amount of attention shifting and [participants’] reports of perceived stress,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The myth of self-discipline\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The third myth of attention span and tech is that lack of focus is due to low self-discipline. Social media algorithms appeal to our desire to gravitate towards rewards-based social systems, said Mark. For young people, social media can \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">play a big role in social connection\u003c/a>. Receiving affirmation from others is important to \u003ca href=\"https://www.kqed.org/mindshift/62189/school-shapes-teens-identities-and-relationships-what-role-do-teachers-play\">teens’ identity development\u003c/a>, and social media is highly scalable, so teens also gain social capital from likes and online interactions. Because social media and smartphone use is so time consuming and ingrained in identity building, “there’s this competition of interest between what the teacher is talking about and what your friend is saying on the phone,” Mark said. “And it’s probably way more interesting to pay attention to what your friend is saying.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Solutions\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mark sees the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">\u003cspan style=\"font-weight: 400\">banning of smartphones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the classroom as a social equalizer for students in K-12 education. Students should be encouraged to “always put a person, a human being before a smartphone,” said Mark. She said that setting this social standard can appeal to adolescents’ natural desire to be part of a group.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Finding what might seem like infinite ways to keep students engaged and happy throughout the day can be daunting. But Mark recommended simple teaching strategies like playing short games, incorporating funny and engaging static cartoons throughout a lesson, class-wide meditation and allowing for small group participation. These teaching strategies pair well with the \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/#:~:text=The%20broaden%2Dand%2Dbuild%20theory%20posits%20that%20experiences%20of%20positive,to%20social%20and%20psychological%20resources.\">\u003cspan style=\"font-weight: 400\">broaden and build theory\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which hypothesizes that “the capacity to experience positive emotions may be a fundamental human strength.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Mark, teachers can help students hone in on their attention by practicing forethought and \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">imagining a future self\u003c/a>. Because this is a skill that teens have to build from scratch, “for a young person, it could be their future self at the end of the day,” said Mark. Having a sense of concrete future visualization will \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">help students stay goal-oriented\u003c/a>, even if the goals seem small. Eventually, goals can be set farther in the future, like planning for the weekend, or even for the next academic semester, she continued.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During an interview, Mark stressed the importance of the integration of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63390/ai-images-and-conspiracy-theories-are-driving-a-push-for-media-literacy-education\">\u003cspan style=\"font-weight: 400\">media literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the curriculum. It is important for young people to learn about the importance of mono-tasking, and dangers of media overuse, said Mark. But it is also imperative that students understand the dangers of misinformation, disinformation and cyberbullying.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help","authors":["11759"],"categories":["mindshift_21445","mindshift_195","mindshift_21504","mindshift_193","mindshift_20874"],"tags":["mindshift_21207","mindshift_866","mindshift_20693","mindshift_20955","mindshift_20824","mindshift_20816","mindshift_30"],"featImg":"mindshift_63520","label":"mindshift"},"mindshift_57585":{"type":"posts","id":"mindshift_57585","meta":{"index":"posts_1591205157","site":"mindshift","id":"57585","score":null,"sort":[1616481038000]},"guestAuthors":[],"slug":"six-strategies-to-help-you-focus-better","title":"Six Strategies to Help You Focus Better","publishDate":1616481038,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Getting and staying focused can be a challenge in the best of times. But with everything going on in the world, concentrating can often feel down-right impossible.\u003c/p>\n\u003cp>Testament to that challenge is the burgeoning self-help industry bursting with books, blogs, videos and TED Talks on the topic. There's even a site called \u003ca href=\"https://www.caveday.org/\">Caveday\u003c/a> where the focus-challenged gather together on Zoom — computer cameras switched on for accountability, all other technology put away — for deep-focus work sessions. Among other things, it requires that participants \"monotask,\" because multitasking distracts our brains and prevents us from entering true focus and flow.\u003c/p>\n\u003cp>What happens instead when we try to multitask, says \u003ca href=\"https://www.ics.uci.edu/~gmark/Home_page/Welcome.html\">Gloria Mark\u003c/a>, Ph.D., is that our brains switch among tasks, requiring more brain fuel than staying with one task at a time.\u003c/p>\n\u003cp>\"Every activity we do uses a different set of cognitive resources,\" says Mark, an informatics professor at the University of California, Irvine. \"If I do email, I'm using one set of cognitive resources. If I'm reading a report, I'm using a different set of resources. \"\u003c/p>\n\u003cp>The more tasks you try to do at any given time, the more cognitive energy you burn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another overconsumer of brain fuel is \u003cem>over\u003c/em>focusing, says Dr. Srini Pillay, a psychiatrist and the author of \u003ca href=\"https://tinkerdabble.com/\">\u003cem>Tinker Dabble Doodle Try: Unlock the Power of the Unfocused Mind\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>As the title suggests, Pillay believes \"unfocusing\" your mind, or purposefully letting it wander, is key to improving focus overall. The brain, he says, does its best work when it's allowed to toggle between focus and unfocus.\u003c/p>\n\u003cp>Which leads to the first of six tips to help you find your flow.\u003c/p>\n\u003cp>\u003cstrong>Unfocus your brain. \u003c/strong>Schedule into every workday some breaks from all that focusing and allow your mind to travel into what's called the \"default mode network\" for a bit of freestyle riffing. This network of brain circuitry is where magic happens, Pillay says. It's the place where our minds find innovation and creativity and often make better decisions than the focused mind. You can get yourself there, he says, with something called \"positive constructive daydreaming.\"\u003c/p>\n\u003cp>\u003cstrong>Engage in positive constructive daydreaming.\u003c/strong> This involves first turning your attention inward. Try traveling with your mind to someplace enjoyable — maybe it's a stroll through an imaginary forest or sunbathing on a warm, sandy beach. Pair your daydreaming with some form of low-key activity such as walking, knitting, gardening. Release your mind for about 20 minutes of this fun and watch what happens. Doing so — especially when working hard on a project — will help to open up the brain's \"default mode network.\" Doing this several times a day can offer your mind a fresh approach to the job at hand.\u003c/p>\n\u003cp>\u003cstrong>Block interruptions before diving into deep work. \u003c/strong>Our days are filled with distractions, from others \u003cem>and\u003c/em> ourselves. To help, turn off text messaging, notifications and social media alerts. Pretty basic? Sure, but vital when you want a deep dive into focus, Mark says. When distracting interruptions are shut off, our brains get a chance to complete full sentences of thought. Your important work, she says, benefits when you shut off or put away your phone and other screens. Then, plan a time to respond — after you've completed a period of sustained focus.\u003c/p>\n\u003cp>\u003cstrong>Know your chronobiology. \u003c/strong>Make friends with your body clock. Are you a lark who is sharp and alert in the morning? Or is night owl more your style? Either way, it doesn't matter as long as you schedule your most important projects during your brain's periods of peak performance. Mark says resist the temptation to spend your day — in particular your peak brain hours — doing busywork. Instead, reserve your best brain time for the big stuff.\u003c/p>\n\u003cp>\u003cstrong>Try new hobbies. \u003c/strong>Dabbling in hobbies not only is fun but can help us come up with new solutions to problems we're facing at work or home, Pillay says. Allowing your mind time to play is another way to invite innovation in ways that focusing doesn't.\u003c/p>\n\u003cp>\u003cstrong>Consider a digital sabbath. \u003c/strong>There's a lot of talk these days about the benefits of shutting off your devices — and for good reason. Taking a digital sabbath — intentionally setting aside time to rest from your screens and all their interruptions — offers an important benefit, Mark says. It reminds us there's a world outside our screens, helping us to \"reset and think about what's really important.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast version of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/747369843/audrey-nguyen\">\u003cem>Audrey Nguyen\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Too+Much+Focusing+Is+Draining.+Here%27s+A+Better+Strategy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Concentrating is hard. Concentrating during a pandemic is even harder. Daydreaming, taking breaks and cutting distractions are helpful examples of focus strategies that can be helpful for everyone trying to complete a task. ","status":"publish","parent":0,"modified":1616481038,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":811},"headData":{"title":"Six Strategies to Help You Focus Better - MindShift","description":"Daydreaming, taking breaks and cutting distractions are helpful examples of focus strategies that can be helpful for everyone trying to complete a task.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Six Strategies to Help You Focus Better","datePublished":"2021-03-23T06:30:38.000Z","dateModified":"2021-03-23T06:30:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57585 https://ww2.kqed.org/mindshift/?p=57585","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/22/six-strategies-to-help-you-focus-better/","disqusTitle":"Six Strategies to Help You Focus Better","nprByline":"Stephanie O'Neill and Audrey Nguyen","nprImageAgency":"Photo illustration by Becky Harlan/NPR","nprStoryId":"979183329","nprApiLink":"http://api.npr.org/query?id=979183329&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/03/21/979183329/too-much-focusing-is-draining-heres-a-better-strategy?ft=nprml&f=979183329","nprRetrievedStory":"1","nprPubDate":"Mon, 22 Mar 2021 10:16:00 -0400","nprStoryDate":"Sun, 21 Mar 2021 07:00:26 -0400","nprLastModifiedDate":"Mon, 22 Mar 2021 10:16:33 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/03/20210322_lifekit_life_kit_-_how_to_focus__-_final.mp3?orgId=1&topicId=1128&aggIds=676529561&d=1037&story=979183329&ft=nprml&f=979183329","nprAudioM3u":"http://api.npr.org/m3u/1979946670-033166.m3u?orgId=1&topicId=1128&aggIds=676529561&d=1037&story=979183329&ft=nprml&f=979183329","path":"/mindshift/57585/six-strategies-to-help-you-focus-better","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/lifekit/2021/03/20210322_lifekit_life_kit_-_how_to_focus__-_final.mp3?orgId=1&topicId=1128&aggIds=676529561&d=1037&story=979183329&ft=nprml&f=979183329","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Getting and staying focused can be a challenge in the best of times. But with everything going on in the world, concentrating can often feel down-right impossible.\u003c/p>\n\u003cp>Testament to that challenge is the burgeoning self-help industry bursting with books, blogs, videos and TED Talks on the topic. There's even a site called \u003ca href=\"https://www.caveday.org/\">Caveday\u003c/a> where the focus-challenged gather together on Zoom — computer cameras switched on for accountability, all other technology put away — for deep-focus work sessions. Among other things, it requires that participants \"monotask,\" because multitasking distracts our brains and prevents us from entering true focus and flow.\u003c/p>\n\u003cp>What happens instead when we try to multitask, says \u003ca href=\"https://www.ics.uci.edu/~gmark/Home_page/Welcome.html\">Gloria Mark\u003c/a>, Ph.D., is that our brains switch among tasks, requiring more brain fuel than staying with one task at a time.\u003c/p>\n\u003cp>\"Every activity we do uses a different set of cognitive resources,\" says Mark, an informatics professor at the University of California, Irvine. \"If I do email, I'm using one set of cognitive resources. If I'm reading a report, I'm using a different set of resources. \"\u003c/p>\n\u003cp>The more tasks you try to do at any given time, the more cognitive energy you burn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another overconsumer of brain fuel is \u003cem>over\u003c/em>focusing, says Dr. Srini Pillay, a psychiatrist and the author of \u003ca href=\"https://tinkerdabble.com/\">\u003cem>Tinker Dabble Doodle Try: Unlock the Power of the Unfocused Mind\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>As the title suggests, Pillay believes \"unfocusing\" your mind, or purposefully letting it wander, is key to improving focus overall. The brain, he says, does its best work when it's allowed to toggle between focus and unfocus.\u003c/p>\n\u003cp>Which leads to the first of six tips to help you find your flow.\u003c/p>\n\u003cp>\u003cstrong>Unfocus your brain. \u003c/strong>Schedule into every workday some breaks from all that focusing and allow your mind to travel into what's called the \"default mode network\" for a bit of freestyle riffing. This network of brain circuitry is where magic happens, Pillay says. It's the place where our minds find innovation and creativity and often make better decisions than the focused mind. You can get yourself there, he says, with something called \"positive constructive daydreaming.\"\u003c/p>\n\u003cp>\u003cstrong>Engage in positive constructive daydreaming.\u003c/strong> This involves first turning your attention inward. Try traveling with your mind to someplace enjoyable — maybe it's a stroll through an imaginary forest or sunbathing on a warm, sandy beach. Pair your daydreaming with some form of low-key activity such as walking, knitting, gardening. Release your mind for about 20 minutes of this fun and watch what happens. Doing so — especially when working hard on a project — will help to open up the brain's \"default mode network.\" Doing this several times a day can offer your mind a fresh approach to the job at hand.\u003c/p>\n\u003cp>\u003cstrong>Block interruptions before diving into deep work. \u003c/strong>Our days are filled with distractions, from others \u003cem>and\u003c/em> ourselves. To help, turn off text messaging, notifications and social media alerts. Pretty basic? Sure, but vital when you want a deep dive into focus, Mark says. When distracting interruptions are shut off, our brains get a chance to complete full sentences of thought. Your important work, she says, benefits when you shut off or put away your phone and other screens. Then, plan a time to respond — after you've completed a period of sustained focus.\u003c/p>\n\u003cp>\u003cstrong>Know your chronobiology. \u003c/strong>Make friends with your body clock. Are you a lark who is sharp and alert in the morning? Or is night owl more your style? Either way, it doesn't matter as long as you schedule your most important projects during your brain's periods of peak performance. Mark says resist the temptation to spend your day — in particular your peak brain hours — doing busywork. Instead, reserve your best brain time for the big stuff.\u003c/p>\n\u003cp>\u003cstrong>Try new hobbies. \u003c/strong>Dabbling in hobbies not only is fun but can help us come up with new solutions to problems we're facing at work or home, Pillay says. Allowing your mind time to play is another way to invite innovation in ways that focusing doesn't.\u003c/p>\n\u003cp>\u003cstrong>Consider a digital sabbath. \u003c/strong>There's a lot of talk these days about the benefits of shutting off your devices — and for good reason. Taking a digital sabbath — intentionally setting aside time to rest from your screens and all their interruptions — offers an important benefit, Mark says. It reminds us there's a world outside our screens, helping us to \"reset and think about what's really important.\"\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The podcast version of this episode was produced by \u003c/em>\u003ca href=\"https://www.npr.org/people/747369843/audrey-nguyen\">\u003cem>Audrey Nguyen\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:LifeKit@npr.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Too+Much+Focusing+Is+Draining.+Here%27s+A+Better+Strategy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57585/six-strategies-to-help-you-focus-better","authors":["byline_mindshift_57585"],"categories":["mindshift_193"],"tags":["mindshift_862","mindshift_20754","mindshift_20693","mindshift_20838","mindshift_20824","mindshift_21421"],"featImg":"mindshift_57586","label":"mindshift"},"mindshift_49092":{"type":"posts","id":"mindshift_49092","meta":{"index":"posts_1591205157","site":"mindshift","id":"49092","score":null,"sort":[1534856052000]},"guestAuthors":[],"slug":"digital-text-is-changing-how-kids-read-just-not-in-the-way-that-you-think","title":"Digital Text is Changing How Kids Read—Just Not in the Way That You Think","publishDate":1534856052,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>After his bath each night, Julie Atkinson’s eight-year-old son grabs the iPad and settles into bed for some reading time through kids’ book app Epic! Though Atkinson and her husband were accustomed to reading to him, now their son explores different subjects on his own inside the app’s 25,000 titles, reading biographies, history and fiction all pre-selected for his reading level. Atkinson is impressed with Epic’s quality titles, and likes the recommendation feature that makes the monthly subscription service feel like Netflix.\u003c/p>\n\u003cp>But Atkinson, who guesses that her family of four in Orinda, California, spends half their reading time with physical books, said that she has noticed a difference between how her son reads paper books and how he reads digitally. He has a tendency to skim more in Epic! “He might be more inclined to flip in Epic!, just flip through and see if he likes a book, skipping around. When it’s a physical book, he’s going to sit and read until he’s tired of reading. But in Epic!, he knows there are so many [books], he will read a little faster.”\u003c/p>\n\u003cp>According to San Jose State University researcher Ziming Lu, this is typical \u003ca href=\"http://www.emeraldinsight.com/doi/abs/10.1108/00220410510632040\">“screen-based reading behavior,”\u003c/a> with more time spent browsing, scanning and skimming than in-depth reading. As reading experiences move online, experts have been exploring how reading from a screen may be changing our brains. Reading expert Maryanne Wolf, author of \u003ca href=\"https://www.goodreads.com/book/show/289751.Proust_and_the_Squid\">\u003cem>Proust and the Squid\u003c/em>\u003c/a>, has voiced concerns that digital reading will negatively affect the brain’s ability to \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\">read deeply\u003c/a> for sophisticated understanding, something that Nicholas Carr also explored in his book, \u003cem>\u003ca href=\"https://www.amazon.com/Shallows-What-Internet-Doing-Brains/dp/0393339750\">The Shallows\u003c/a>.\u003c/em> Teachers are trying to steer students toward digital reading strategies that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/16/strategies-to-help-students-go-deep-when-reading-digitally/\">practice deep reading\u003c/a>, and nine out of ten parents say that having their children read \u003ca href=\"http://www.pewresearch.org/fact-tank/2013/05/28/in-a-digital-age-parents-value-printed-books-for-their-kids/\">paper books\u003c/a> is important to them.\u003c/p>\n\u003cp>But since digital reading is still in its infancy, for many adults it’s hard to know exactly what the issues are—what’s happening to a young brain when reading online? Should kids be reading more paper books, and why? Do other digital activities, like video games and social media apps, affect kids’ ability to reach deep understanding when reading longer content, like books? And how do today’s kids learn to toggle between paper and the screen?\u003c/p>\n\u003cp>The digital revolution and all of our personal devices have produced a sort of reading paradox: because of the time spent with digital tech, kids are reading more now, in literal words, than ever. Yet the relationship between reading and digital tech is complicated.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cognitive scientist \u003ca href=\"http://www.danielwillingham.com/\">Daniel T. Willingham\u003c/a> said that digital devices aren’t changing the way kids read in terms of actual cognitive processes—putting together letters to make words, and words to make sentences. In fact, Willingham is quick to point out that in terms of “raw words,” kids are reading more now than they were a decade ago (thanks mostly to text messaging). But he does believe, as he writes in his book, \u003ca href=\"https://www.goodreads.com/book/show/32285196-the-reading-mind\">\u003cem>The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads\u003c/em>\u003c/a>, that kids’ reading \u003cem>habits\u003c/em> are changing. And it’s reasonable to guess that digital technology, in all its three-second-video and Snapchat glory, is changing those habits.\u003c/p>\n\u003cp>In the chapter “Reading After the Digital Revolution,” Willingham, who has four children of his own, takes a measured approach toward screen reading.\u003c/p>\n\u003cp>“Digital reading is good in some ways, and bad in others,” he said: in other words, it’s complicated. Much of the online interaction that kids take part in involves reading, including texting, social media and even gaming. And all that online reading increases ‘word knowledge,’ or repeated exposure to words, even if there isn’t a big range of vocabulary words to draw from in text messages back and forth to friends. But will all of this reading of texts and Instagram posts make kids better readers?\u003c/p>\n\u003cp>“Probably not,” he said. “Based on theory, it’s not going to influence reading comprehension at all. After all, they’re not reading a \u003cem>New York Times\u003c/em> article on Instagram. They’re mostly taking selfies and posting comments.”\u003c/p>\n\u003cfigure id=\"attachment_51888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51888 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-520x293.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For many parents and teachers worried that spending so much time with video games and Snapchats will shred kids’ attention spans—the average 8-12-year-old spends about six hours a day in front of a screen, and\u003ca href=\"https://www.washingtonpost.com/news/the-switch/wp/2015/11/03/teens-spend-nearly-nine-hours-every-day-consuming-media/?utm_term=.c7e5872a6ea9\"> teenagers spend more than nine\u003c/a> — Willingham thinks they may be concerned about the wrong thing. He isn’t convinced that spending so many hours playing Super Smash Bros will shorten kids’ attention spans, making them unable to sustain the attention to read a book. He’s more concerned that Super Smash Bros has trained kids’ brains to crave experiences that are more like fast-paced video games.\u003c/p>\n\u003cp>“The change we are seeing is not that kids can’t pay attention to things, it’s that they’re not as interested in paying attention to things,” he said. “They have less patience for being bored. What I think that all the digital activities have in common is that, with very little effort from me, something interesting happens. And if I’m bored, another interesting experience is very easy to obtain.” Instead, reading's payoff often comes after some effort and maybe even a little boredom in the beginning. But the slower-paced pleasure comes with more satisfaction in the end.\u003c/p>\n\u003cp>\u003cstrong>Watermelon for dessert instead of chocolate \u003c/strong>\u003c/p>\n\u003cp>Willingham said it’s a mistake for adults to deny the fun of a kitty cat video or Buzzfeed listicle—but instead to help kids distinguish between the easy pleasures of some digital media, and the more complex payoff that comes when reaching the end of the \u003cem>Harry Potter\u003c/em> series. He recommends telling kids that you want them to experience both, part of a larger strategy to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/31/how-to-help-students-develop-a-love-of-reading/\">make reading a family value\u003c/a>.\u003c/p>\n\u003cp>“It’s watermelon or chocolate for dessert. I love watermelon and so do my kids, but chocolate is more tempting,” he said. “I want my kids to enjoy chocolate, but I want them to eat watermelon because it’s a little more enriching and it's a different \u003cem>kind \u003c/em>of enjoyment.\"\u003c/p>\n\u003cp>“So I think that reading is enriching in ways that lots of digital experiences aren’t enriching. Parents and teachers should confront this head on, and say [to their kids and students], ‘There are fast pleasures with a quick payoff, and there are things that build slowly and take more sustained effort on your part. And I want you to experience both.’”\u003c/p>\n\u003cp>Taking time to experience the slower pace and pleasures of reading is especially important for younger children, and Willingham is in favor of limiting screen time in order to give kids space to discover the pleasures of reading. Kids who never experienced the satisfaction of reaching the end of a book won’t know to make room for it when they are older.\u003c/p>\n\u003cp>And for older kids, coordinate with their friends’ parents and teachers to reduce the amount of time spent online. Every little bit helps to build their long-pleasure reading muscles.\u003c/p>\n\u003cfigure id=\"attachment_51881\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51881 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-768x432.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1020x574.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1200x675.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1180x664.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-960x540.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-240x135.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-375x211.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-520x293.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How reading online changes attention\u003c/strong>\u003c/p>\n\u003cp>According to Julie Coiro, a reading researcher at the University of Rhode Island, moving from digital to paper and back again is only a piece of the attention puzzle: the larger and more pressing issue is how reading online is taxing kids’ attention. Online reading, Coiro noticed, complicates the comprehension process “a million-fold.”\u003c/p>\n\u003cp>As more and more of kids’ reading takes place online, especially for schoolwork, Coiro has been studying how kids’ brains have had to adjust. Her research, conducted on middle- and high school students as well as college students, shows that reading online requires \u003cem>more\u003c/em> attention than reading a paper book. Every single action a student takes online offers multiple choices, requiring an astounding amount of self-regulation to both find and understand needed information.\u003c/p>\n\u003cp>Each time a student reads online content, Coiro said, they are faced with almost limitless input and decisions, including images, video and multiple hyperlinks that lead to even more information. As kids navigate a website, they must constantly ask themselves: is this the information I’m looking for? What if I click on one of the many links, will that get me closer or farther away from what I need? This process doesn’t happen automatically, she said, but the brain must work to make each choice a wise one.\u003c/p>\n\u003cp>“It used to be that there was a pre-reading, the reading itself, and the evaluation at the end of your chapter or at the end of a book,” Coiro said. “Now that process happens repeatedly in about 4 seconds: I choose a link. I decide whether I want to be here/I don’t want to be here, and then, where should I go next?”\u003c/p>\n\u003cp>In one of Coiro’s studies of\u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1086296X11421979\"> middle schoolers\u003c/a>, she found that good readers on paper weren’t necessarily good readers online. The ability to generate search terms, evaluate the information and integrate ideas from multiple sources and media makes online reading comprehension, she argues, a critical set of skills that builds on those required to read a physical book.\u003c/p>\n\u003cp>“We make the assumption that we’re going to keep them safe and protected if we have kids read mostly in the print world,” Coiro said. “And if they’re good readers in that world, they’re just going to naturally be a good reader in a complex online world. That’s so not the case.”\u003c/p>\n\u003cp>To navigate a new world straddled between digital and physical reading, adults are finding ways to try and balance both. Though there is plenty of distracting media out there vying for kids’ attention, digital reading companies like\u003ca href=\"https://www.getepic.com/\"> Epic!\u003c/a> are trying to keep the reading experience as close to a real book as possible. Suren Markosian, Epic!’s co-founder and CEO, created the app in part for his own young children. He said they made a conscious choice to keep ads, video content and hyperlinks outside of the book-reading experience. “Once inside a book, you get a full-screen view,” he said. “You are basically committing to reading the book and nothing else.”\u003c/p>\n\u003cp>Some teachers have taken a more aggressive approach toward making space for reading, taking Willingham’s advice to talk to students head-on about putting down digital devices. Jarred Amato, a high school ELA teacher in Nashville, Tennessee, created a 24-hour \u003ca href=\"http://nashvillepublicradio.org/post/nashville-high-schoolers-give-phones-day-see-how-they-survived#stream/0\">digital cleanse\u003c/a> for his freshman to crack the surface of what he calls their “smartphone addiction.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Students need to develop a reading routine, so I give my students daily time to read independently in my classroom,” he said. “Once they find a book that hooks them, they're far more likely to unplug from technology and continue reading at home.”\u003c/p>\n\n","blocks":[],"excerpt":"Technology is increasing the number of words kids see, but the way they interact with digital text may create challenges to reading deeply. ","status":"publish","parent":0,"modified":1534856052,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1934},"headData":{"title":"Digital Text is Changing How Kids Read—Just Not in the Way That You Think | KQED","description":"Technology is increasing the number of words kids see, but the way they interact with digital text may create challenges to reading deeply. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Digital Text is Changing How Kids Read—Just Not in the Way That You Think","datePublished":"2018-08-21T12:54:12.000Z","dateModified":"2018-08-21T12:54:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49092 https://ww2.kqed.org/mindshift/?p=49092","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/21/digital-text-is-changing-how-kids-read-just-not-in-the-way-that-you-think/","disqusTitle":"Digital Text is Changing How Kids Read—Just Not in the Way That You Think","path":"/mindshift/49092/digital-text-is-changing-how-kids-read-just-not-in-the-way-that-you-think","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After his bath each night, Julie Atkinson’s eight-year-old son grabs the iPad and settles into bed for some reading time through kids’ book app Epic! Though Atkinson and her husband were accustomed to reading to him, now their son explores different subjects on his own inside the app’s 25,000 titles, reading biographies, history and fiction all pre-selected for his reading level. Atkinson is impressed with Epic’s quality titles, and likes the recommendation feature that makes the monthly subscription service feel like Netflix.\u003c/p>\n\u003cp>But Atkinson, who guesses that her family of four in Orinda, California, spends half their reading time with physical books, said that she has noticed a difference between how her son reads paper books and how he reads digitally. He has a tendency to skim more in Epic! “He might be more inclined to flip in Epic!, just flip through and see if he likes a book, skipping around. When it’s a physical book, he’s going to sit and read until he’s tired of reading. But in Epic!, he knows there are so many [books], he will read a little faster.”\u003c/p>\n\u003cp>According to San Jose State University researcher Ziming Lu, this is typical \u003ca href=\"http://www.emeraldinsight.com/doi/abs/10.1108/00220410510632040\">“screen-based reading behavior,”\u003c/a> with more time spent browsing, scanning and skimming than in-depth reading. As reading experiences move online, experts have been exploring how reading from a screen may be changing our brains. Reading expert Maryanne Wolf, author of \u003ca href=\"https://www.goodreads.com/book/show/289751.Proust_and_the_Squid\">\u003cem>Proust and the Squid\u003c/em>\u003c/a>, has voiced concerns that digital reading will negatively affect the brain’s ability to \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\">read deeply\u003c/a> for sophisticated understanding, something that Nicholas Carr also explored in his book, \u003cem>\u003ca href=\"https://www.amazon.com/Shallows-What-Internet-Doing-Brains/dp/0393339750\">The Shallows\u003c/a>.\u003c/em> Teachers are trying to steer students toward digital reading strategies that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/16/strategies-to-help-students-go-deep-when-reading-digitally/\">practice deep reading\u003c/a>, and nine out of ten parents say that having their children read \u003ca href=\"http://www.pewresearch.org/fact-tank/2013/05/28/in-a-digital-age-parents-value-printed-books-for-their-kids/\">paper books\u003c/a> is important to them.\u003c/p>\n\u003cp>But since digital reading is still in its infancy, for many adults it’s hard to know exactly what the issues are—what’s happening to a young brain when reading online? Should kids be reading more paper books, and why? Do other digital activities, like video games and social media apps, affect kids’ ability to reach deep understanding when reading longer content, like books? And how do today’s kids learn to toggle between paper and the screen?\u003c/p>\n\u003cp>The digital revolution and all of our personal devices have produced a sort of reading paradox: because of the time spent with digital tech, kids are reading more now, in literal words, than ever. Yet the relationship between reading and digital tech is complicated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cognitive scientist \u003ca href=\"http://www.danielwillingham.com/\">Daniel T. Willingham\u003c/a> said that digital devices aren’t changing the way kids read in terms of actual cognitive processes—putting together letters to make words, and words to make sentences. In fact, Willingham is quick to point out that in terms of “raw words,” kids are reading more now than they were a decade ago (thanks mostly to text messaging). But he does believe, as he writes in his book, \u003ca href=\"https://www.goodreads.com/book/show/32285196-the-reading-mind\">\u003cem>The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads\u003c/em>\u003c/a>, that kids’ reading \u003cem>habits\u003c/em> are changing. And it’s reasonable to guess that digital technology, in all its three-second-video and Snapchat glory, is changing those habits.\u003c/p>\n\u003cp>In the chapter “Reading After the Digital Revolution,” Willingham, who has four children of his own, takes a measured approach toward screen reading.\u003c/p>\n\u003cp>“Digital reading is good in some ways, and bad in others,” he said: in other words, it’s complicated. Much of the online interaction that kids take part in involves reading, including texting, social media and even gaming. And all that online reading increases ‘word knowledge,’ or repeated exposure to words, even if there isn’t a big range of vocabulary words to draw from in text messages back and forth to friends. But will all of this reading of texts and Instagram posts make kids better readers?\u003c/p>\n\u003cp>“Probably not,” he said. “Based on theory, it’s not going to influence reading comprehension at all. After all, they’re not reading a \u003cem>New York Times\u003c/em> article on Instagram. They’re mostly taking selfies and posting comments.”\u003c/p>\n\u003cfigure id=\"attachment_51888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51888 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-520x293.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For many parents and teachers worried that spending so much time with video games and Snapchats will shred kids’ attention spans—the average 8-12-year-old spends about six hours a day in front of a screen, and\u003ca href=\"https://www.washingtonpost.com/news/the-switch/wp/2015/11/03/teens-spend-nearly-nine-hours-every-day-consuming-media/?utm_term=.c7e5872a6ea9\"> teenagers spend more than nine\u003c/a> — Willingham thinks they may be concerned about the wrong thing. He isn’t convinced that spending so many hours playing Super Smash Bros will shorten kids’ attention spans, making them unable to sustain the attention to read a book. He’s more concerned that Super Smash Bros has trained kids’ brains to crave experiences that are more like fast-paced video games.\u003c/p>\n\u003cp>“The change we are seeing is not that kids can’t pay attention to things, it’s that they’re not as interested in paying attention to things,” he said. “They have less patience for being bored. What I think that all the digital activities have in common is that, with very little effort from me, something interesting happens. And if I’m bored, another interesting experience is very easy to obtain.” Instead, reading's payoff often comes after some effort and maybe even a little boredom in the beginning. But the slower-paced pleasure comes with more satisfaction in the end.\u003c/p>\n\u003cp>\u003cstrong>Watermelon for dessert instead of chocolate \u003c/strong>\u003c/p>\n\u003cp>Willingham said it’s a mistake for adults to deny the fun of a kitty cat video or Buzzfeed listicle—but instead to help kids distinguish between the easy pleasures of some digital media, and the more complex payoff that comes when reaching the end of the \u003cem>Harry Potter\u003c/em> series. He recommends telling kids that you want them to experience both, part of a larger strategy to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/31/how-to-help-students-develop-a-love-of-reading/\">make reading a family value\u003c/a>.\u003c/p>\n\u003cp>“It’s watermelon or chocolate for dessert. I love watermelon and so do my kids, but chocolate is more tempting,” he said. “I want my kids to enjoy chocolate, but I want them to eat watermelon because it’s a little more enriching and it's a different \u003cem>kind \u003c/em>of enjoyment.\"\u003c/p>\n\u003cp>“So I think that reading is enriching in ways that lots of digital experiences aren’t enriching. Parents and teachers should confront this head on, and say [to their kids and students], ‘There are fast pleasures with a quick payoff, and there are things that build slowly and take more sustained effort on your part. And I want you to experience both.’”\u003c/p>\n\u003cp>Taking time to experience the slower pace and pleasures of reading is especially important for younger children, and Willingham is in favor of limiting screen time in order to give kids space to discover the pleasures of reading. Kids who never experienced the satisfaction of reaching the end of a book won’t know to make room for it when they are older.\u003c/p>\n\u003cp>And for older kids, coordinate with their friends’ parents and teachers to reduce the amount of time spent online. Every little bit helps to build their long-pleasure reading muscles.\u003c/p>\n\u003cfigure id=\"attachment_51881\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51881 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-768x432.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1020x574.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1200x675.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1180x664.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-960x540.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-240x135.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-375x211.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-520x293.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How reading online changes attention\u003c/strong>\u003c/p>\n\u003cp>According to Julie Coiro, a reading researcher at the University of Rhode Island, moving from digital to paper and back again is only a piece of the attention puzzle: the larger and more pressing issue is how reading online is taxing kids’ attention. Online reading, Coiro noticed, complicates the comprehension process “a million-fold.”\u003c/p>\n\u003cp>As more and more of kids’ reading takes place online, especially for schoolwork, Coiro has been studying how kids’ brains have had to adjust. Her research, conducted on middle- and high school students as well as college students, shows that reading online requires \u003cem>more\u003c/em> attention than reading a paper book. Every single action a student takes online offers multiple choices, requiring an astounding amount of self-regulation to both find and understand needed information.\u003c/p>\n\u003cp>Each time a student reads online content, Coiro said, they are faced with almost limitless input and decisions, including images, video and multiple hyperlinks that lead to even more information. As kids navigate a website, they must constantly ask themselves: is this the information I’m looking for? What if I click on one of the many links, will that get me closer or farther away from what I need? This process doesn’t happen automatically, she said, but the brain must work to make each choice a wise one.\u003c/p>\n\u003cp>“It used to be that there was a pre-reading, the reading itself, and the evaluation at the end of your chapter or at the end of a book,” Coiro said. “Now that process happens repeatedly in about 4 seconds: I choose a link. I decide whether I want to be here/I don’t want to be here, and then, where should I go next?”\u003c/p>\n\u003cp>In one of Coiro’s studies of\u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1086296X11421979\"> middle schoolers\u003c/a>, she found that good readers on paper weren’t necessarily good readers online. The ability to generate search terms, evaluate the information and integrate ideas from multiple sources and media makes online reading comprehension, she argues, a critical set of skills that builds on those required to read a physical book.\u003c/p>\n\u003cp>“We make the assumption that we’re going to keep them safe and protected if we have kids read mostly in the print world,” Coiro said. “And if they’re good readers in that world, they’re just going to naturally be a good reader in a complex online world. That’s so not the case.”\u003c/p>\n\u003cp>To navigate a new world straddled between digital and physical reading, adults are finding ways to try and balance both. Though there is plenty of distracting media out there vying for kids’ attention, digital reading companies like\u003ca href=\"https://www.getepic.com/\"> Epic!\u003c/a> are trying to keep the reading experience as close to a real book as possible. Suren Markosian, Epic!’s co-founder and CEO, created the app in part for his own young children. He said they made a conscious choice to keep ads, video content and hyperlinks outside of the book-reading experience. “Once inside a book, you get a full-screen view,” he said. “You are basically committing to reading the book and nothing else.”\u003c/p>\n\u003cp>Some teachers have taken a more aggressive approach toward making space for reading, taking Willingham’s advice to talk to students head-on about putting down digital devices. Jarred Amato, a high school ELA teacher in Nashville, Tennessee, created a 24-hour \u003ca href=\"http://nashvillepublicradio.org/post/nashville-high-schoolers-give-phones-day-see-how-they-survived#stream/0\">digital cleanse\u003c/a> for his freshman to crack the surface of what he calls their “smartphone addiction.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students need to develop a reading routine, so I give my students daily time to read independently in my classroom,” he said. “Once they find a book that hooks them, they're far more likely to unplug from technology and continue reading at home.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49092/digital-text-is-changing-how-kids-read-just-not-in-the-way-that-you-think","authors":["4445"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_21129","mindshift_20693","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_21116","mindshift_21128","mindshift_30"],"featImg":"mindshift_51887","label":"mindshift"},"mindshift_42783":{"type":"posts","id":"mindshift_42783","meta":{"index":"posts_1591205157","site":"mindshift","id":"42783","score":null,"sort":[1449463912000]},"guestAuthors":[],"slug":"stop-putting-things-off-5-tips-for-focus-and-productivity","title":"Stop Putting Things Off: 5 Tips For Focus and Productivity","publishDate":1449463912,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Putting off work that needs to get done is perhaps one of the most \u003ca href=\"http://www.newyorker.com/magazine/2010/10/11/later\" target=\"_blank\">common human experiences\u003c/a>. Adults do it and kids do it, but delaying important tasks too frequently can cause anxiety and negative feelings about one’s self and one’s ability to finish work. Cycles of delay can be very disempowering, and in extreme cases can be detrimental to a person’s life. Many students put off work they aren’t excited to do, and over time develop poor study habits that affect them in the long-term.\u003c/p>\n\u003cp>Often people call this kind of delay “procrastination,” but psychologists have a very specific definition for procrastination that doesn’t fit the popular use of the word.\u003c/p>\n\u003cp>“When I procrastinate I’m putting something off voluntarily, and I recognize that putting it off is going to put me in a worse position,” said \u003ca href=\"http://http-server.carleton.ca/~tpychyl/\" target=\"_blank\">Tim Pychyl\u003c/a>, professor of psychology at Carleton University in Canada and author of \"Solving the Procrastination Puzzle,\" on \u003ca href=\"http://www.kqed.org/a/forum/R201509031000\" target=\"_blank\">KQED’s \u003cem>Forum\u003c/em> program\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'People are looking for a way to organize their tasks away, but that doesn’t work. At some point you have to do them.'\u003c/aside>\n\u003cp>Psychologists are careful to note that true procrastination is a complex set of behaviors that could stem from depression and is often related to overcoming some kind of adversity. It’s hard to know why people procrastinate without knowing the details of their experience, but recognizing when it’s happening and working to break the cycle could be important for both work and academic productivity.\u003c/p>\n\u003cp>“If you have that sense of guilt, this cognitive dissonance -- you intended to do something and you don’t do it -- that provokes feelings of guilt,” Pychyl said. “Then you are probably recognizing that you’re engaged in some kind of self-deception. At that point I think you’re procrastinating and you’re probably going to be worse off for that delay.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Perfectionism lies at the root of many people’s procrastination. The fantasy that the work will be perfect and well received by everyone makes it difficult to get started. People often find it easier to do something else instead. If a student waits long enough, desperation sets in and the fantasy of perfection disappears, making it possible to complete the task.\u003c/p>\n\u003cp>“It's easier to change what you’re thinking about than to change what you’re doing,” said \u003ca href=\"http://john.jperry.net/\" target=\"_blank\">John Perry\u003c/a>, author of \"The Art of Procrastination: A Guide to Effective Dawdling, Lollygagging and Postponing,\" on \u003cem>Forum.\u003c/em> “So the first step to change what you’re doing is to change what you’re thinking about.”\u003c/p>\n\u003cp>He suggests fantasizing about completing the task perfectly as a way of fulfilling that need. Then fantasize about how it will feel to wait until the last-minute, as well as how it would feel to send it off the first day it’s assigned. Playing out the different scenarios intentionally might help overcome the perfectionist barrier.\u003c/p>\n\u003cp>Another big reason students put off tasks is that they are busy. There are so many tasks competing for attention that some are necessarily pushed to the bottom of the “to-do” list. That’s a perfectly reasonable form of delay, Pychyl said, and students juggling many demands will inevitably have to learn how to prioritize.\u003c/p>\n\u003cp>However, it’s worth noting that one common way of putting off the most important work is to do other productive work. It’s a kind of “moral substitution,” according to Pychyl, substituting cleaning or doing laundry, instead of sitting down to write a dreaded report.\u003c/p>\n\u003cp>A lot of procrastination stems from some kind of adversity and is often worse when the task is boring or has no meaning for students.\u003c/p>\n\u003cp>“Procrastination is an emotional regulation behavior,” said Mohsen Haghbin, a recently graduated doctoral student who worked with Tim Pychyl. “You try to postpone it, but that doesn’t resolve the problem.”\u003c/p>\n\u003cp>Delaying the task makes students \u003ca href=\"http://www.wsj.com/articles/to-stop-procrastinating-start-by-understanding-whats-really-going-on-1441043167\" target=\"_blank\">feel better in the short-term\u003c/a> -- they can do something they like better -- but in the long-term they know it will harm them. Accepting this premise makes it easier to identify the environment, personality and task involved and to pinpoint where the adversity is coming from and what might help to remove that barrier.\u003c/p>\n\u003cp>\u003cstrong>IS DELAYING ALWAYS BAD?\u003c/strong>\u003c/p>\n\u003cp>Researchers like Pychyl and Haghbin dislike how the various forms of delay stemming from many different motivations get lumped under the single term “procrastination,” which has a negative connotation. Inevitable delays from a busy life aren’t necessarily bad. And, some delays actually help people complete work more efficiently when they are finally ready to sit down and do it.\u003c/p>\n\u003cp>For example, when writing, sometimes ideas need a little more incubation time. By leaving the keyboard, engaging in a different task and coming back later, a student might actually have saved a lot of agonizing over why she couldn’t write. In those moments, Pychyl said, it’s unnecessary and unhelpful to beat oneself up as a “procrastinator.”\u003c/p>\n\u003cp>“Those people who self-forgive when they procrastinate are more likely to try again,” Pychyl said.\u003c/p>\n\u003cp>Haghbin has his own hypothesis about procrastination that he hasn’t been able to prove through research. He believes that procrastinators may be more creative.\u003c/p>\n\u003cp>“Maybe those who have lower levels of conscientiousness, they are more willing to try and do other things, they are more creative, they are less likely to be put in a box,” Haghbin said.\u003c/p>\n\u003cp>In this case, procrastination might be a form of self-actualization, although it’s important to note that a scenario in which a student doesn’t complete a task because he doesn’t find it important, and then doesn’t feel bad about it, is not procrastination. That delay didn’t cause negative emotions, so it falls into a different category of behavior.\u003c/p>\n\u003cp>\u003cstrong>TIPS TO OVERCOME DELAY TEMPTATION\u003c/strong>\u003c/p>\n\u003cp>There are lots of strategies that might help students stay on task or improve their focus. Tricking oneself in various small ways is a common technique.\u003c/p>\n\u003cp>“You’re treating yourself like you teach your teenagers,” explained Perry. \"You don’t just expect them to spontaneously do what they should do. You set up the structure so that they really have motivation to do that.”\u003c/p>\n\u003cp>He says the current self needs to be the parent to the future self, manipulating the future self, who will inevitably be in the throes of procrastination. For example, Perry hates waking up in the morning. He knows he will hate it and that he’ll press snooze and miss his meetings. So the night before, when he’s not in the middle of putting off getting up, he sets his alarm clock and puts it in another room. When it goes off in the morning, he’ll have to get up and get out of bed to shut it off. He has manipulated his future self into getting up.\u003c/p>\n\u003cp>Thinking about delaying as a choice can also make refocusing very empowering.\u003c/p>\n\u003cp>“It’s all prioritization, and of course there are other things like avoidance going on, but to me it’s really about being clear about what things you really need and want to do, and setting aside time to do those,” said Joshua Zerkel, productivity expert for the note-taking app Evernote, on \u003cem>Forum.\u003c/em>\u003c/p>\n\u003cp>He works with employees at the company to analyze their choices, set realistic goals and timeframes for meeting them, and offer focusing tips.\u003c/p>\n\u003cp>He says tools like \u003ca href=\"https://www.rescuetime.com/\" target=\"_blank\">RescueTime\u003c/a>, which allows an employee to block certain websites from himself for a set amount of time, can be helpful to some people. “A more useful thing than blocking websites is for a person to be mindful of the time,” Zerkel said. “How long does it take to work on a given task? How much time have you set aside and is it enough?”\u003c/p>\n\u003cp>As \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/\" target=\"_blank\">other educators have noted\u003c/a>, online distractions like social media sites are here to stay, so helping students find techniques to meaningfully focus their time is key.\u003c/p>\n\u003cp>John Perry suggests a “Power Hour” of work as an effective way to focus. Get all the things you need, refocus on why the task is important, and then sit down and work on it for a full hour without doing anything else. Perry also makes sure there are lots of small productive tasks on his to-do list, so if he’s procrastinating on a larger project, at least he’s doing so productively.\u003c/p>\n\u003cp>For many people, starting the task is the hardest part. Some people tell themselves they’re just going to work for five minutes, but inevitably once they get going they work for much longer. It’s a way of tricking the self to get over the starting barrier.\u003c/p>\n\u003cp>“I say to myself, if I was going to do this task what’s the first thing I’d have to do? Open a clean piece of letterhead. I keep it that simple and just get going,” Pychyl said. He also uses mantras to remind himself of things like “it’s not going to be easier tomorrow.”\u003c/p>\n\u003cp>Zerkel has also experimented with lyricless music to focus attention, which he says works for some people and not others. Task list apps can also be helpful, although he notes that people can get a little app crazy, writing their tasks down in 20 different ways. “People are looking for a way to organize their tasks away, but that doesn’t work,” Zerkel said. “At some point you have to do them.”\u003c/p>\n\u003cp>For students, visualization can be helpful in a number of ways. Ask them to remember another time they were successful. What did they do? How did it feel? This process can help restore the student’s sense of self-efficacy.\u003c/p>\n\u003cp>“They need to imitate the times they have been successful and remind themselves of times when they have been effective,” said Haghbin. This is how he overcomes his own moments of delay.\u003c/p>\n\u003cp>Haghbin also notes that the university is a time when anxious procrastination often increases. Students are often on their own for the first time, without parents or high school teachers helping them organize their time. In a study, he found that between 34 and 39 percent of university students experience high levels of irrational delay. For some of them delaying work is a new experience, and so it is particularly anxiety-provoking.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Haghbin worries most about this group of students, who haven’t adapted to delayed ways of working and are putting huge amounts of emotional stress on themselves with negative feelings about their procrastination.\u003c/p>\n\n","blocks":[],"excerpt":"There are many reasons why people procrastinate, but understanding those reasons can help individuals accomplish more in school, work and life. ","status":"publish","parent":0,"modified":1449463912,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1874},"headData":{"title":"Stop Putting Things Off: 5 Tips For Focus and Productivity | KQED","description":"There are many reasons why people procrastinate, but understanding those reasons can help individuals accomplish more in school, work and life. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Stop Putting Things Off: 5 Tips For Focus and Productivity","datePublished":"2015-12-07T04:51:52.000Z","dateModified":"2015-12-07T04:51:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42783 http://ww2.kqed.org/mindshift/?p=42783","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/06/stop-putting-things-off-5-tips-for-focus-and-productivity/","disqusTitle":"Stop Putting Things Off: 5 Tips For Focus and Productivity","path":"/mindshift/42783/stop-putting-things-off-5-tips-for-focus-and-productivity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Putting off work that needs to get done is perhaps one of the most \u003ca href=\"http://www.newyorker.com/magazine/2010/10/11/later\" target=\"_blank\">common human experiences\u003c/a>. Adults do it and kids do it, but delaying important tasks too frequently can cause anxiety and negative feelings about one’s self and one’s ability to finish work. Cycles of delay can be very disempowering, and in extreme cases can be detrimental to a person’s life. Many students put off work they aren’t excited to do, and over time develop poor study habits that affect them in the long-term.\u003c/p>\n\u003cp>Often people call this kind of delay “procrastination,” but psychologists have a very specific definition for procrastination that doesn’t fit the popular use of the word.\u003c/p>\n\u003cp>“When I procrastinate I’m putting something off voluntarily, and I recognize that putting it off is going to put me in a worse position,” said \u003ca href=\"http://http-server.carleton.ca/~tpychyl/\" target=\"_blank\">Tim Pychyl\u003c/a>, professor of psychology at Carleton University in Canada and author of \"Solving the Procrastination Puzzle,\" on \u003ca href=\"http://www.kqed.org/a/forum/R201509031000\" target=\"_blank\">KQED’s \u003cem>Forum\u003c/em> program\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'People are looking for a way to organize their tasks away, but that doesn’t work. At some point you have to do them.'\u003c/aside>\n\u003cp>Psychologists are careful to note that true procrastination is a complex set of behaviors that could stem from depression and is often related to overcoming some kind of adversity. It’s hard to know why people procrastinate without knowing the details of their experience, but recognizing when it’s happening and working to break the cycle could be important for both work and academic productivity.\u003c/p>\n\u003cp>“If you have that sense of guilt, this cognitive dissonance -- you intended to do something and you don’t do it -- that provokes feelings of guilt,” Pychyl said. “Then you are probably recognizing that you’re engaged in some kind of self-deception. At that point I think you’re procrastinating and you’re probably going to be worse off for that delay.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Perfectionism lies at the root of many people’s procrastination. The fantasy that the work will be perfect and well received by everyone makes it difficult to get started. People often find it easier to do something else instead. If a student waits long enough, desperation sets in and the fantasy of perfection disappears, making it possible to complete the task.\u003c/p>\n\u003cp>“It's easier to change what you’re thinking about than to change what you’re doing,” said \u003ca href=\"http://john.jperry.net/\" target=\"_blank\">John Perry\u003c/a>, author of \"The Art of Procrastination: A Guide to Effective Dawdling, Lollygagging and Postponing,\" on \u003cem>Forum.\u003c/em> “So the first step to change what you’re doing is to change what you’re thinking about.”\u003c/p>\n\u003cp>He suggests fantasizing about completing the task perfectly as a way of fulfilling that need. Then fantasize about how it will feel to wait until the last-minute, as well as how it would feel to send it off the first day it’s assigned. Playing out the different scenarios intentionally might help overcome the perfectionist barrier.\u003c/p>\n\u003cp>Another big reason students put off tasks is that they are busy. There are so many tasks competing for attention that some are necessarily pushed to the bottom of the “to-do” list. That’s a perfectly reasonable form of delay, Pychyl said, and students juggling many demands will inevitably have to learn how to prioritize.\u003c/p>\n\u003cp>However, it’s worth noting that one common way of putting off the most important work is to do other productive work. It’s a kind of “moral substitution,” according to Pychyl, substituting cleaning or doing laundry, instead of sitting down to write a dreaded report.\u003c/p>\n\u003cp>A lot of procrastination stems from some kind of adversity and is often worse when the task is boring or has no meaning for students.\u003c/p>\n\u003cp>“Procrastination is an emotional regulation behavior,” said Mohsen Haghbin, a recently graduated doctoral student who worked with Tim Pychyl. “You try to postpone it, but that doesn’t resolve the problem.”\u003c/p>\n\u003cp>Delaying the task makes students \u003ca href=\"http://www.wsj.com/articles/to-stop-procrastinating-start-by-understanding-whats-really-going-on-1441043167\" target=\"_blank\">feel better in the short-term\u003c/a> -- they can do something they like better -- but in the long-term they know it will harm them. Accepting this premise makes it easier to identify the environment, personality and task involved and to pinpoint where the adversity is coming from and what might help to remove that barrier.\u003c/p>\n\u003cp>\u003cstrong>IS DELAYING ALWAYS BAD?\u003c/strong>\u003c/p>\n\u003cp>Researchers like Pychyl and Haghbin dislike how the various forms of delay stemming from many different motivations get lumped under the single term “procrastination,” which has a negative connotation. Inevitable delays from a busy life aren’t necessarily bad. And, some delays actually help people complete work more efficiently when they are finally ready to sit down and do it.\u003c/p>\n\u003cp>For example, when writing, sometimes ideas need a little more incubation time. By leaving the keyboard, engaging in a different task and coming back later, a student might actually have saved a lot of agonizing over why she couldn’t write. In those moments, Pychyl said, it’s unnecessary and unhelpful to beat oneself up as a “procrastinator.”\u003c/p>\n\u003cp>“Those people who self-forgive when they procrastinate are more likely to try again,” Pychyl said.\u003c/p>\n\u003cp>Haghbin has his own hypothesis about procrastination that he hasn’t been able to prove through research. He believes that procrastinators may be more creative.\u003c/p>\n\u003cp>“Maybe those who have lower levels of conscientiousness, they are more willing to try and do other things, they are more creative, they are less likely to be put in a box,” Haghbin said.\u003c/p>\n\u003cp>In this case, procrastination might be a form of self-actualization, although it’s important to note that a scenario in which a student doesn’t complete a task because he doesn’t find it important, and then doesn’t feel bad about it, is not procrastination. That delay didn’t cause negative emotions, so it falls into a different category of behavior.\u003c/p>\n\u003cp>\u003cstrong>TIPS TO OVERCOME DELAY TEMPTATION\u003c/strong>\u003c/p>\n\u003cp>There are lots of strategies that might help students stay on task or improve their focus. Tricking oneself in various small ways is a common technique.\u003c/p>\n\u003cp>“You’re treating yourself like you teach your teenagers,” explained Perry. \"You don’t just expect them to spontaneously do what they should do. You set up the structure so that they really have motivation to do that.”\u003c/p>\n\u003cp>He says the current self needs to be the parent to the future self, manipulating the future self, who will inevitably be in the throes of procrastination. For example, Perry hates waking up in the morning. He knows he will hate it and that he’ll press snooze and miss his meetings. So the night before, when he’s not in the middle of putting off getting up, he sets his alarm clock and puts it in another room. When it goes off in the morning, he’ll have to get up and get out of bed to shut it off. He has manipulated his future self into getting up.\u003c/p>\n\u003cp>Thinking about delaying as a choice can also make refocusing very empowering.\u003c/p>\n\u003cp>“It’s all prioritization, and of course there are other things like avoidance going on, but to me it’s really about being clear about what things you really need and want to do, and setting aside time to do those,” said Joshua Zerkel, productivity expert for the note-taking app Evernote, on \u003cem>Forum.\u003c/em>\u003c/p>\n\u003cp>He works with employees at the company to analyze their choices, set realistic goals and timeframes for meeting them, and offer focusing tips.\u003c/p>\n\u003cp>He says tools like \u003ca href=\"https://www.rescuetime.com/\" target=\"_blank\">RescueTime\u003c/a>, which allows an employee to block certain websites from himself for a set amount of time, can be helpful to some people. “A more useful thing than blocking websites is for a person to be mindful of the time,” Zerkel said. “How long does it take to work on a given task? How much time have you set aside and is it enough?”\u003c/p>\n\u003cp>As \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/04/teach-kids-to-be-their-own-filter/\" target=\"_blank\">other educators have noted\u003c/a>, online distractions like social media sites are here to stay, so helping students find techniques to meaningfully focus their time is key.\u003c/p>\n\u003cp>John Perry suggests a “Power Hour” of work as an effective way to focus. Get all the things you need, refocus on why the task is important, and then sit down and work on it for a full hour without doing anything else. Perry also makes sure there are lots of small productive tasks on his to-do list, so if he’s procrastinating on a larger project, at least he’s doing so productively.\u003c/p>\n\u003cp>For many people, starting the task is the hardest part. Some people tell themselves they’re just going to work for five minutes, but inevitably once they get going they work for much longer. It’s a way of tricking the self to get over the starting barrier.\u003c/p>\n\u003cp>“I say to myself, if I was going to do this task what’s the first thing I’d have to do? Open a clean piece of letterhead. I keep it that simple and just get going,” Pychyl said. He also uses mantras to remind himself of things like “it’s not going to be easier tomorrow.”\u003c/p>\n\u003cp>Zerkel has also experimented with lyricless music to focus attention, which he says works for some people and not others. Task list apps can also be helpful, although he notes that people can get a little app crazy, writing their tasks down in 20 different ways. “People are looking for a way to organize their tasks away, but that doesn’t work,” Zerkel said. “At some point you have to do them.”\u003c/p>\n\u003cp>For students, visualization can be helpful in a number of ways. Ask them to remember another time they were successful. What did they do? How did it feel? This process can help restore the student’s sense of self-efficacy.\u003c/p>\n\u003cp>“They need to imitate the times they have been successful and remind themselves of times when they have been effective,” said Haghbin. This is how he overcomes his own moments of delay.\u003c/p>\n\u003cp>Haghbin also notes that the university is a time when anxious procrastination often increases. Students are often on their own for the first time, without parents or high school teachers helping them organize their time. In a study, he found that between 34 and 39 percent of university students experience high levels of irrational delay. For some of them delaying work is a new experience, and so it is particularly anxiety-provoking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Haghbin worries most about this group of students, who haven’t adapted to delayed ways of working and are putting huge amounts of emotional stress on themselves with negative feelings about their procrastination.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42783/stop-putting-things-off-5-tips-for-focus-and-productivity","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20693","mindshift_20784","mindshift_1040","mindshift_20942"],"featImg":"mindshift_42996","label":"mindshift"},"mindshift_39677":{"type":"posts","id":"mindshift_39677","meta":{"index":"posts_1591205157","site":"mindshift","id":"39677","score":null,"sort":[1428595315000]},"guestAuthors":[],"slug":"how-memory-focus-and-good-teaching-can-work-together-to-help-kids-learn","title":"How Memory, Focus and Good Teaching Can Work Together to Help Kids Learn","publishDate":1428595315,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">Everyone has a pet theory on how to improve public education: better professional development for teachers, more money, better curriculum, testing for accountability, teacher incentives, technology, streamlined bureaucracy. Policymakers have been trying these solutions for years with mixed results. But those who study the brain have their own ideas for improving how kids learn: focus on teaching kids \u003cem>how\u003c/em> to learn.\u003c/p>\n\u003cp class=\"dropcap-serif\">\"The more you teach students how to learn, the less time you have to spend teaching curriculum because they can [understand] it on their own,” said \u003ca href=\"http://thankyoubrain.blogspot.com/\" target=\"_blank\">William Klemm\u003c/a>, senior professor of neuroscience at Texas A&M University at the \u003ca href=\"http://www.learningandthebrain.com/education-conferences-2015\" target=\"_blank\">Learning and the Brain \u003c/a>conference \"Making Lasting Memories.\" “I think the real problem is that students have not learned how to be competent learners,” he said. \"They haven't learned this because we haven't taught them.\"\u003c/p>\n\u003cp>Neuroscientists still have a lot to learn about how the human brain learns, remembers and reacts to environments, but there are certain things Klemm said are fairly well documented and not always applied in schools.\u003c/p>\n\u003cp>\u003cstrong>TECHNOLOGY AND DISTRACTION\u003c/strong>\u003c/p>\n\u003cp>There’s no denying the Internet is an amazing resource for fast access to diverse perspectives and rich opportunities to extend learning. “That’s a good thing because the more you think about something from multiple perspectives, the better you are at understanding it,” Klemm said. But the Internet is also full of false information, and students aren’t always \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">taught how to tell the difference\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For students, it’s easy to get distracted, pulled off track by the many interesting pop-ups, links or videos embedded in any Web post. When this happens, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\" target=\"_blank\">kids multitask\u003c/a>, a concept neuroscientists have shown doesn’t really exist. When a person thinks she is doing two things at once, she is really switching rapidly back and forth between individual tasks, eroding the attention and quality of each task in the process.\u003c/p>\n\u003cp>“The problem with multitasking is it interferes with forming memories,” Klemm said. And while it has become trendy to say kids don’t need to know basic information because they can look it up on the Internet, Klemm is adamant that students \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\">cannot build more complex knowledge without information\u003c/a> in their working memory.\u003c/p>\n\u003cp>“We live in a generation where students are doing more and more of this, so they’re messing up their ability to memorize,” Klemm said.\u003c/p>\n\u003cp>Klemm believes the Internet makes students lazy. “When students rely on the Internet for knowledge, they are programming themselves to look for information on the Internet and not in their heads,” he said. When asked to recall the information they just looked up, they \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/03/internet-searches-may-make-you-think-youre-smarter-than-you-are/\">don’t remember it as well\u003c/a>. Instead, they remember how to find the same information again on the Internet.\u003c/p>\n\u003cp>[contextly_sidebar id=\"tQdAj520BR6BtSJxxGUXAHjmCfRCDynt\"]\u003c/p>\n\u003cp>Without memorizing some information, it’s harder for the brain to acquire new knowledge and skills. It takes longer for the brain to process new information, and students are less likely and slower to ask informed and perceptive questions.\u003c/p>\n\u003cp>“The more you know, the more you can make conclusions, even be creative,” Klemm said. “All of these things have to be done by thinking, and thinking has to be done from what’s in your working memory.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">Distractions of all sorts\u003c/a> -- whether it’s Friday’s football game or the phone in a student’s hand -- are bad for learning, Klemm said. Teaching students to focus will be a crucial part of preparing them to build on the knowledge they’ve gained.\u003c/p>\n\u003cp>\u003cstrong>PROTECTED LEARNING TIMES\u003c/strong>\u003c/p>\n\u003cp>It’s often assumed that if a kid is paying attention while the teacher is talking, he or she is learning. But there are two additional times when the brain must be protected from distractions that are just as important: the period before and the period after the learning takes place.\u003c/p>\n\u003cp>When a student has an experience of learning, he holds that new information in his short-term memory while the brain consolidates it and prepares it for long-term storage. The problem is, short-term or working memory can’t hold very much information.\u003c/p>\n\u003cp>Often students become distracted immediately after learning something, and that new sensory input crowds out the lesson before it can be used for thinking and building new knowledge. “Long-term memory requires physical and chemical changes in the brain,” Klemm said.\u003c/p>\n\u003cp>Specifically, it requires protein kinase by the brain. If that process is blocked, with a distraction, for example, it prevents the brain from forming a long-term memory of what the student learned.\u003c/p>\n\u003cp>Neuroscientists are still researching what happens when a memory is recalled, say, for a test. Experimentally, it has been proven that when a student calls up a memory from long-term storage, it is temporarily placed in the short-term memory. At that point, there is an opportunity to enrich that memory before it gets reconsolidated.\u003c/p>\n\u003cp>“They’ll remember an improved version of the original,” Klemm said.\u003c/p>\n\u003cp>\u003cstrong>TAKEAWAYS\u003c/strong>\u003c/p>\n\u003cp>There are several straightforward ways educators can start creating learning environments that support what neuroscience has found about how the brain learns best. While many of these concepts aren’t new, they come up again and again in research and bear repeating.\u003c/p>\n\u003cp>\u003cstrong>Stress is bad for learning.\u003c/strong> When students are worried about tests or something in their private lives, they are distracted from what’s going on in the classroom.\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/02/high-school-students-health-suffers-from-too-much-stress/\"> Chronic stress\u003c/a> is even worse. The steroids released when a person is under chronic stress kill neurons, particularly those located in the hippocampus, an important part of the brain for storing long-term memories.\u003c/p>\n\u003cp>“Anything you can do to reduce a child’s stress will make it easier to be a better learner,” Klemm said.\u003c/p>\n\u003cp>\u003cstrong>Classroom decorations can be distracting.\u003c/strong> Researchers at Carnegie-Mellon recently found that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/12/are-classroom-decorations-too-distracting-for-young-students/\">overly decorated classrooms\u003c/a> were a distraction to students. While no one is suggesting school walls should be completely bare of color, too much can be bad for learning.\u003c/p>\n\u003cp>\u003cstrong>Test for a reason.\u003c/strong> “Testing is a good thing if it’s non-punitive,” Klemm said. “It \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/studying-with-quizzes-helps-make-sure-the-material-sticks/\" target=\"_blank\">requires students to recall what they know\u003c/a> and process what they don’t know. But high-stakes testing, although probably at some level necessary for official accountability, can be overdone to the point where it makes school unpleasant for the teacher and the kids.”\u003c/p>\n\u003cp>\u003cstrong>Spend more time teaching learning skills.\u003c/strong> Klemm recommends \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/25/how-does-the-brain-learn-best-smart-studying-strategies/\">memory tricks\u003c/a> like mnemonic devices, and visualizing ideas as complex images, to help students expand their working memory. “If they knew these things, they wouldn’t have to work so hard and school might even become fun,” Klemm said. “Once students start reflecting and become more self-aware, they have the opportunity to become better students.”\u003c/p>\n\u003cp class=\"p1\">“Working memory gets overloaded,” Kleem said. “Most people can only hold four independent ideas in working memory.” But if images are used to represent a constellation of ideas, people can remember much more. Words are hard to remember, but images stick with people. “It’s like a zip file,” Klemm said. “This is a way to get your working memory to carry more.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Teaching kids about \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/what-kids-should-know-about-their-own-brains/\" target=\"_blank\">how their brains and memory work\u003c/a> can also be a way to help them discover intrinsic motivation to complete tasks. And when educators are attentive to some of the environmental factors that produce good (or less good) learning, they can structure the conditions for kids to thrive academically.\u003c/p>\n\n","blocks":[],"excerpt":"Technology enables students with nearly infinite information. But kids need help in learning how to learn in order to be creative and knowledgable. ","status":"publish","parent":0,"modified":1465237967,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1299},"headData":{"title":"How Memory, Focus and Good Teaching Can Work Together to Help Kids Learn | KQED","description":"Technology enables students with nearly infinite information. But kids need help in learning how to learn in order to be creative and knowledgable. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Memory, Focus and Good Teaching Can Work Together to Help Kids Learn","datePublished":"2015-04-09T16:01:55.000Z","dateModified":"2016-06-06T18:32:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39677 http://blogs.kqed.org/mindshift/?p=39677","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/09/how-memory-focus-and-good-teaching-can-work-together-to-help-kids-learn/","disqusTitle":"How Memory, Focus and Good Teaching Can Work Together to Help Kids Learn","path":"/mindshift/39677/how-memory-focus-and-good-teaching-can-work-together-to-help-kids-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">Everyone has a pet theory on how to improve public education: better professional development for teachers, more money, better curriculum, testing for accountability, teacher incentives, technology, streamlined bureaucracy. Policymakers have been trying these solutions for years with mixed results. But those who study the brain have their own ideas for improving how kids learn: focus on teaching kids \u003cem>how\u003c/em> to learn.\u003c/p>\n\u003cp class=\"dropcap-serif\">\"The more you teach students how to learn, the less time you have to spend teaching curriculum because they can [understand] it on their own,” said \u003ca href=\"http://thankyoubrain.blogspot.com/\" target=\"_blank\">William Klemm\u003c/a>, senior professor of neuroscience at Texas A&M University at the \u003ca href=\"http://www.learningandthebrain.com/education-conferences-2015\" target=\"_blank\">Learning and the Brain \u003c/a>conference \"Making Lasting Memories.\" “I think the real problem is that students have not learned how to be competent learners,” he said. \"They haven't learned this because we haven't taught them.\"\u003c/p>\n\u003cp>Neuroscientists still have a lot to learn about how the human brain learns, remembers and reacts to environments, but there are certain things Klemm said are fairly well documented and not always applied in schools.\u003c/p>\n\u003cp>\u003cstrong>TECHNOLOGY AND DISTRACTION\u003c/strong>\u003c/p>\n\u003cp>There’s no denying the Internet is an amazing resource for fast access to diverse perspectives and rich opportunities to extend learning. “That’s a good thing because the more you think about something from multiple perspectives, the better you are at understanding it,” Klemm said. But the Internet is also full of false information, and students aren’t always \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">taught how to tell the difference\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For students, it’s easy to get distracted, pulled off track by the many interesting pop-ups, links or videos embedded in any Web post. When this happens, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-does-multitasking-change-the-way-kids-learn/\" target=\"_blank\">kids multitask\u003c/a>, a concept neuroscientists have shown doesn’t really exist. When a person thinks she is doing two things at once, she is really switching rapidly back and forth between individual tasks, eroding the attention and quality of each task in the process.\u003c/p>\n\u003cp>“The problem with multitasking is it interferes with forming memories,” Klemm said. And while it has become trendy to say kids don’t need to know basic information because they can look it up on the Internet, Klemm is adamant that students \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/can-repetitive-exercises-actually-feed-the-creative-process/\" target=\"_blank\">cannot build more complex knowledge without information\u003c/a> in their working memory.\u003c/p>\n\u003cp>“We live in a generation where students are doing more and more of this, so they’re messing up their ability to memorize,” Klemm said.\u003c/p>\n\u003cp>Klemm believes the Internet makes students lazy. “When students rely on the Internet for knowledge, they are programming themselves to look for information on the Internet and not in their heads,” he said. When asked to recall the information they just looked up, they \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/03/internet-searches-may-make-you-think-youre-smarter-than-you-are/\">don’t remember it as well\u003c/a>. Instead, they remember how to find the same information again on the Internet.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Without memorizing some information, it’s harder for the brain to acquire new knowledge and skills. It takes longer for the brain to process new information, and students are less likely and slower to ask informed and perceptive questions.\u003c/p>\n\u003cp>“The more you know, the more you can make conclusions, even be creative,” Klemm said. “All of these things have to be done by thinking, and thinking has to be done from what’s in your working memory.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">Distractions of all sorts\u003c/a> -- whether it’s Friday’s football game or the phone in a student’s hand -- are bad for learning, Klemm said. Teaching students to focus will be a crucial part of preparing them to build on the knowledge they’ve gained.\u003c/p>\n\u003cp>\u003cstrong>PROTECTED LEARNING TIMES\u003c/strong>\u003c/p>\n\u003cp>It’s often assumed that if a kid is paying attention while the teacher is talking, he or she is learning. But there are two additional times when the brain must be protected from distractions that are just as important: the period before and the period after the learning takes place.\u003c/p>\n\u003cp>When a student has an experience of learning, he holds that new information in his short-term memory while the brain consolidates it and prepares it for long-term storage. The problem is, short-term or working memory can’t hold very much information.\u003c/p>\n\u003cp>Often students become distracted immediately after learning something, and that new sensory input crowds out the lesson before it can be used for thinking and building new knowledge. “Long-term memory requires physical and chemical changes in the brain,” Klemm said.\u003c/p>\n\u003cp>Specifically, it requires protein kinase by the brain. If that process is blocked, with a distraction, for example, it prevents the brain from forming a long-term memory of what the student learned.\u003c/p>\n\u003cp>Neuroscientists are still researching what happens when a memory is recalled, say, for a test. Experimentally, it has been proven that when a student calls up a memory from long-term storage, it is temporarily placed in the short-term memory. At that point, there is an opportunity to enrich that memory before it gets reconsolidated.\u003c/p>\n\u003cp>“They’ll remember an improved version of the original,” Klemm said.\u003c/p>\n\u003cp>\u003cstrong>TAKEAWAYS\u003c/strong>\u003c/p>\n\u003cp>There are several straightforward ways educators can start creating learning environments that support what neuroscience has found about how the brain learns best. While many of these concepts aren’t new, they come up again and again in research and bear repeating.\u003c/p>\n\u003cp>\u003cstrong>Stress is bad for learning.\u003c/strong> When students are worried about tests or something in their private lives, they are distracted from what’s going on in the classroom.\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/02/high-school-students-health-suffers-from-too-much-stress/\"> Chronic stress\u003c/a> is even worse. The steroids released when a person is under chronic stress kill neurons, particularly those located in the hippocampus, an important part of the brain for storing long-term memories.\u003c/p>\n\u003cp>“Anything you can do to reduce a child’s stress will make it easier to be a better learner,” Klemm said.\u003c/p>\n\u003cp>\u003cstrong>Classroom decorations can be distracting.\u003c/strong> Researchers at Carnegie-Mellon recently found that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/12/are-classroom-decorations-too-distracting-for-young-students/\">overly decorated classrooms\u003c/a> were a distraction to students. While no one is suggesting school walls should be completely bare of color, too much can be bad for learning.\u003c/p>\n\u003cp>\u003cstrong>Test for a reason.\u003c/strong> “Testing is a good thing if it’s non-punitive,” Klemm said. “It \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/studying-with-quizzes-helps-make-sure-the-material-sticks/\" target=\"_blank\">requires students to recall what they know\u003c/a> and process what they don’t know. But high-stakes testing, although probably at some level necessary for official accountability, can be overdone to the point where it makes school unpleasant for the teacher and the kids.”\u003c/p>\n\u003cp>\u003cstrong>Spend more time teaching learning skills.\u003c/strong> Klemm recommends \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/25/how-does-the-brain-learn-best-smart-studying-strategies/\">memory tricks\u003c/a> like mnemonic devices, and visualizing ideas as complex images, to help students expand their working memory. “If they knew these things, they wouldn’t have to work so hard and school might even become fun,” Klemm said. “Once students start reflecting and become more self-aware, they have the opportunity to become better students.”\u003c/p>\n\u003cp class=\"p1\">“Working memory gets overloaded,” Kleem said. “Most people can only hold four independent ideas in working memory.” But if images are used to represent a constellation of ideas, people can remember much more. Words are hard to remember, but images stick with people. “It’s like a zip file,” Klemm said. “This is a way to get your working memory to carry more.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teaching kids about \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/what-kids-should-know-about-their-own-brains/\" target=\"_blank\">how their brains and memory work\u003c/a> can also be a way to help them discover intrinsic motivation to complete tasks. And when educators are attentive to some of the environmental factors that produce good (or less good) learning, they can structure the conditions for kids to thrive academically.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39677/how-memory-focus-and-good-teaching-can-work-together-to-help-kids-learn","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_767","mindshift_20693","mindshift_20784","mindshift_20824","mindshift_1040","mindshift_20556","mindshift_20823"],"featImg":"mindshift_40054","label":"mindshift"},"mindshift_37560":{"type":"posts","id":"mindshift_37560","meta":{"index":"posts_1591205157","site":"mindshift","id":"37560","score":null,"sort":[1410789620000]},"guestAuthors":[],"slug":"measuring-self-control-a-marshmallow-test-for-the-digital-age","title":"Measuring Students' Self-Control: A 'Marshmallow Test' for the Digital Age","publishDate":1410789620,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37747\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37747\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/googly-marshmallow.jpg\" alt=\"Credit: Dana Nelson\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/googly-marshmallow.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/googly-marshmallow-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/googly-marshmallow-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Credit: Dana Nelson\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The \"marshmallow test\" invented by Stanford psychologist Walter Mischel and colleagues in the 1960s is \u003ca href=\"http://www.nytimes.com/2014/01/12/magazine/we-didnt-eat-the-marshmallow-the-marshmallow-ate-us.html\">famously known\u003c/a> as a measure of willpower. The experiment gave preschoolers the option of either eating one mini-marshmallow right away or waiting 15 minutes to get two mini-marshmallows. \u003ca href=\"http://scan.oxfordjournals.org/content/6/2/252.full\">Decades later\u003c/a>, those who were better at delaying gratification, and resisted immediately snarfing the treat, ended up with stronger SAT scores, higher educational achievement and greater self-esteem and capacity to cope with stress in adulthood.\u003c/p>\n\u003cp>Now other psychology researchers have come up with a test that challenges the willpower of schoolkids to resist the brain-candy of today’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">digital distractions\u003c/a> -- the YouTube videos, Instagram and mobile gaming apps like Angry Birds. Some people are calling it a \"digital marshmallow test,\" although it's tailored for an educational context and doesn't involve any sweets or near-term rewards.\u003c/p>\n\u003cp>Officially known as the \"academic diligence task,\" the new computer-based test offers students a choice between doing math or watching videos or playing a video game. The test was created by postdoctoral research fellow Brian Galla and associate psychology professor Angela Duckworth of the University of Pennsylvania, with Sidney D’Mello of the University of Notre Dame, as a better (and free) research tool for measuring self-control. The researchers hope this new tool will advance their studies of ways to improve academic perseverance in students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Some students would turn it into a game for themselves.\"\u003c/aside>\n\u003cp>\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0361476X14000502\">A report\u003c/a> recently published online by the team documents the test's reliability and validity and shows that performance on the task predicts academic achievement -- including whether high school seniors graduate on time and enroll in college.\u003c/p>\n\u003cp>\"It's a really creative and interesting approach to measuring an aspect of self-control,\" said Smith College psychologist Philip Peake, who has worked with Mischel on the longitudinal follow-up of participants in the Stanford \"delay of gratification\" studies. The new diligence task is quite different from the marshmallow experiment, so they can't be equated, he said, but both are research tools that can contribute to our understanding of the processes that underlie self-control. And both have the advantage of measuring how people actually behave, not just what they say or think they do.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It's not just people filling out a questionnaire that says, 'Oh, I tend to persist in things' or 'I work hard at things,' \" Peake said. It's assessing real behavior. \"And you can see that that behavior has some consequential relations to real-life outcomes.\"\u003c/p>\n\u003cp>\u003cstrong>Studying Self-Control in the Face of Digital Distractions\u003c/strong>\u003c/p>\n\u003cp>The recent work by the Penn and Notre Dame psychologists is part of their ongoing national study of the role that non-cognitive factors such as \"grit\" and self-control play in students' persistence in school. That endeavor, which is funded by the Gates Foundation, is following about 1,800 high school seniors over six years to track who enrolls in and finishes college.\u003c/p>\n\u003cp>Duckworth is known for \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">her work on grit\u003c/a>, which she defines as a tendency to pursue long-term challenging goals with passion and perseverance. Self-control or \"self-regulation,\" on the other hand, is more about the short-term exercising of self-discipline in the face of momentary diversions, an ability that also feeds into perseverance. The research team needed a standardized way to assess self-control, but most of the existing measurement tools were self-report questionnaires, which can give biased results.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Mo3P7onQPy6KNMOC9QoKybmiR1UrdWKB\"]\u003c/p>\n\u003cp>So they devised a task that uses behavioral responses to measure academic diligence, which they define as \"working assiduously on academic tasks which are beneficial in the long run but tedious in the moment, especially in comparison to more enjoyable, less effortful diversions.\"\u003c/p>\n\u003cp>The rationale behind the test is that with many subject areas or skills, such as mathematics, the basic process of building fluency and mastery involves a lot of practice. It requires \"hard work that is perceived as tedious, even though people know it's immensely important,\" D’Mello said. \"But that's just the reality.\"\u003c/p>\n\u003cp>With math, for instance, that means \"studying your multiplication tables, solving equations, again and again and again,\" which is essential for building more complex numerical knowledge. However, \"in the digital age, it's so hard to focus,\" D'Mello said. In psychology-speak, students are faced with having to \"regulate\" their emotions and impulses to overcome boredom and concentrate on homework instead of something more fun.\u003c/p>\n\u003cp>To measure this skill in a scenario simulating real life, D'Mello, who is an assistant professor of computer science and psychology, designed the diligence task with a split computer-screen interface (click here for \u003ca href=\"http://174.129.19.201/~sdmello/DiligenceTaskDemo/DiligenceTaskDemo.html\">a demo\u003c/a>). On the left side, students can choose to do a series of boring skill-building math problems -- simple, single-digit subtraction. On the right side, they can play Tetris or watch short, entertaining YouTube video clips of movie trailers or sports highlights. The test is delivered online.\u003c/p>\n\u003cp>\u003cstrong>Road-Testing the Test\u003c/strong>\u003c/p>\n\u003cp>Galla, Duckworth and their colleagues took the diligence task into two large, ethnically diverse public high schools in Philadelphia, where they enlisted 921 seniors in early 2013. The students were instructed to answer as many math problems as they wanted, as fast as they could, in five consecutive four-minute sessions. They could take a break at any time to watch videos or play the game. The instructions informed them that practicing basic math skills could improve their problem-solving abilities for the future.\u003c/p>\n\u003cp>In total, the teens spent about half the time on math skill-building, answering an average of 244 problems, D'Mello said. Overall performance on the task consistently correlated with individual differences in conscientiousness, self-control and grit (which were also assessed in the students through questionnaires), just as the psychologists had theorized.\u003c/p>\n\u003cp>The kids who solved more math problems tended to have higher senior-year GPAs, better scores on standardized math and reading tests, and were more likely to graduate on time; they were also more likely to be enrolled in college at the end of the following fall semester, almost a year later. About 98 percent of the pupils who spent more than 17 minutes doing the math problems successfully graduated, compared with 95 percent of students who spent four minutes or less on math. While that's a small difference, it was interesting to see it even after the researchers adjusted for other factors, including intelligence, gender, ethnicity, interest in math and whether the kids were in the free lunch program, Galla said.\u003c/p>\n\u003cfigure id=\"attachment_37741\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/the-test.jpg\">\u003cimg class=\"size-medium wp-image-37741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/the-test-300x168.jpg\" alt=\"Demo of the "academic diligence task" created by Sidney D'Mello.\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Demo of the \"academic diligence task\" created by Sidney D'Mello.\u003c/figcaption>\u003c/figure>\n\u003cp>The diligence test \"was able to pick up a signal in college enrollment, and this was above and beyond things like cognitive ability, socioeconomic status -- things that we know tend to correlate with or predict later college success,\" he said. So it isn't just IQ or braininess that matters for academic achievement, but self-control as well. Yet, unlike IQ, the researchers believe self-control in schoolwork is a skill that can be taught and developed.\u003c/p>\n\u003cp>The correlation between performance on the diligence task and academic achievement is modest, but it is significant and important, commented Peake of Smith College. Whether the task predicts long-term consequences, and whether those are limited just to academics or apply more broadly to other aspects of self-control, are interesting questions to further explore, he said.\u003c/p>\n\u003cp>\u003cstrong>Staying on Task\u003c/strong>\u003c/p>\n\u003cp>The results held some surprises. \"I was really shocked that some people actually stayed entirely on the math problems the whole time,\" D'Mello said. \"It's a really difficult task. I can't do it myself, frankly.\" One super-diligent student did 966 math problems; a few kids did none at all.\u003c/p>\n\u003cp>The teens used a range of tactics to resist the distractions. \"Some students would turn it into a game for themselves,\" Galla said. “So they want to just see how many problems that they can solve in the four-minute task blocks.\" Others did math until they needed a break, then switched to the fun stuff, which is \"very healthy behavior,\" D'Mello said. \"We all know there's advantages to taking a break. ... It's just that if you do that too much, then you get into trouble.\"\u003c/p>\n\u003cp>The research team will track the students through the six-year national college persistence study, and is updating their diligence task to include verbal and spatial reasoning problems. \"The hope is that by giving a good measure, you could really inspire a lot of science,\" said D'Mello. At this point, the researchers say they don't envision the test as something teachers would routinely use to assess students in the classroom; it isn't designed or validated for that purpose.\u003c/p>\n\u003cp>\u003cstrong>Different Takes on Willpower and Grit\u003c/strong>\u003c/p>\n\u003cp>Not everyone believes the growing focus on individual students' responsibility to demonstrate self-control or grit is the best way to support academic achievement. Some progressive education experts worry low-income or minority kids who are struggling in school might be blamed for lacking grit as the primary reason for underperformance. Those critics point out that in many schools, poverty and an inequitable lack of resources are much bigger roadblocks to teaching and learning that need to be addressed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It sort of plays into the mythology of the American dream. It sounds good, but it may be more relevant to some folks than to others.\"\u003c/aside>\n\u003cp>This viewpoint identifies an economic, social and racial overtone to the notion that if students \"would just put their nose to the grindstone harder and work harder, and be more diligent and more resilient, that they will do better,\" said Grant Lichtman, education consultant and author of \u003cem>\u003ca href=\"http://www.grantlichtman.com/edjourney-a-roadmap-to-the-future-of-education/\">#EdJourney: A Roadmap to the Future of Education\u003c/a>\u003c/em>, who moderated an \u003ca href=\"http://learningpond.wordpress.com/2014/01/24/does-grit-need-deeper-discussion/\">impromptu heated discussion\u003c/a> on this issue on his blog. \"It sort of plays into the mythology of the American dream. It sounds good, but it may be more relevant to some folks than to others,\" Lichtman said.\u003c/p>\n\u003cp>It's absolutely necessary to structurally address the income inequalities in society, said psychologist David Yeager of the University of Texas in Austin. \"Increasing diligence is no replacement for that.\" But he believes cultivating skills like diligence and grit in students can still be valuable. Yeager points to high-performing urban charter high schools in the poorest areas that boosted their graduation and college enrollment rates with substantial financial investment, yet still find that 60 to 70 percent of their graduates drop out of college. At several such schools where Yeager worked with Duckworth in studying low-income students in their senior year, kids’ performance on the academic diligence task predicted their likelihood of dropping out of college a year later.\u003c/p>\n\u003cp>\"Diligence still matters when [students] make transitions to the next setting,\" Yeager said. And the unfortunate and unfair reality is that it matters more for pupils who are disadvantaged than for those with ample resources, he added. When rich students fail at self-control and make poor choices, they can fall back on family support or finances to keep them pushing through school. In contrast, \"disadvantaged kids simply have fewer opportunities to make up for poor decisions,\" Yeager said. But a \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-a-bigger-purpose-can-motivate-students-to-learn/\">sense-of-purpose\" mindset intervention\u003c/a> and other strategies that boost self-control and academic perseverance might help to narrow the inequality gap in education, he said. And, he points out, teachers and schools could start these interventions tomorrow.\u003c/p>\n\u003cp>\u003cstrong>A Debate Over Drudgery\u003c/strong>\u003c/p>\n\u003cp>Meanwhile, the research on self-control and the diligence task also raise broader questions about drudgery and the definition of success in education. \"If you had done this study with the metaphorical Bill Gates in his senior year in high school,\" Lichtman said of the diligence task, \"he would have gone to the other side of the screen\" -- skipping the math problems -- \"or he would have tried to start hacking into the computer.\"\u003c/p>\n\u003cfigure id=\"attachment_37739\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-37739\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/marshmallow-test-300x168.jpg\" alt=\"Screenshot of Marshmallow Test video. (FloodSanDiego/YouTube)\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Screenshot of Marshmallow Test video. (FloodSanDiego/YouTube)\u003c/figcaption>\u003c/figure>\n\u003cp>Lichtman is one of many progressive educators who think schools need to teach content in ways that are more engaging and relevant to students' lives, rather than just drilling them with monotonous math practice sets. More and more teachers, parents and students believe that academic success should be measured not by repetitive regurgitation of facts, high test scores or even a college degree, he said, but rather by whether kids learn skills like collaboration, creativity, communication, empathy, and, yes, persistence and resilience, too. Instead of trying to make the assembly-line education system work better by turning up kids' self-control, Lichtman says it's time to focus on alternatives such as the deep, project-based learning experiences offered at \u003ca href=\"http://elschools.org/\">Expeditionary Learning\u003c/a> schools, among others.\u003c/p>\n\u003cp>\"We all support a forward-looking view of education and are excited to see the future of learning,\" said D’Mello in response. The research on the diligence task is an attempt \"to study how learning occurs today for better or for worse,\" he said. Not everything taught in schools can be fun and easy, he said -- that's why he and his colleagues are focusing on \"boring but important\" skill-building tasks -- and a lot of research has demonstrated the merits of impasse-driven learning, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-the-sweet-spot-of-difficulty-for-learning/\">desirable difficulties\u003c/a> and productive failure in promoting deep learning. \"I'm in favor of doing what it takes to make learning more engaging and intrinsically motivating when appropriate, and fortifying kids with the appropriate mindsets, emotion regulation strategies and cognitive strategies when things get difficult and tedious,\" D'Mello said.\u003c/p>\n\u003cp>Regardless of one’s educational philosophy, there’s no question that diligence is universally necessary for anyone to accomplish something important in life that they really want to do. Any job, career or project, no matter how inspiring, will at times require the self-discipline to resist distractions and plod through some drudgery -- whether it's proofreading a book chapter for the umpteenth time or hand-pipetting hundreds of samples of reagents for a molecular biology experiment.\u003c/p>\n\u003cp>While diligence may be an independent factor that contributes to academic success, \"it's really important to know it's just one contributor,\" Peake said. \"And it's not going to determine by itself whether or not kids do well in college -- there are so many other factors that are playing into this.\" The relationships between self-control and positive outcomes are correlations, \"not determinative kinds of things.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That was certainly true for the pre-schoolers who couldn't wait to gobble the marshmallow in the Stanford experiments, Peake said: \"There are many, many kids who didn't wait, who by all the standards that you put out there do perfectly well in life.\"\u003c/p>\n\n","blocks":[],"excerpt":"Researchers hope that being able to accurately measure how well students resist digital temptations will help them learn about how \"academic diligence\" features in later life success.","status":"publish","parent":0,"modified":1410791498,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":2461},"headData":{"title":"Measuring Students' Self-Control: A 'Marshmallow Test' for the Digital Age | KQED","description":"Researchers hope that being able to accurately measure how well students resist digital temptations will help them learn about how "academic diligence" features in later life success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Measuring Students' Self-Control: A 'Marshmallow Test' for the Digital Age","datePublished":"2014-09-15T14:00:20.000Z","dateModified":"2014-09-15T14:31:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37560 http://blogs.kqed.org/mindshift/?p=37560","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/15/measuring-self-control-a-marshmallow-test-for-the-digital-age/","disqusTitle":"Measuring Students' Self-Control: A 'Marshmallow Test' for the Digital Age","path":"/mindshift/37560/measuring-self-control-a-marshmallow-test-for-the-digital-age","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37747\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37747\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/googly-marshmallow.jpg\" alt=\"Credit: Dana Nelson\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/googly-marshmallow.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/googly-marshmallow-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/googly-marshmallow-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Credit: Dana Nelson\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The \"marshmallow test\" invented by Stanford psychologist Walter Mischel and colleagues in the 1960s is \u003ca href=\"http://www.nytimes.com/2014/01/12/magazine/we-didnt-eat-the-marshmallow-the-marshmallow-ate-us.html\">famously known\u003c/a> as a measure of willpower. The experiment gave preschoolers the option of either eating one mini-marshmallow right away or waiting 15 minutes to get two mini-marshmallows. \u003ca href=\"http://scan.oxfordjournals.org/content/6/2/252.full\">Decades later\u003c/a>, those who were better at delaying gratification, and resisted immediately snarfing the treat, ended up with stronger SAT scores, higher educational achievement and greater self-esteem and capacity to cope with stress in adulthood.\u003c/p>\n\u003cp>Now other psychology researchers have come up with a test that challenges the willpower of schoolkids to resist the brain-candy of today’s \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\">digital distractions\u003c/a> -- the YouTube videos, Instagram and mobile gaming apps like Angry Birds. Some people are calling it a \"digital marshmallow test,\" although it's tailored for an educational context and doesn't involve any sweets or near-term rewards.\u003c/p>\n\u003cp>Officially known as the \"academic diligence task,\" the new computer-based test offers students a choice between doing math or watching videos or playing a video game. The test was created by postdoctoral research fellow Brian Galla and associate psychology professor Angela Duckworth of the University of Pennsylvania, with Sidney D’Mello of the University of Notre Dame, as a better (and free) research tool for measuring self-control. The researchers hope this new tool will advance their studies of ways to improve academic perseverance in students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Some students would turn it into a game for themselves.\"\u003c/aside>\n\u003cp>\u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0361476X14000502\">A report\u003c/a> recently published online by the team documents the test's reliability and validity and shows that performance on the task predicts academic achievement -- including whether high school seniors graduate on time and enroll in college.\u003c/p>\n\u003cp>\"It's a really creative and interesting approach to measuring an aspect of self-control,\" said Smith College psychologist Philip Peake, who has worked with Mischel on the longitudinal follow-up of participants in the Stanford \"delay of gratification\" studies. The new diligence task is quite different from the marshmallow experiment, so they can't be equated, he said, but both are research tools that can contribute to our understanding of the processes that underlie self-control. And both have the advantage of measuring how people actually behave, not just what they say or think they do.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's not just people filling out a questionnaire that says, 'Oh, I tend to persist in things' or 'I work hard at things,' \" Peake said. It's assessing real behavior. \"And you can see that that behavior has some consequential relations to real-life outcomes.\"\u003c/p>\n\u003cp>\u003cstrong>Studying Self-Control in the Face of Digital Distractions\u003c/strong>\u003c/p>\n\u003cp>The recent work by the Penn and Notre Dame psychologists is part of their ongoing national study of the role that non-cognitive factors such as \"grit\" and self-control play in students' persistence in school. That endeavor, which is funded by the Gates Foundation, is following about 1,800 high school seniors over six years to track who enrolls in and finishes college.\u003c/p>\n\u003cp>Duckworth is known for \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">her work on grit\u003c/a>, which she defines as a tendency to pursue long-term challenging goals with passion and perseverance. Self-control or \"self-regulation,\" on the other hand, is more about the short-term exercising of self-discipline in the face of momentary diversions, an ability that also feeds into perseverance. The research team needed a standardized way to assess self-control, but most of the existing measurement tools were self-report questionnaires, which can give biased results.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>So they devised a task that uses behavioral responses to measure academic diligence, which they define as \"working assiduously on academic tasks which are beneficial in the long run but tedious in the moment, especially in comparison to more enjoyable, less effortful diversions.\"\u003c/p>\n\u003cp>The rationale behind the test is that with many subject areas or skills, such as mathematics, the basic process of building fluency and mastery involves a lot of practice. It requires \"hard work that is perceived as tedious, even though people know it's immensely important,\" D’Mello said. \"But that's just the reality.\"\u003c/p>\n\u003cp>With math, for instance, that means \"studying your multiplication tables, solving equations, again and again and again,\" which is essential for building more complex numerical knowledge. However, \"in the digital age, it's so hard to focus,\" D'Mello said. In psychology-speak, students are faced with having to \"regulate\" their emotions and impulses to overcome boredom and concentrate on homework instead of something more fun.\u003c/p>\n\u003cp>To measure this skill in a scenario simulating real life, D'Mello, who is an assistant professor of computer science and psychology, designed the diligence task with a split computer-screen interface (click here for \u003ca href=\"http://174.129.19.201/~sdmello/DiligenceTaskDemo/DiligenceTaskDemo.html\">a demo\u003c/a>). On the left side, students can choose to do a series of boring skill-building math problems -- simple, single-digit subtraction. On the right side, they can play Tetris or watch short, entertaining YouTube video clips of movie trailers or sports highlights. The test is delivered online.\u003c/p>\n\u003cp>\u003cstrong>Road-Testing the Test\u003c/strong>\u003c/p>\n\u003cp>Galla, Duckworth and their colleagues took the diligence task into two large, ethnically diverse public high schools in Philadelphia, where they enlisted 921 seniors in early 2013. The students were instructed to answer as many math problems as they wanted, as fast as they could, in five consecutive four-minute sessions. They could take a break at any time to watch videos or play the game. The instructions informed them that practicing basic math skills could improve their problem-solving abilities for the future.\u003c/p>\n\u003cp>In total, the teens spent about half the time on math skill-building, answering an average of 244 problems, D'Mello said. Overall performance on the task consistently correlated with individual differences in conscientiousness, self-control and grit (which were also assessed in the students through questionnaires), just as the psychologists had theorized.\u003c/p>\n\u003cp>The kids who solved more math problems tended to have higher senior-year GPAs, better scores on standardized math and reading tests, and were more likely to graduate on time; they were also more likely to be enrolled in college at the end of the following fall semester, almost a year later. About 98 percent of the pupils who spent more than 17 minutes doing the math problems successfully graduated, compared with 95 percent of students who spent four minutes or less on math. While that's a small difference, it was interesting to see it even after the researchers adjusted for other factors, including intelligence, gender, ethnicity, interest in math and whether the kids were in the free lunch program, Galla said.\u003c/p>\n\u003cfigure id=\"attachment_37741\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/the-test.jpg\">\u003cimg class=\"size-medium wp-image-37741\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/the-test-300x168.jpg\" alt=\"Demo of the "academic diligence task" created by Sidney D'Mello.\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Demo of the \"academic diligence task\" created by Sidney D'Mello.\u003c/figcaption>\u003c/figure>\n\u003cp>The diligence test \"was able to pick up a signal in college enrollment, and this was above and beyond things like cognitive ability, socioeconomic status -- things that we know tend to correlate with or predict later college success,\" he said. So it isn't just IQ or braininess that matters for academic achievement, but self-control as well. Yet, unlike IQ, the researchers believe self-control in schoolwork is a skill that can be taught and developed.\u003c/p>\n\u003cp>The correlation between performance on the diligence task and academic achievement is modest, but it is significant and important, commented Peake of Smith College. Whether the task predicts long-term consequences, and whether those are limited just to academics or apply more broadly to other aspects of self-control, are interesting questions to further explore, he said.\u003c/p>\n\u003cp>\u003cstrong>Staying on Task\u003c/strong>\u003c/p>\n\u003cp>The results held some surprises. \"I was really shocked that some people actually stayed entirely on the math problems the whole time,\" D'Mello said. \"It's a really difficult task. I can't do it myself, frankly.\" One super-diligent student did 966 math problems; a few kids did none at all.\u003c/p>\n\u003cp>The teens used a range of tactics to resist the distractions. \"Some students would turn it into a game for themselves,\" Galla said. “So they want to just see how many problems that they can solve in the four-minute task blocks.\" Others did math until they needed a break, then switched to the fun stuff, which is \"very healthy behavior,\" D'Mello said. \"We all know there's advantages to taking a break. ... It's just that if you do that too much, then you get into trouble.\"\u003c/p>\n\u003cp>The research team will track the students through the six-year national college persistence study, and is updating their diligence task to include verbal and spatial reasoning problems. \"The hope is that by giving a good measure, you could really inspire a lot of science,\" said D'Mello. At this point, the researchers say they don't envision the test as something teachers would routinely use to assess students in the classroom; it isn't designed or validated for that purpose.\u003c/p>\n\u003cp>\u003cstrong>Different Takes on Willpower and Grit\u003c/strong>\u003c/p>\n\u003cp>Not everyone believes the growing focus on individual students' responsibility to demonstrate self-control or grit is the best way to support academic achievement. Some progressive education experts worry low-income or minority kids who are struggling in school might be blamed for lacking grit as the primary reason for underperformance. Those critics point out that in many schools, poverty and an inequitable lack of resources are much bigger roadblocks to teaching and learning that need to be addressed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It sort of plays into the mythology of the American dream. It sounds good, but it may be more relevant to some folks than to others.\"\u003c/aside>\n\u003cp>This viewpoint identifies an economic, social and racial overtone to the notion that if students \"would just put their nose to the grindstone harder and work harder, and be more diligent and more resilient, that they will do better,\" said Grant Lichtman, education consultant and author of \u003cem>\u003ca href=\"http://www.grantlichtman.com/edjourney-a-roadmap-to-the-future-of-education/\">#EdJourney: A Roadmap to the Future of Education\u003c/a>\u003c/em>, who moderated an \u003ca href=\"http://learningpond.wordpress.com/2014/01/24/does-grit-need-deeper-discussion/\">impromptu heated discussion\u003c/a> on this issue on his blog. \"It sort of plays into the mythology of the American dream. It sounds good, but it may be more relevant to some folks than to others,\" Lichtman said.\u003c/p>\n\u003cp>It's absolutely necessary to structurally address the income inequalities in society, said psychologist David Yeager of the University of Texas in Austin. \"Increasing diligence is no replacement for that.\" But he believes cultivating skills like diligence and grit in students can still be valuable. Yeager points to high-performing urban charter high schools in the poorest areas that boosted their graduation and college enrollment rates with substantial financial investment, yet still find that 60 to 70 percent of their graduates drop out of college. At several such schools where Yeager worked with Duckworth in studying low-income students in their senior year, kids’ performance on the academic diligence task predicted their likelihood of dropping out of college a year later.\u003c/p>\n\u003cp>\"Diligence still matters when [students] make transitions to the next setting,\" Yeager said. And the unfortunate and unfair reality is that it matters more for pupils who are disadvantaged than for those with ample resources, he added. When rich students fail at self-control and make poor choices, they can fall back on family support or finances to keep them pushing through school. In contrast, \"disadvantaged kids simply have fewer opportunities to make up for poor decisions,\" Yeager said. But a \"\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-a-bigger-purpose-can-motivate-students-to-learn/\">sense-of-purpose\" mindset intervention\u003c/a> and other strategies that boost self-control and academic perseverance might help to narrow the inequality gap in education, he said. And, he points out, teachers and schools could start these interventions tomorrow.\u003c/p>\n\u003cp>\u003cstrong>A Debate Over Drudgery\u003c/strong>\u003c/p>\n\u003cp>Meanwhile, the research on self-control and the diligence task also raise broader questions about drudgery and the definition of success in education. \"If you had done this study with the metaphorical Bill Gates in his senior year in high school,\" Lichtman said of the diligence task, \"he would have gone to the other side of the screen\" -- skipping the math problems -- \"or he would have tried to start hacking into the computer.\"\u003c/p>\n\u003cfigure id=\"attachment_37739\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-37739\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/marshmallow-test-300x168.jpg\" alt=\"Screenshot of Marshmallow Test video. (FloodSanDiego/YouTube)\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Screenshot of Marshmallow Test video. (FloodSanDiego/YouTube)\u003c/figcaption>\u003c/figure>\n\u003cp>Lichtman is one of many progressive educators who think schools need to teach content in ways that are more engaging and relevant to students' lives, rather than just drilling them with monotonous math practice sets. More and more teachers, parents and students believe that academic success should be measured not by repetitive regurgitation of facts, high test scores or even a college degree, he said, but rather by whether kids learn skills like collaboration, creativity, communication, empathy, and, yes, persistence and resilience, too. Instead of trying to make the assembly-line education system work better by turning up kids' self-control, Lichtman says it's time to focus on alternatives such as the deep, project-based learning experiences offered at \u003ca href=\"http://elschools.org/\">Expeditionary Learning\u003c/a> schools, among others.\u003c/p>\n\u003cp>\"We all support a forward-looking view of education and are excited to see the future of learning,\" said D’Mello in response. The research on the diligence task is an attempt \"to study how learning occurs today for better or for worse,\" he said. Not everything taught in schools can be fun and easy, he said -- that's why he and his colleagues are focusing on \"boring but important\" skill-building tasks -- and a lot of research has demonstrated the merits of impasse-driven learning, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/whats-the-sweet-spot-of-difficulty-for-learning/\">desirable difficulties\u003c/a> and productive failure in promoting deep learning. \"I'm in favor of doing what it takes to make learning more engaging and intrinsically motivating when appropriate, and fortifying kids with the appropriate mindsets, emotion regulation strategies and cognitive strategies when things get difficult and tedious,\" D'Mello said.\u003c/p>\n\u003cp>Regardless of one’s educational philosophy, there’s no question that diligence is universally necessary for anyone to accomplish something important in life that they really want to do. Any job, career or project, no matter how inspiring, will at times require the self-discipline to resist distractions and plod through some drudgery -- whether it's proofreading a book chapter for the umpteenth time or hand-pipetting hundreds of samples of reagents for a molecular biology experiment.\u003c/p>\n\u003cp>While diligence may be an independent factor that contributes to academic success, \"it's really important to know it's just one contributor,\" Peake said. \"And it's not going to determine by itself whether or not kids do well in college -- there are so many other factors that are playing into this.\" The relationships between self-control and positive outcomes are correlations, \"not determinative kinds of things.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That was certainly true for the pre-schoolers who couldn't wait to gobble the marshmallow in the Stanford experiments, Peake said: \"There are many, many kids who didn't wait, who by all the standards that you put out there do perfectly well in life.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37560/measuring-self-control-a-marshmallow-test-for-the-digital-age","authors":["4556"],"categories":["mindshift_192"],"tags":["mindshift_20693","mindshift_1040","mindshift_945","mindshift_381"],"featImg":"mindshift_37747","label":"mindshift"},"mindshift_36219":{"type":"posts","id":"mindshift_36219","meta":{"index":"posts_1591205157","site":"mindshift","id":"36219","score":null,"sort":[1402606841000]},"guestAuthors":[],"slug":"are-classroom-decorations-too-distracting-for-young-students","title":"Are Classroom Decorations Too Distracting For Young Students?","publishDate":1402606841,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A peek into many kindergarten classrooms across the country will reveal teachers trying to make classrooms feel warm and inviting by plastering the walls with colorful decorations and fun patterns. But could this effort to make school a welcoming place for its youngest students actually be hurting their ability to learn? In a \u003ca href=\"http://well.blogs.nytimes.com/2014/06/09/rethinking-the-colorful-kindergarten-classroom/?_php=true&_type=blogs&smid=tw-nytimes&_r=0\" target=\"_blank\">New York Times article\u003c/a> Jan Hoffman delves into new research showing how easily distracted kindergarteners are by their surroundings.\u003c/p>\n\u003cp>\"A new study looked at whether such classrooms encourage, or actually distract from, learning. The study, one of the first to examine how the look of these walls affects young students, found that when kindergartners were taught in a highly decorated classroom, they were more distracted, their gazes more likely to wander off task, and their test scores lower than when they were taught in a room that was comparatively spartan. The researchers, from Carnegie Mellon University, did not conclude that kindergartners, who spend most of the day in one room, should be taught in an austere environment. But they urged educators to establish standards.\"\u003cbr>\nhttp://well.blogs.nytimes.com/2014/06/09/rethinking-the-colorful-kindergarten-classroom/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"New research shows colorful kindergarten classroom walls actually hurt students' ability to learn.","status":"publish","parent":0,"modified":1456257940,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":193},"headData":{"title":"Are Classroom Decorations Too Distracting For Young Students? | KQED","description":"New research shows colorful kindergarten classroom walls actually hurt students' ability to learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are Classroom Decorations Too Distracting For Young Students?","datePublished":"2014-06-12T21:00:41.000Z","dateModified":"2016-02-23T20:05:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36219 http://blogs.kqed.org/mindshift/?p=36219","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/12/are-classroom-decorations-too-distracting-for-young-students/","disqusTitle":"Are Classroom Decorations Too Distracting For Young Students?","path":"/mindshift/36219/are-classroom-decorations-too-distracting-for-young-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A peek into many kindergarten classrooms across the country will reveal teachers trying to make classrooms feel warm and inviting by plastering the walls with colorful decorations and fun patterns. But could this effort to make school a welcoming place for its youngest students actually be hurting their ability to learn? In a \u003ca href=\"http://well.blogs.nytimes.com/2014/06/09/rethinking-the-colorful-kindergarten-classroom/?_php=true&_type=blogs&smid=tw-nytimes&_r=0\" target=\"_blank\">New York Times article\u003c/a> Jan Hoffman delves into new research showing how easily distracted kindergarteners are by their surroundings.\u003c/p>\n\u003cp>\"A new study looked at whether such classrooms encourage, or actually distract from, learning. The study, one of the first to examine how the look of these walls affects young students, found that when kindergartners were taught in a highly decorated classroom, they were more distracted, their gazes more likely to wander off task, and their test scores lower than when they were taught in a room that was comparatively spartan. The researchers, from Carnegie Mellon University, did not conclude that kindergartners, who spend most of the day in one room, should be taught in an austere environment. But they urged educators to establish standards.\"\u003cbr>\nhttp://well.blogs.nytimes.com/2014/06/09/rethinking-the-colorful-kindergarten-classroom/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36219/are-classroom-decorations-too-distracting-for-young-students","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20693","mindshift_790","mindshift_381"],"featImg":"mindshift_36222","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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