Flash cards prevail over repetition in memorizing multiplication tables
Dealing with test anxiety? Practice quizzes can actually help
Recent studies on the “Google effect” add to evidence that the internet is making us dumber
Many students are using study strategies that don't work — and better options exist
How Stress Affects Your Memory
Teachers' Strategies for Pronouncing and Remembering Students' Names Correctly
The Benefits of Cultivating Curiosity in Kids
Can Electric Stimulation Help Brains Perform Better?
Could The Best Memory System Be One That Forgets?
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_62663":{"type":"posts","id":"mindshift_62663","meta":{"index":"posts_1591205157","site":"mindshift","id":"62663","score":null,"sort":[1698660019000]},"guestAuthors":[],"slug":"flash-cards-prevail-over-repetition-in-memorizing-multiplication-tables","title":"Flash cards prevail over repetition in memorizing multiplication tables","publishDate":1698660019,"format":"standard","headTitle":"Flash cards prevail over repetition in memorizing multiplication tables | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Young students around the world struggle to memorize multiplication tables, but the effort pays off. Cognitive scientists say that learning 6 x 7 and 8 x 9 by heart frees up the brain’s working memory so that students can focus on the more demanding aspects of problem solving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teachers \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">debate the best way to make multiplication automatic\u003c/a>. Some educators argue against drills and say fluency will develop with everyday usage. Others insist that schools should devote time to helping children memorize times tables. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even among proponents of memorization, it’s unclear which methods are the most effective. Should kids draw \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=R2IQB9I7zX0\">\u003cspan style=\"font-weight: 400\">their own color-coded tables\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and study them, or copy their multiplication facts out dozens of times? Should they play \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zSRRAHvSQBo\">\u003cspan style=\"font-weight: 400\">multiplication songs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and videos? Should they learn mnemonic tricks, like how the digits of the multiples of nine add up to nine (1+8, 2+7, 3+6, etc.)? My daughter’s gym teacher used to make students shout “7 x 5 is 35” and “6 x 8 is 48” as they did jumping jacks. (It was certainly a way to make jumping less monotonous.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help advise teachers, a team of learning scientists compared two common methods: chanting and \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">flash cards\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 2022 experiment took place in four second grade classrooms in the Netherlands. The teachers began by delivering a lesson on multiplying by three. Using the same scripted lesson, they explained multiplication concepts, such as: “If I grab three apples, and I do this only one time, how many apples do I have?” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the lesson, half the classrooms practiced by reciting equations displayed on a whiteboard: “One times three is three, two times three is six…” through to 10. The other half practiced with flash cards. Students had their own personal sets with answers on the reverse side. Both groups spent five minutes practicing three times during the week for a total of 15 minutes. (More details on the experiment’s design \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1002/acp.4141?campaign=wolearlyview\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the teachers moved on to multiplication by fours, the groups switched. The chanters quizzed themselves with flash cards, and the flash card kids started chanting. All the students practiced memorizing both ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results added up to a clear winner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a pre-test before the lesson, the second graders got an average of three math facts right. Afterwards, the chanters tended to double their accuracy, answering six facts correctly. But the flash card users averaged eight correct. Students were tested again a full week later without any additional practice sessions, and the strong advantage for flash card users didn’t fade. It was a sign that flash card practice not only produces better short-term memories, but also better long-term ones – the ultimate goal.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62665\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62665 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2.png\" alt=\"Grayscale bar chart showing pre-test, post-test short term and post-test long term results. The gap between student scores for pre-test is small and widens on the bars for post-test. The post-test bars for the retrieval practices group are higher than the restudy group, indicating better student test scores.\" width=\"780\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-160x86.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-768x414.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Students scored higher on a multiplication test after practicing through flash cards (retrieval practice) than by chanting aloud (restudy). \u003ccite>(Source: Figure 1 of “The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting,” (2023) Journal of Applied Cognitive Psychology.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, “\u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/acp.4141\">\u003cspan style=\"font-weight: 400\">The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” was published online in October 2023 in the journal Applied Cognitive Psychology. Though a small study of 48 students, this classroom experiment is a good example of the power of what cognitive scientists call “spaced retrieval practice,” in which the act of remembering consolidates information and helps the brain form long-term memories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Retrieval practice can seem counterintuitive. One might think that students should study before being assessed or quizzing themselves. But there’s a growing body of evidence that trying to recall something is itself a powerful tool for learning, particularly when you are given the correct answer immediately after making a stab at it and then get a chance to try again. Testing your memory – even when you draw a blank – is a way to build new memories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many experiments have shown that \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-021-09595-9\">\u003cspan style=\"font-weight: 400\">retrieval practice produces better long-term memories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than studying. Flash cards are one way to try retrieval practice. Quizzes are another option because they also require students to retrieve new information from memory. Indeed, many teachers opt for speed drills, asking students to race through a page of multiplication problems in a minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flash cards can be less anxiety provoking, provide students immediate feedback with answers on the reverse side and allow students to repeat the retrieval practice immediately, running through the deck more than once. Still, kids are kids and they easily drift off task during independent practice time. With a timed quiz, the teacher can be more confident that everyone has benefited from a round of retrieval practice. I’d be curious to see flash cards and quizzes pitted against each other in a future classroom experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As charming as multiplication songs are – I have a soft spot for \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zSRRAHvSQBo\">\u003cspan style=\"font-weight: 400\">School House Rock\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and my editor fondly recalls her \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2PQf88h3sqE\">\u003cspan style=\"font-weight: 400\">Billy Leach multiplication records\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – they are unlikely to be as effective as flash cards because they don’t involve retrieval practice, according to Gino Camp, a professor of learning sciences at Open University in the Netherlands and one of the researchers on the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That doesn’t mean we should jettison the songs or all the other memorization methods just because some aren’t as effective as others. Researchers may eventually find that a combination of techniques is even more powerful. Still, there are limited minutes in the school day, and knowing which learning methods are the most effective can help everyone – teachers, parents and students – use their time wisely.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-flashcards-prevail-over-repetition-in-memorizing-multiplication-tables/\">\u003ci>\u003cspan style=\"font-weight: 400\">multiplication flash cards\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"A team of learning scientists compared two common methods for learning multiplication facts: chanting and flash cards. The results add to the evidence for “spaced retrieval practice” in classrooms.","status":"publish","parent":0,"modified":1698612626,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1004},"headData":{"title":"Flash cards prevail over repetition in memorizing multiplication tables | KQED","description":"A team of learning scientists compared two common methods for learning multiplication facts: chanting and flash cards.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A team of learning scientists compared two common methods for learning multiplication facts: chanting and flash cards."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62663/flash-cards-prevail-over-repetition-in-memorizing-multiplication-tables","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Young students around the world struggle to memorize multiplication tables, but the effort pays off. Cognitive scientists say that learning 6 x 7 and 8 x 9 by heart frees up the brain’s working memory so that students can focus on the more demanding aspects of problem solving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teachers \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">debate the best way to make multiplication automatic\u003c/a>. Some educators argue against drills and say fluency will develop with everyday usage. Others insist that schools should devote time to helping children memorize times tables. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even among proponents of memorization, it’s unclear which methods are the most effective. Should kids draw \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=R2IQB9I7zX0\">\u003cspan style=\"font-weight: 400\">their own color-coded tables\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and study them, or copy their multiplication facts out dozens of times? Should they play \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zSRRAHvSQBo\">\u003cspan style=\"font-weight: 400\">multiplication songs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and videos? Should they learn mnemonic tricks, like how the digits of the multiples of nine add up to nine (1+8, 2+7, 3+6, etc.)? My daughter’s gym teacher used to make students shout “7 x 5 is 35” and “6 x 8 is 48” as they did jumping jacks. (It was certainly a way to make jumping less monotonous.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help advise teachers, a team of learning scientists compared two common methods: chanting and \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">flash cards\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 2022 experiment took place in four second grade classrooms in the Netherlands. The teachers began by delivering a lesson on multiplying by three. Using the same scripted lesson, they explained multiplication concepts, such as: “If I grab three apples, and I do this only one time, how many apples do I have?” \u003c/span>\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\">After the lesson, half the classrooms practiced by reciting equations displayed on a whiteboard: “One times three is three, two times three is six…” through to 10. The other half practiced with flash cards. Students had their own personal sets with answers on the reverse side. Both groups spent five minutes practicing three times during the week for a total of 15 minutes. (More details on the experiment’s design \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/full/10.1002/acp.4141?campaign=wolearlyview\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the teachers moved on to multiplication by fours, the groups switched. The chanters quizzed themselves with flash cards, and the flash card kids started chanting. All the students practiced memorizing both ways. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The results added up to a clear winner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a pre-test before the lesson, the second graders got an average of three math facts right. Afterwards, the chanters tended to double their accuracy, answering six facts correctly. But the flash card users averaged eight correct. Students were tested again a full week later without any additional practice sessions, and the strong advantage for flash card users didn’t fade. It was a sign that flash card practice not only produces better short-term memories, but also better long-term ones – the ultimate goal.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62665\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62665 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2.png\" alt=\"Grayscale bar chart showing pre-test, post-test short term and post-test long term results. The gap between student scores for pre-test is small and widens on the bars for post-test. The post-test bars for the retrieval practices group are higher than the restudy group, indicating better student test scores.\" width=\"780\" height=\"420\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-160x86.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/image2-768x414.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Students scored higher on a multiplication test after practicing through flash cards (retrieval practice) than by chanting aloud (restudy). \u003ccite>(Source: Figure 1 of “The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting,” (2023) Journal of Applied Cognitive Psychology.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, “\u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/10.1002/acp.4141\">\u003cspan style=\"font-weight: 400\">The effect of retrieval practice on fluently retrieving multiplication facts in an authentic elementary school setting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” was published online in October 2023 in the journal Applied Cognitive Psychology. Though a small study of 48 students, this classroom experiment is a good example of the power of what cognitive scientists call “spaced retrieval practice,” in which the act of remembering consolidates information and helps the brain form long-term memories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Retrieval practice can seem counterintuitive. One might think that students should study before being assessed or quizzing themselves. But there’s a growing body of evidence that trying to recall something is itself a powerful tool for learning, particularly when you are given the correct answer immediately after making a stab at it and then get a chance to try again. Testing your memory – even when you draw a blank – is a way to build new memories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many experiments have shown that \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-021-09595-9\">\u003cspan style=\"font-weight: 400\">retrieval practice produces better long-term memories\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than studying. Flash cards are one way to try retrieval practice. Quizzes are another option because they also require students to retrieve new information from memory. Indeed, many teachers opt for speed drills, asking students to race through a page of multiplication problems in a minute. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Flash cards can be less anxiety provoking, provide students immediate feedback with answers on the reverse side and allow students to repeat the retrieval practice immediately, running through the deck more than once. Still, kids are kids and they easily drift off task during independent practice time. With a timed quiz, the teacher can be more confident that everyone has benefited from a round of retrieval practice. I’d be curious to see flash cards and quizzes pitted against each other in a future classroom experiment. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As charming as multiplication songs are – I have a soft spot for \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=zSRRAHvSQBo\">\u003cspan style=\"font-weight: 400\">School House Rock\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and my editor fondly recalls her \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2PQf88h3sqE\">\u003cspan style=\"font-weight: 400\">Billy Leach multiplication records\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – they are unlikely to be as effective as flash cards because they don’t involve retrieval practice, according to Gino Camp, a professor of learning sciences at Open University in the Netherlands and one of the researchers on the study.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That doesn’t mean we should jettison the songs or all the other memorization methods just because some aren’t as effective as others. Researchers may eventually find that a combination of techniques is even more powerful. Still, there are limited minutes in the school day, and knowing which learning methods are the most effective can help everyone – teachers, parents and students – use their time wisely.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-flashcards-prevail-over-repetition-in-memorizing-multiplication-tables/\">\u003ci>\u003cspan style=\"font-weight: 400\">multiplication flash cards\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62663/flash-cards-prevail-over-repetition-in-memorizing-multiplication-tables","authors":["byline_mindshift_62663"],"categories":["mindshift_21504"],"tags":["mindshift_21830","mindshift_21829","mindshift_21832","mindshift_392","mindshift_20556","mindshift_21641","mindshift_21828","mindshift_21152","mindshift_21831","mindshift_21438"],"featImg":"mindshift_62664","label":"mindshift"},"mindshift_62428":{"type":"posts","id":"mindshift_62428","meta":{"index":"posts_1591205157","site":"mindshift","id":"62428","score":null,"sort":[1695636049000]},"guestAuthors":[],"slug":"dealing-with-test-anxiety-practice-quizzes-can-actually-help","title":"Dealing with test anxiety? Practice quizzes can actually help","publishDate":1695636049,"format":"standard","headTitle":"Dealing with test anxiety? Practice quizzes can actually help | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In education circles, it’s popular to rail against testing, \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">especially timed exams\u003c/a>. Tests are stressful and not the best way to measure knowledge, wrote Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School in a Sept. 20, 2023 \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/09/20/opinion/culture/timed-tests-biased-kids.html\">\u003cspan style=\"font-weight: 400\">New York Times essay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to agree. But there’s another side to the testing story, with a lot of evidence behind it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cognitive scientists argue that testing improves learning. They call it “practice retrieval” or “test-enhanced learning.” In layman’s language, that means that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">the brain learns new information and skills by being forced to recall them periodically\u003c/a>. Remembering consolidates information and helps the brain form long-term memories. Of course, testing is not the only way to accomplish this, but it’s easy and efficient in a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several meta-analyses, which summarize the evidence from many studies, have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000309\">\u003cspan style=\"font-weight: 400\">higher achievement when students take quizzes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> instead of, say, reviewing notes or rereading a book chapter. “There’s decades and decades of research showing that taking practice tests will actually improve your learning,” said \u003ca href=\"https://www.ucl.ac.uk/brain-sciences/people/professor-david-shanks\">David Shanks\u003c/a>, a professor of psychology and deputy dean of the Faculty of Brain Sciences at University College London. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many students get \u003ca href=\"https://www.kqed.org/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real\">overwhelmed during tests\u003c/a>. Shanks and a team of four researchers wanted to find out whether quizzes exacerbate test anxiety. The team collected 24 studies that measured students’ test anxiety and found that, on average, practice tests and quizzes not only improved academic achievement, but also ended up reducing test anxiety. Their \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-023-09801-w\">\u003cspan style=\"font-weight: 400\">meta-analysis was published in Educational Psychology Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in August 2023. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks says quizzes can be a “gentle” way to help students face challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not like being thrown into the deep end of a swimming pool,” said Shanks. “It’s like being put very gently into the shallow end. And then the next time a little bit deeper, and then a little bit deeper. And so the possibility of becoming properly afraid just never arises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why test anxiety diminishes is unclear. It could be because students are learning to tolerate testing conditions through repeated exposure, as Shanks described. Or it could be because quizzes are helping students master the material and perform better on the final exam. We tend to be less anxious about things we’re good at. Unfortunately, the underlying studies didn’t collect the data that could resolve this academic debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks doesn’t think competency alone reduces test anxiety. “We know that many high achieving students get very anxious,” he said. “So it can’t just be that your anxiety goes down as your performance goes up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To minimize test anxiety, Shanks advises that practice tests be low stakes, either ungraded or ones that students can retake multiple times. He also suggests gamified quizzes to make tests more fun and entertaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of this advice is controversial. Many education experts argue against timed spelling tests or multiplication quizzes, but Shanks recommends both. “We would strongly speculate that there is both a learning benefit from those tests and a beneficial impact on anxiety,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks said a lot more research is needed. Many of the 24 existing studies were small experiments and of uneven quality, and measuring test anxiety through surveys is an inexact science. The underlying studies covered a range of school subjects, from math and science to foreign languages, and took place in both classrooms and laboratory settings, studying students as young as third grade and as old as college. Nearly half the studies took place in the United States with the remainder in the United Kingdom, Malaysia, Nigeria, Iran, Brazil, the Netherlands, China, Singapore and Pakistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks cautioned that this meta-analysis should not be seen as a “definitive” pronouncement that tests reduce anxiety, but rather as a summary of early research in a field that is still in its “infancy.” One big issue is that the studies measured average test anxiety for students. There may be a small minority of students who are particularly sensitive to test anxiety and who may be harmed by practice tests. These differences could be the subject of future research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another issue is the tradeoff between boosting achievement and reducing anxiety. The harder the practice test, the more beneficial it is for learning. But the lower the stakes for a quiz, the better it is for reducing anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks dreams of finding a Goldilocks “sweet spot” where “the stakes are not so high that the test begins to provoke anxiety, but the stakes are just high enough to get the full benefit of the testing effect. We’re miles away from having firm answers to subtle questions like that.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-lowering-test-anxiety-in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">test anxiety\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"A review of 24 studies finds quizzes improve achievement and reduce test anxiety.","status":"publish","parent":0,"modified":1695416349,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":895},"headData":{"title":"Dealing with test anxiety? Practice quizzes can actually help | KQED","description":"A review of 24 studies finds quizzes improve achievement and reduce test anxiety.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A review of 24 studies finds quizzes improve achievement and reduce test anxiety."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62428/dealing-with-test-anxiety-practice-quizzes-can-actually-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In education circles, it’s popular to rail against testing, \u003ca href=\"https://www.kqed.org/mindshift/61712/do-math-drills-help-children-learn\">especially timed exams\u003c/a>. Tests are stressful and not the best way to measure knowledge, wrote Adam Grant, an organizational psychologist at the University of Pennsylvania’s Wharton School in a Sept. 20, 2023 \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/09/20/opinion/culture/timed-tests-biased-kids.html\">\u003cspan style=\"font-weight: 400\">New York Times essay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s tempting to agree. But there’s another side to the testing story, with a lot of evidence behind it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cognitive scientists argue that testing improves learning. They call it “practice retrieval” or “test-enhanced learning.” In layman’s language, that means that \u003ca href=\"https://www.kqed.org/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist\">the brain learns new information and skills by being forced to recall them periodically\u003c/a>. Remembering consolidates information and helps the brain form long-term memories. Of course, testing is not the only way to accomplish this, but it’s easy and efficient in a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several meta-analyses, which summarize the evidence from many studies, have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000309\">\u003cspan style=\"font-weight: 400\">higher achievement when students take quizzes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> instead of, say, reviewing notes or rereading a book chapter. “There’s decades and decades of research showing that taking practice tests will actually improve your learning,” said \u003ca href=\"https://www.ucl.ac.uk/brain-sciences/people/professor-david-shanks\">David Shanks\u003c/a>, a professor of psychology and deputy dean of the Faculty of Brain Sciences at University College London. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, many students get \u003ca href=\"https://www.kqed.org/mindshift/60905/theres-no-such-thing-as-a-bad-test-taker-but-anxiety-is-real\">overwhelmed during tests\u003c/a>. Shanks and a team of four researchers wanted to find out whether quizzes exacerbate test anxiety. The team collected 24 studies that measured students’ test anxiety and found that, on average, practice tests and quizzes not only improved academic achievement, but also ended up reducing test anxiety. Their \u003c/span>\u003ca href=\"https://link.springer.com/article/10.1007/s10648-023-09801-w\">\u003cspan style=\"font-weight: 400\">meta-analysis was published in Educational Psychology Review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in August 2023. \u003c/span>\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\">Shanks says quizzes can be a “gentle” way to help students face challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not like being thrown into the deep end of a swimming pool,” said Shanks. “It’s like being put very gently into the shallow end. And then the next time a little bit deeper, and then a little bit deeper. And so the possibility of becoming properly afraid just never arises.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why test anxiety diminishes is unclear. It could be because students are learning to tolerate testing conditions through repeated exposure, as Shanks described. Or it could be because quizzes are helping students master the material and perform better on the final exam. We tend to be less anxious about things we’re good at. Unfortunately, the underlying studies didn’t collect the data that could resolve this academic debate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks doesn’t think competency alone reduces test anxiety. “We know that many high achieving students get very anxious,” he said. “So it can’t just be that your anxiety goes down as your performance goes up.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To minimize test anxiety, Shanks advises that practice tests be low stakes, either ungraded or ones that students can retake multiple times. He also suggests gamified quizzes to make tests more fun and entertaining. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of this advice is controversial. Many education experts argue against timed spelling tests or multiplication quizzes, but Shanks recommends both. “We would strongly speculate that there is both a learning benefit from those tests and a beneficial impact on anxiety,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks said a lot more research is needed. Many of the 24 existing studies were small experiments and of uneven quality, and measuring test anxiety through surveys is an inexact science. The underlying studies covered a range of school subjects, from math and science to foreign languages, and took place in both classrooms and laboratory settings, studying students as young as third grade and as old as college. Nearly half the studies took place in the United States with the remainder in the United Kingdom, Malaysia, Nigeria, Iran, Brazil, the Netherlands, China, Singapore and Pakistan. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks cautioned that this meta-analysis should not be seen as a “definitive” pronouncement that tests reduce anxiety, but rather as a summary of early research in a field that is still in its “infancy.” One big issue is that the studies measured average test anxiety for students. There may be a small minority of students who are particularly sensitive to test anxiety and who may be harmed by practice tests. These differences could be the subject of future research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another issue is the tradeoff between boosting achievement and reducing anxiety. The harder the practice test, the more beneficial it is for learning. But the lower the stakes for a quiz, the better it is for reducing anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shanks dreams of finding a Goldilocks “sweet spot” where “the stakes are not so high that the test begins to provoke anxiety, but the stakes are just high enough to get the full benefit of the testing effect. We’re miles away from having firm answers to subtle questions like that.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-lowering-test-anxiety-in-the-classroom/\">\u003ci>\u003cspan style=\"font-weight: 400\">test anxiety\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62428/dealing-with-test-anxiety-practice-quizzes-can-actually-help","authors":["byline_mindshift_62428"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_20589","mindshift_108","mindshift_20556","mindshift_20726","mindshift_21152","mindshift_21541"],"featImg":"mindshift_62430","label":"mindshift"},"mindshift_62167":{"type":"posts","id":"mindshift_62167","meta":{"index":"posts_1591205157","site":"mindshift","id":"62167","score":null,"sort":[1691402429000]},"guestAuthors":[],"slug":"recent-studies-on-the-google-effect-add-to-evidence-that-the-internet-is-making-us-dumber","title":"Recent studies on the “Google effect” add to evidence that the internet is making us dumber","publishDate":1691402429,"format":"standard","headTitle":"Recent studies on the “Google effect” add to evidence that the internet is making us dumber | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">One of the great debates in education spans more than two millennia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around 370 B.C., Plato wrote that his teacher Socrates fretted that writing things down would cause humans to become ignorant because they wouldn’t have to memorize anything. (Ironically, the only reason we know this is because it was written down in Plato’s “Phaedrus,” still available today.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Albert Einstein argued the opposite in 1921. “It is not so very important for a person to learn facts,” the Nobel laureate said, according to his biographer Philipp Frank. “The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But neither of these great thinkers could anticipate how the debate would play out in the Age of Google. Not long after the search engine company was founded in 1998, psychologists began to wonder how the ability to have so much information instantly available was changing our brains. A \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">\u003cspan style=\"font-weight: 400\">seminal 2011 paper established the so-called “Google effect,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> our tendency to forget information that we can easily look up on the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers didn’t actually study how people use Google or any internet search engine. Instead they drafted a list of trivia items, such as the fact that an ostrich’s eye is bigger than its brain. Then, in a series of experiments, they documented how university students were less likely to recall these facts when they thought they had saved them in a computer file for future reference. Students who were told they wouldn’t be able to refer to the trivia later did much better on recall assessments.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Participants apparently did not make the effort to remember when they thought they could later look up the trivia statements they had read,” the researchers wrote, and they believed that this is what was happening to the rest of us every day with Google. “Because search engines are continually available to us, we may often be in a state of not feeling we need to encode the information internally. When we need it, we will look it up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study made a huge splash in the journal \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">\u003cspan style=\"font-weight: 400\">Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, followed by popular articles about the “Google effect.” Would we all suffer from digital amnesia and cease to learn things that were readily available at our fingertips in seconds? People argued about how serious the problem was in a modern replay of the debate that captivated Socrates and Einstein. Is it better to not waste precious brain space on inane trivia and free the mind for more substantial thoughts? Others argued some things are worth remembering even if we can look them up, and worried that our brains would atrophy without the discipline of memorization.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But here the narrative goes sideways, as it often does in scientific exploration. Other researchers \u003c/span>\u003ca href=\"https://www.academia.edu/35122371/Agent_Technology_Interactions_Is_the_Computer_a_Transactive_Memory_Partner\">\u003cspan style=\"font-weight: 400\">couldn’t replicate the Google effect \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when they repeated similar memory experiments. In a \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41562-018-0399-z\">\u003cspan style=\"font-weight: 400\">2018 article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 24 researchers declared that the Google effect was one of many dubious claims in social sciences. That same year, the veracity of the Google effect was debated at the annual meeting of the Association for Psychological Science, where scholars described repeated failures. Many researchers said they didn’t find that people were able to remember deleted information better than saved information. That conference generated \u003c/span>\u003ca href=\"https://static1.squarespace.com/static/5c8baca1e5f7d136349ea789/t/5da47cfe46f2bb3100916f09/1571060990654/Cognition+in+the+internet+age.pdf\">\u003cspan style=\"font-weight: 400\">a flurry of essays and commentaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about the confusion over how the internet was changing human cognition and memory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The skepticism in the research community clashed with our gut feelings. So many of us, including this writer, have had the experience of quickly forgetting information that we have Googled. The debate generated yet more studies that are starting to refine our understanding of the Google effect and suggest ways to cope with it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Subsequent researchers have since been able to replicate the Google effect when they tweaked the trivia experiment. In a \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2021.1962356?journalCode=pmem20\">\u003cspan style=\"font-weight: 400\">paper published in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, University of California Santa Cruz researchers began by adding a confirmation step. Participants first took a practice quiz where they could refer to the trivia they had saved in a file. Later, when researchers intentionally crashed the save feature, those participants were terrible at remembering the facts. Participants who weren’t expecting to be able to refer to the information later recalled more trivia than those who were planning to refer to their notes, which had vanished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, no actual Googling took place in those adjusted experiments. More interesting are experiments that directly study internet search. Another 2021 paper, “\u003c/span>\u003ca href=\"https://bpb-us-w2.wpmucdn.com/campuspress.yale.edu/dist/c/259/files/2021/02/Fisher-Information-without-knowledge-the-effects-of-Internet-search-on-learning-copy.pdf\">\u003cspan style=\"font-weight: 400\">Information without knowledge: the effects of Internet search on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” directly compared internet searching to giving people the answers. One might imagine that the active quest of seeking answers should improve our absorption of information, but the opposite happened. Those who were simply given the information on computer screens and told to read it learned more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people see how to reliably access new information using Google, they become less likely to store that information in their own memory,” the authors concluded.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The problem was not that the Googlers had failed in their online research. Researchers confirmed that the Googlers had found the exact same information that other study participants had been given to read. For example, participants would receive the following instruction: “Topic: Autism Treatment Options. Please search online for the apa.org page with the text about this topic to confirm details about it.” They were reminded that the quiz questions would be based on the information from the website. Participants searched for the article and read it. To prove they had navigated to the correct place, participants had to copy and paste the URL from the website they accessed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also tested whether there was a difference between Googling and clicking on internet links. The links sent people directly to the web pages that had the correct information. Again, the Google searchers lost; they performed worse on an assessment than those who accessed the exact same information through a link.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across five different experiments, those who searched the internet not only scored lower in a quiz, but they were also just as confident that they had mastered the material. In some cases, the Google searchers were significantly more confident. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are two lessons from this study. The first is that the stuff we’re Googling isn’t sticking in our memories and is quickly forgotten. It’s far more direct proof of the Google effect than the earlier trivia studies. The second lesson is that we are also overestimating how much we’ve learned from Google searches. That overconfidence is bad for learning because if we think we already know something, we might study less. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://pepsmccrea.com/about/\">\u003cspan style=\"font-weight: 400\">Peps McCrea\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a U.K. educator and a writer, brought this Google search study to my attention in his newsletter, “\u003c/span>\u003ca href=\"https://snacks.pepsmccrea.com/\">\u003cspan style=\"font-weight: 400\">Evidence Snacks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” His advice to teachers: “Where possible, it’s probably best that we ‘just teach it’ rather than getting our students to ‘just Google it’.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That advice runs counter to the notion that students generally learn best when they discover answers for themselves. By no means does this study suggest that all inquiry learning is wrongheaded, but it certainly does suggest that there is a time and place for direct, explicit instruction – especially when the alternative is having students conduct research themselves over the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McCrea also highlighted another 2021 paper, which suggests better ways to use Google. In “\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1475725720961593\">\u003cspan style=\"font-weight: 400\">Answer First or Google First? Using the Internet in ways that Enhance, not Impair, One’s Subsequent Retention of Needed Information\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” study participants who attempted a computer programming task before consulting Google for help outperformed participants who were allowed to search Google right away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefit of attempting a problem before Googling was larger for people who already had computer programming experience. That’s consistent with a large body of cognitive science research that shows the importance of prior knowledge. Without it, it’s hard to absorb new information because we can’t connect it to what we already know. (Socrates had a point; knowing things matters for learning.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But human nature is to do the opposite and Google before trying. In a 2022 paper, “\u003c/span>\u003ca href=\"https://www.proquest.com/docview/2724278432\">\u003cspan style=\"font-weight: 400\">Thinking first versus googling first: Preferences and consequences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” the same authors confirmed that people have better recall when they think before they Google, but four out of five participants preferred to Google first. It might seem strange that thinking first helps even if you don’t know the answer. But that’s consistent with research dating back decades showing that even a \u003c/span>\u003ca href=\"https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/Bjork1988ReRetrieval.pdf\">\u003cspan style=\"font-weight: 400\">failed attempt to remember something\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can boost the learning of new information. An initial act of thought helps to facilitate the formation of memories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These studies don’t resolve the old debate of what we ought to memorize that engaged Socrates and Einstein. But it seems worthwhile to pause before Googling and take a guess. Even a wrong guess may help you remember the right information after you Google. And who knows, maybe the arcana will add to your reservoir of knowledge and will ultimately help you learn something far more worthwhile.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-a-spate-of-recent-studies-on-the-google-effect-adds-to-evidence-that-the-internet-is-making-us-dumber/\">\u003ci>\u003cspan style=\"font-weight: 400\">Google effect\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A spate of new studies shows that information we’re Googling isn’t sticking in our memories and is quickly forgotten.","status":"publish","parent":0,"modified":1691270861,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1612},"headData":{"title":"Recent studies on the “Google effect” add to evidence that the internet is making us dumber | KQED","description":"A spate of new studies show that information we’re Googling isn’t sticking in our memories and is quickly forgotten.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A spate of new studies show that information we’re Googling isn’t sticking in our memories and is quickly forgotten."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62167/recent-studies-on-the-google-effect-add-to-evidence-that-the-internet-is-making-us-dumber","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">One of the great debates in education spans more than two millennia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Around 370 B.C., Plato wrote that his teacher Socrates fretted that writing things down would cause humans to become ignorant because they wouldn’t have to memorize anything. (Ironically, the only reason we know this is because it was written down in Plato’s “Phaedrus,” still available today.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Albert Einstein argued the opposite in 1921. “It is not so very important for a person to learn facts,” the Nobel laureate said, according to his biographer Philipp Frank. “The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But neither of these great thinkers could anticipate how the debate would play out in the Age of Google. Not long after the search engine company was founded in 1998, psychologists began to wonder how the ability to have so much information instantly available was changing our brains. A \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">\u003cspan style=\"font-weight: 400\">seminal 2011 paper established the so-called “Google effect,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> our tendency to forget information that we can easily look up on the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers didn’t actually study how people use Google or any internet search engine. Instead they drafted a list of trivia items, such as the fact that an ostrich’s eye is bigger than its brain. Then, in a series of experiments, they documented how university students were less likely to recall these facts when they thought they had saved them in a computer file for future reference. Students who were told they wouldn’t be able to refer to the trivia later did much better on recall assessments.\u003c/span>\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\">“Participants apparently did not make the effort to remember when they thought they could later look up the trivia statements they had read,” the researchers wrote, and they believed that this is what was happening to the rest of us every day with Google. “Because search engines are continually available to us, we may often be in a state of not feeling we need to encode the information internally. When we need it, we will look it up.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study made a huge splash in the journal \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/dwegner/files/sparrow_et_al._2011.pdf\">\u003cspan style=\"font-weight: 400\">Science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, followed by popular articles about the “Google effect.” Would we all suffer from digital amnesia and cease to learn things that were readily available at our fingertips in seconds? People argued about how serious the problem was in a modern replay of the debate that captivated Socrates and Einstein. Is it better to not waste precious brain space on inane trivia and free the mind for more substantial thoughts? Others argued some things are worth remembering even if we can look them up, and worried that our brains would atrophy without the discipline of memorization.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But here the narrative goes sideways, as it often does in scientific exploration. Other researchers \u003c/span>\u003ca href=\"https://www.academia.edu/35122371/Agent_Technology_Interactions_Is_the_Computer_a_Transactive_Memory_Partner\">\u003cspan style=\"font-weight: 400\">couldn’t replicate the Google effect \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when they repeated similar memory experiments. In a \u003c/span>\u003ca href=\"https://www.nature.com/articles/s41562-018-0399-z\">\u003cspan style=\"font-weight: 400\">2018 article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 24 researchers declared that the Google effect was one of many dubious claims in social sciences. That same year, the veracity of the Google effect was debated at the annual meeting of the Association for Psychological Science, where scholars described repeated failures. Many researchers said they didn’t find that people were able to remember deleted information better than saved information. That conference generated \u003c/span>\u003ca href=\"https://static1.squarespace.com/static/5c8baca1e5f7d136349ea789/t/5da47cfe46f2bb3100916f09/1571060990654/Cognition+in+the+internet+age.pdf\">\u003cspan style=\"font-weight: 400\">a flurry of essays and commentaries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about the confusion over how the internet was changing human cognition and memory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The skepticism in the research community clashed with our gut feelings. So many of us, including this writer, have had the experience of quickly forgetting information that we have Googled. The debate generated yet more studies that are starting to refine our understanding of the Google effect and suggest ways to cope with it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Subsequent researchers have since been able to replicate the Google effect when they tweaked the trivia experiment. In a \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/09658211.2021.1962356?journalCode=pmem20\">\u003cspan style=\"font-weight: 400\">paper published in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, University of California Santa Cruz researchers began by adding a confirmation step. Participants first took a practice quiz where they could refer to the trivia they had saved in a file. Later, when researchers intentionally crashed the save feature, those participants were terrible at remembering the facts. Participants who weren’t expecting to be able to refer to the information later recalled more trivia than those who were planning to refer to their notes, which had vanished.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, no actual Googling took place in those adjusted experiments. More interesting are experiments that directly study internet search. Another 2021 paper, “\u003c/span>\u003ca href=\"https://bpb-us-w2.wpmucdn.com/campuspress.yale.edu/dist/c/259/files/2021/02/Fisher-Information-without-knowledge-the-effects-of-Internet-search-on-learning-copy.pdf\">\u003cspan style=\"font-weight: 400\">Information without knowledge: the effects of Internet search on learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” directly compared internet searching to giving people the answers. One might imagine that the active quest of seeking answers should improve our absorption of information, but the opposite happened. Those who were simply given the information on computer screens and told to read it learned more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people see how to reliably access new information using Google, they become less likely to store that information in their own memory,” the authors concluded.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The problem was not that the Googlers had failed in their online research. Researchers confirmed that the Googlers had found the exact same information that other study participants had been given to read. For example, participants would receive the following instruction: “Topic: Autism Treatment Options. Please search online for the apa.org page with the text about this topic to confirm details about it.” They were reminded that the quiz questions would be based on the information from the website. Participants searched for the article and read it. To prove they had navigated to the correct place, participants had to copy and paste the URL from the website they accessed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers also tested whether there was a difference between Googling and clicking on internet links. The links sent people directly to the web pages that had the correct information. Again, the Google searchers lost; they performed worse on an assessment than those who accessed the exact same information through a link.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Across five different experiments, those who searched the internet not only scored lower in a quiz, but they were also just as confident that they had mastered the material. In some cases, the Google searchers were significantly more confident. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are two lessons from this study. The first is that the stuff we’re Googling isn’t sticking in our memories and is quickly forgotten. It’s far more direct proof of the Google effect than the earlier trivia studies. The second lesson is that we are also overestimating how much we’ve learned from Google searches. That overconfidence is bad for learning because if we think we already know something, we might study less. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://pepsmccrea.com/about/\">\u003cspan style=\"font-weight: 400\">Peps McCrea\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a U.K. educator and a writer, brought this Google search study to my attention in his newsletter, “\u003c/span>\u003ca href=\"https://snacks.pepsmccrea.com/\">\u003cspan style=\"font-weight: 400\">Evidence Snacks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” His advice to teachers: “Where possible, it’s probably best that we ‘just teach it’ rather than getting our students to ‘just Google it’.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That advice runs counter to the notion that students generally learn best when they discover answers for themselves. By no means does this study suggest that all inquiry learning is wrongheaded, but it certainly does suggest that there is a time and place for direct, explicit instruction – especially when the alternative is having students conduct research themselves over the internet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">McCrea also highlighted another 2021 paper, which suggests better ways to use Google. In “\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1475725720961593\">\u003cspan style=\"font-weight: 400\">Answer First or Google First? Using the Internet in ways that Enhance, not Impair, One’s Subsequent Retention of Needed Information\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” study participants who attempted a computer programming task before consulting Google for help outperformed participants who were allowed to search Google right away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The benefit of attempting a problem before Googling was larger for people who already had computer programming experience. That’s consistent with a large body of cognitive science research that shows the importance of prior knowledge. Without it, it’s hard to absorb new information because we can’t connect it to what we already know. (Socrates had a point; knowing things matters for learning.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But human nature is to do the opposite and Google before trying. In a 2022 paper, “\u003c/span>\u003ca href=\"https://www.proquest.com/docview/2724278432\">\u003cspan style=\"font-weight: 400\">Thinking first versus googling first: Preferences and consequences\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” the same authors confirmed that people have better recall when they think before they Google, but four out of five participants preferred to Google first. It might seem strange that thinking first helps even if you don’t know the answer. But that’s consistent with research dating back decades showing that even a \u003c/span>\u003ca href=\"https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/Bjork1988ReRetrieval.pdf\">\u003cspan style=\"font-weight: 400\">failed attempt to remember something\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can boost the learning of new information. An initial act of thought helps to facilitate the formation of memories.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These studies don’t resolve the old debate of what we ought to memorize that engaged Socrates and Einstein. But it seems worthwhile to pause before Googling and take a guess. Even a wrong guess may help you remember the right information after you Google. And who knows, maybe the arcana will add to your reservoir of knowledge and will ultimately help you learn something far more worthwhile.\u003c/span>\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>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-a-spate-of-recent-studies-on-the-google-effect-adds-to-evidence-that-the-internet-is-making-us-dumber/\">\u003ci>\u003cspan style=\"font-weight: 400\">Google effect\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62167/recent-studies-on-the-google-effect-add-to-evidence-that-the-internet-is-making-us-dumber","authors":["byline_mindshift_62167"],"categories":["mindshift_21504"],"tags":["mindshift_21748","mindshift_21746","mindshift_21747","mindshift_20556","mindshift_21749"],"featImg":"mindshift_62168","label":"mindshift"},"mindshift_60868":{"type":"posts","id":"mindshift_60868","meta":{"index":"posts_1591205157","site":"mindshift","id":"60868","score":null,"sort":[1674471657000]},"guestAuthors":[],"slug":"many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","title":"Many students are using study strategies that don't work — and better options exist","publishDate":1674471657,"format":"audio","headTitle":"Many students are using study strategies that don’t work — and better options exist | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>Daniel Willingham is a University of Virginia psychologist who frequently engages in pop culture battles armed with academic research. He has made it a personal crusade to persuade teachers that the idea of \u003ca href=\"http://www.danielwillingham.com/learning-styles-faq.html\" target=\"_blank\" rel=\"noopener noreferrer\">learning styles is a myth\u003c/a>. (Research evidence shows that we all learn through a variety of ways: visually, aurally and kinesthetically.) For years, he has complained that teachers aren’t heeding research about reading instruction, and that many educators are misguided when it comes to teaching \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">critical thinking\u003c/a>. Now, Willingham has shifted his focus from teachers to students. In his new book, “\u003ca href=\"https://www.simonandschuster.com/books/Outsmart-Your-Brain/Daniel-T-Willingham/9781982167172\" target=\"_blank\" rel=\"noopener noreferrer\">Outsmart Your Brain: Why Learning is Hard and How You Can Make it Easy\u003c/a>,” he points out all the wrong ways that students do homework, take notes in class or study for tests. (This interview has been edited and condensed for clarity.)\u003c/p>\n\u003cp>\u003cstrong>Q: You have almost 100 research-based tips on how to be a better student and almost all of them are just the opposite of what I did when I was in school. Don’t read over your notes to study for a test. Don’t use a highlighter when reading class assignments. Don’t combat procrastination through to-do lists. I’ve been studying wrong my whole life. Why is effective studying so counterintuitive? \u003c/strong>\u003c/p>\n\u003cp>A: Students are doing things that feel really effective at the moment. It’s not like these strategies are completely fruitless. They’ve made it to college with them. But they don’t know the counterfactual; they don’t know what would happen if they engaged in other strategies.\u003c/p>\n\u003cp>\u003cstrong>Q: It’s interesting that students may feel something is working even when it isn’t.\u003c/strong>\u003c/p>\n\u003cp>A: Right! The most dramatic example, which I write about in the book, is reading over your notes. It’s the most common study strategy and it’s bad in two ways. It’s not very good for memory. But it also increases this feeling of familiarity. And to me, probably the most surprising idea in the book is that you can think you know things. A strong feeling of familiarity leads people to judge that they know something. But it’s not the kind of knowing that’s going to be expected in the classroom. On a test, you need to connect information; you need to be able to explain it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One of the best ways to study is to probe your memory. Create your own practice tests. Flashcards, I think, get a bad rap because there’s this idea that it’s just rote and it’s only going to be appropriate for learning vocabulary or something. But doing flashcards is essentially testing yourself so I think it’s a great idea. There’s no reason you can’t pose and answer conceptual questions in a flashcard format, including essay questions. This is getting you thinking about themes and connecting big ideas, and that’s going to be useful for studying.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=-t5pr11Vj2E]\u003cbr>\n\u003cstrong>Q: A decade ago, you wrote the book, “When Can You Trust the Experts?” In it, you showed readers how to evaluate whether a claim or an educational practice is based on evidence. If you were to apply the skeptical approach to your current book on study tips, what would you say? Why should we trust your reading of the research here?\u003c/strong>\u003c/p>\n\u003cp>A: That’s a great question. Initially I thought about trying to be super clear about the evidentiary status of each of these tips. They vary. I thought I would do a grading system, like a number of ducks between one and five, to show how much research evidence there is behind each one. But I decided that would bog things down too much.\u003c/p>\n\u003cp>There is a bibliography that describes the citations. You could ferret out the evidence for any particular tip based on what’s there. Candidly, I don’t make it super easy for the reader. The bottom line is that I’m kind of asking people to “trust the expert.” Sorry.\u003c/p>\n\u003cp>\u003cstrong>Q: What’s a tip that has a lot of evidence and what’s a tip that doesn’t?\u003c/strong>\u003c/p>\n\u003cp>A: The idea that probing memory is an effective way to help cement things into memory seems to be a fundamental attribute of learning. That’s been very, very broadly tested across different subjects and different ages.\u003c/p>\n\u003cp>A tip that doesn’t have much evidence behind it is tip number four, where I say to be thoughtful about when to read. To my knowledge, there have been no experiments done on this at all. Instructors will almost always say come to class having done the reading. And that makes perfect sense. If they are lecturing in a way that assumes that you have done the reading and have to a certain extent mastered it, they are going to go beyond it. But sometimes it’s really not true at all. It’s frequently easier to listen than it is to read. If things aren’t perfectly clear, you can ask the instructor questions. You can’t query the author in the same way. So that’s the sort of thinking behind why I give this tip. It may make sense to do the reading after the lecture instead of before. But I don’t know of any direct evidence that it will be more effective.\u003c/p>\n\u003cp>\u003cstrong>Q: I love that the cognitive scientist is giving us permission to procrastinate our assigned reading.\u003c/strong>\u003c/p>\n\u003cp>A: Hold on, Jill. Let’s call this being strategic about deploying our time.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=JmhYnvm0kPg]\u003c/p>\n\u003cp>\u003cstrong>Q: And for students who don’t want to read your book, you’ve made several \u003c/strong>\u003ca href=\"https://www.youtube.com/channel/UCOxkrOhWjOgIEJDaNqHlrVQ\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>TikTok videos on some of your study tips\u003c/strong>\u003c/a>\u003cstrong>! More seriously, you’ve written two books that explain research on reading, “The Reading Mind” and “Raising Kids Who Read.” What was your reaction to “\u003c/strong>\u003ca href=\"https://features.apmreports.org/sold-a-story/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Sold A Story\u003c/strong>\u003c/a>\u003cstrong>,” Emily Hanford’s podcast about why schools aren’t teaching reading properly despite decades of research?\u003c/strong>\u003c/p>\n\u003cp>A: As someone who’s been writing about the science of reading for a long time, I can’t help but be excited and grateful to Emily Hanford for this reporting.\u003c/p>\n\u003cp>I think she basically got the research right. The idea that I think didn’t come across as clearly as it might have is that the importance of phonics instruction varies depending on what else the child brings to the table. Children who come to school with very strong phonemic awareness and very strong oral language skills frequently need less explicit reading instruction and phonics. Children who do not have those tools usually need more. The reason I think it’s so important is that it helps us understand how you could be an educator and downplay the importance of phonics.\u003c/p>\n\u003cp>I also saw complaints that “Sold A Story” didn’t talk about other important aspects of reading, like background knowledge. When something’s really complex, you don’t tackle the whole thing. But what does concern me is that it may lead to the impression that people like Emily think that all you need to do is fix phonics, and then you’re home free. So people who are not very receptive to this message now, may eventually say, “Well see, reading hasn’t been fixed. So therefore, you were wrong all along.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-one-expert-on-what-students-do-wrong/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Daniel Willingham\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In his new book, “Outsmart Your Brain,” University of Virginia psychologist Daniel Willingham points out all the wrong ways that students do homework, take notes in class or study for tests, and he offers almost 100 research-based tips on how to be a better student.","status":"publish","parent":0,"modified":1700528855,"stats":{"hasAudio":true,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1334},"headData":{"title":"Many students are using study strategies that don't work — and better options exist | KQED","description":"In his new book UVA psychologist Daniel Willingham offers almost 100-research-based tips on how to be a better student.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In his new book UVA psychologist Daniel Willingham offers almost 100-research-based tips on how to be a better student."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC5796443433.mp3?updated=1684894148","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Daniel Willingham is a University of Virginia psychologist who frequently engages in pop culture battles armed with academic research. He has made it a personal crusade to persuade teachers that the idea of \u003ca href=\"http://www.danielwillingham.com/learning-styles-faq.html\" target=\"_blank\" rel=\"noopener noreferrer\">learning styles is a myth\u003c/a>. (Research evidence shows that we all learn through a variety of ways: visually, aurally and kinesthetically.) For years, he has complained that teachers aren’t heeding research about reading instruction, and that many educators are misguided when it comes to teaching \u003ca href=\"https://hechingerreport.org/scientific-research-on-how-to-teach-critical-thinking-contradicts-education-trends/\" target=\"_blank\" rel=\"noopener noreferrer\">critical thinking\u003c/a>. Now, Willingham has shifted his focus from teachers to students. In his new book, “\u003ca href=\"https://www.simonandschuster.com/books/Outsmart-Your-Brain/Daniel-T-Willingham/9781982167172\" target=\"_blank\" rel=\"noopener noreferrer\">Outsmart Your Brain: Why Learning is Hard and How You Can Make it Easy\u003c/a>,” he points out all the wrong ways that students do homework, take notes in class or study for tests. (This interview has been edited and condensed for clarity.)\u003c/p>\n\u003cp>\u003cstrong>Q: You have almost 100 research-based tips on how to be a better student and almost all of them are just the opposite of what I did when I was in school. Don’t read over your notes to study for a test. Don’t use a highlighter when reading class assignments. Don’t combat procrastination through to-do lists. I’ve been studying wrong my whole life. Why is effective studying so counterintuitive? \u003c/strong>\u003c/p>\n\u003cp>A: Students are doing things that feel really effective at the moment. It’s not like these strategies are completely fruitless. They’ve made it to college with them. But they don’t know the counterfactual; they don’t know what would happen if they engaged in other strategies.\u003c/p>\n\u003cp>\u003cstrong>Q: It’s interesting that students may feel something is working even when it isn’t.\u003c/strong>\u003c/p>\n\u003cp>A: Right! The most dramatic example, which I write about in the book, is reading over your notes. It’s the most common study strategy and it’s bad in two ways. It’s not very good for memory. But it also increases this feeling of familiarity. And to me, probably the most surprising idea in the book is that you can think you know things. A strong feeling of familiarity leads people to judge that they know something. But it’s not the kind of knowing that’s going to be expected in the classroom. On a test, you need to connect information; you need to be able to explain it.\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>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>One of the best ways to study is to probe your memory. Create your own practice tests. Flashcards, I think, get a bad rap because there’s this idea that it’s just rote and it’s only going to be appropriate for learning vocabulary or something. But doing flashcards is essentially testing yourself so I think it’s a great idea. There’s no reason you can’t pose and answer conceptual questions in a flashcard format, including essay questions. This is getting you thinking about themes and connecting big ideas, and that’s going to be useful for studying.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/-t5pr11Vj2E'\n title='//www.youtube.com/embed/-t5pr11Vj2E'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cbr>\n\u003cstrong>Q: A decade ago, you wrote the book, “When Can You Trust the Experts?” In it, you showed readers how to evaluate whether a claim or an educational practice is based on evidence. If you were to apply the skeptical approach to your current book on study tips, what would you say? Why should we trust your reading of the research here?\u003c/strong>\u003c/p>\n\u003cp>A: That’s a great question. Initially I thought about trying to be super clear about the evidentiary status of each of these tips. They vary. I thought I would do a grading system, like a number of ducks between one and five, to show how much research evidence there is behind each one. But I decided that would bog things down too much.\u003c/p>\n\u003cp>There is a bibliography that describes the citations. You could ferret out the evidence for any particular tip based on what’s there. Candidly, I don’t make it super easy for the reader. The bottom line is that I’m kind of asking people to “trust the expert.” Sorry.\u003c/p>\n\u003cp>\u003cstrong>Q: What’s a tip that has a lot of evidence and what’s a tip that doesn’t?\u003c/strong>\u003c/p>\n\u003cp>A: The idea that probing memory is an effective way to help cement things into memory seems to be a fundamental attribute of learning. That’s been very, very broadly tested across different subjects and different ages.\u003c/p>\n\u003cp>A tip that doesn’t have much evidence behind it is tip number four, where I say to be thoughtful about when to read. To my knowledge, there have been no experiments done on this at all. Instructors will almost always say come to class having done the reading. And that makes perfect sense. If they are lecturing in a way that assumes that you have done the reading and have to a certain extent mastered it, they are going to go beyond it. But sometimes it’s really not true at all. It’s frequently easier to listen than it is to read. If things aren’t perfectly clear, you can ask the instructor questions. You can’t query the author in the same way. So that’s the sort of thinking behind why I give this tip. It may make sense to do the reading after the lecture instead of before. But I don’t know of any direct evidence that it will be more effective.\u003c/p>\n\u003cp>\u003cstrong>Q: I love that the cognitive scientist is giving us permission to procrastinate our assigned reading.\u003c/strong>\u003c/p>\n\u003cp>A: Hold on, Jill. Let’s call this being strategic about deploying our time.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/JmhYnvm0kPg'\n title='//www.youtube.com/embed/JmhYnvm0kPg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q: And for students who don’t want to read your book, you’ve made several \u003c/strong>\u003ca href=\"https://www.youtube.com/channel/UCOxkrOhWjOgIEJDaNqHlrVQ\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>TikTok videos on some of your study tips\u003c/strong>\u003c/a>\u003cstrong>! More seriously, you’ve written two books that explain research on reading, “The Reading Mind” and “Raising Kids Who Read.” What was your reaction to “\u003c/strong>\u003ca href=\"https://features.apmreports.org/sold-a-story/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cstrong>Sold A Story\u003c/strong>\u003c/a>\u003cstrong>,” Emily Hanford’s podcast about why schools aren’t teaching reading properly despite decades of research?\u003c/strong>\u003c/p>\n\u003cp>A: As someone who’s been writing about the science of reading for a long time, I can’t help but be excited and grateful to Emily Hanford for this reporting.\u003c/p>\n\u003cp>I think she basically got the research right. The idea that I think didn’t come across as clearly as it might have is that the importance of phonics instruction varies depending on what else the child brings to the table. Children who come to school with very strong phonemic awareness and very strong oral language skills frequently need less explicit reading instruction and phonics. Children who do not have those tools usually need more. The reason I think it’s so important is that it helps us understand how you could be an educator and downplay the importance of phonics.\u003c/p>\n\u003cp>I also saw complaints that “Sold A Story” didn’t talk about other important aspects of reading, like background knowledge. When something’s really complex, you don’t tackle the whole thing. But what does concern me is that it may lead to the impression that people like Emily think that all you need to do is fix phonics, and then you’re home free. So people who are not very receptive to this message now, may eventually say, “Well see, reading hasn’t been fixed. So therefore, you were wrong all along.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5796443433&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\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>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-one-expert-on-what-students-do-wrong/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Daniel Willingham\u003c/em>\u003c/a>\u003cem> was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60868/many-students-are-using-study-strategies-that-dont-work-and-better-options-exist","authors":["byline_mindshift_60868"],"programs":["mindshift_21847"],"categories":["mindshift_21504","mindshift_21130","mindshift_21848"],"tags":["mindshift_20552","mindshift_20556","mindshift_46","mindshift_20725","mindshift_20823","mindshift_21421","mindshift_20736"],"featImg":"mindshift_60872","label":"mindshift_21847"},"mindshift_52158":{"type":"posts","id":"mindshift_52158","meta":{"index":"posts_1591205157","site":"mindshift","id":"52158","score":null,"sort":[1539262423000]},"guestAuthors":[],"slug":"how-stress-affects-your-memory","title":"How Stress Affects Your Memory","publishDate":1539262423,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>We've all had the experience of studying hard for a test, believing we know the information, and then sitting down in the testing room only to draw a blank. Why does that happen?\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.ted.com/talks/elizabeth_cox_the_surprising_link_between_stress_and_memory?language=en\" target=\"_blank\" rel=\"noopener\">TED-Ed video, \u003c/a>Elizabeth Cox explains there are many kinds of stress and many kinds of memory, but short term stress can affect a person's ability to recall facts. There are three basic steps to learning new information: acquisition, consolidation and retrieval. Moderate stress related to the memory task itself can \u003ca href=\"https://www.kqed.org/mindshift/43831/what-harnessing-the-positive-side-of-stress-can-do-for-students\" target=\"_blank\" rel=\"noopener\">actually have a positive affect\u003c/a> on the acquisition and consolidation phases. The brain releases corticosteriods when stressed, which prompt the amygdala to tell the hippocampus to consolidate a memory. The stress signals to the brain that the information is worth remembering, but \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">other emotions can be equally helpful to encode memories\u003c/a>.\u003c/p>\n\u003cp>Problems arise when a person experiences \u003ca href=\"https://www.kqed.org/mindshift/45096/when-schools-help-students-transcend-chronic-stress-to-tap-motivation\" target=\"_blank\" rel=\"noopener\">chronic stress\u003c/a>. When the brain is consistently bathed in corticosteroids it damages the hippocampus, inhibiting its ability to form memories. And, when a person experiences stress the brain inhibits the prefrontal cortex in order to allow its fight, flight or freeze response to kick in. The prefrontal cortex is responsible for retrieving memories, which is why we draw a blank during a stressful test.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hyg7lcU4g8E\u003c/p>\n\u003cp>However, there are ways to mitigate stressful situations. When studying, emulate the conditions of the test by doing practice problems on a timer, or sitting at a desk. That way those conditions won't be so stressful during the test. Exercise also helps reduce anxiety and increase well-being. Lastly, take a few deep breathes before beginning to calm the fight, flight or freeze response.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Have you ever wondered what's going on in the brain when you blank on information you're sure you know during a stressful test? TED-Ed explains why.","status":"publish","parent":0,"modified":1539262423,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":283},"headData":{"title":"How Stress Affects Your Memory | KQED","description":"Have you ever wondered what's going on in the brain when you blank on information you're sure you know during a stressful test? TED-Ed explains why.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52158 https://ww2.kqed.org/mindshift/?p=52158","disqusUrl":"https://ww2.kqed.org/mindshift/2018/10/11/how-stress-affects-your-memory/","disqusTitle":"How Stress Affects Your Memory","path":"/mindshift/52158/how-stress-affects-your-memory","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>We've all had the experience of studying hard for a test, believing we know the information, and then sitting down in the testing room only to draw a blank. Why does that happen?\u003c/p>\n\u003cp>In this \u003ca href=\"https://www.ted.com/talks/elizabeth_cox_the_surprising_link_between_stress_and_memory?language=en\" target=\"_blank\" rel=\"noopener\">TED-Ed video, \u003c/a>Elizabeth Cox explains there are many kinds of stress and many kinds of memory, but short term stress can affect a person's ability to recall facts. There are three basic steps to learning new information: acquisition, consolidation and retrieval. Moderate stress related to the memory task itself can \u003ca href=\"https://www.kqed.org/mindshift/43831/what-harnessing-the-positive-side-of-stress-can-do-for-students\" target=\"_blank\" rel=\"noopener\">actually have a positive affect\u003c/a> on the acquisition and consolidation phases. The brain releases corticosteriods when stressed, which prompt the amygdala to tell the hippocampus to consolidate a memory. The stress signals to the brain that the information is worth remembering, but \u003ca href=\"https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning\" target=\"_blank\" rel=\"noopener\">other emotions can be equally helpful to encode memories\u003c/a>.\u003c/p>\n\u003cp>Problems arise when a person experiences \u003ca href=\"https://www.kqed.org/mindshift/45096/when-schools-help-students-transcend-chronic-stress-to-tap-motivation\" target=\"_blank\" rel=\"noopener\">chronic stress\u003c/a>. When the brain is consistently bathed in corticosteroids it damages the hippocampus, inhibiting its ability to form memories. And, when a person experiences stress the brain inhibits the prefrontal cortex in order to allow its fight, flight or freeze response to kick in. The prefrontal cortex is responsible for retrieving memories, which is why we draw a blank during a stressful test.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hyg7lcU4g8E'\n title='//www.youtube.com/embed/hyg7lcU4g8E'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>However, there are ways to mitigate stressful situations. When studying, emulate the conditions of the test by doing practice problems on a timer, or sitting at a desk. That way those conditions won't be so stressful during the test. Exercise also helps reduce anxiety and increase well-being. Lastly, take a few deep breathes before beginning to calm the fight, flight or freeze response.\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/52158/how-stress-affects-your-memory","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20589","mindshift_20784","mindshift_1040","mindshift_20556","mindshift_46","mindshift_20925"],"featImg":"mindshift_52159","label":"mindshift"},"mindshift_52183":{"type":"posts","id":"mindshift_52183","meta":{"index":"posts_1591205157","site":"mindshift","id":"52183","score":null,"sort":[1537447435000]},"guestAuthors":[],"slug":"teachers-strategies-for-pronouncing-and-remembering-students-names-correctly","title":"Teachers' Strategies for Pronouncing and Remembering Students' Names Correctly","publishDate":1537447435,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p3\">\u003cspan class=\"s1\">Sandeep \u003c/span>Acharya answered when his teachers and classmates called him Sand-eep, even Sandy, for 12 years before he decided he couldn’t take it any longer: “Junior year of high school, I walked up to the blackboard in every one of my classes and drew a circle with lines radiating from the center. ‘Sun-deep,’ I said in a loud, firm voice. ‘Sun. Like a sun.’ ”\u003c/p>\n\u003cp class=\"p3\">The memory returned to Acharya, CEO of a health care startup, recently when he noticed his 2-year-old daughter introducing herself differently. “To white people, she’d say Savita, with a hard ‘t’ like in ‘torch.’ To everyone else, she’d say her name, Savita, where the ‘t’ makes a soft ‘th’ sound, like in ‘the.’ ”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Rita \u003c/span>Kohli, a professor in the Graduate School of Education at UC Riverside, explains the Hindi phenomenon as it applies to her own name: “It’s like Aretha Franklin but without the ‘uh.’ ”\u003c/p>\n\u003cp class=\"p3\">While mispronouncing a student’s name may seem minor, it can have a significant impact on how they see themselves and their cultural background, causing feelings of anxiety, invisibility, shame, resentment and humiliation, all of which can lead to social and educational disengagement. Kohli documented these findings in a \u003cspan class=\"s2\">\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">2012 \u003c/a>\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">\u003cspan class=\"s3\">article\u003c/span>\u003c/a>\u003cspan class=\"s1\"> she co-authored with UCLA \u003c/span>professor Daniel Solórzano titled “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">Teachers, please learn our names!\u003c/a>”\u003c/p>\n\u003cp class=\"p3\">Aspirations and motivation can suffer from the cumulative effect of these “mini-disasters,” which also set the tone for how students treat each other. On the other side of the coin, correct pronunciation can help “develop trust and rapport,” according to Christine Yeh, a professor at the University of San Francisco School of Education.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">That’s \u003c/span>why California’s Santa Clara County Office of Education created the “\u003ca href=\"https://www.mynamemyidentity.org/\">\u003cspan class=\"s4\">My \u003c/span>\u003cspan class=\"s2\">Name, My Identity\u003c/span>\u003c/a>\u003cspan class=\"s5\">” campaign. The \u003c/span>initiative asks community members to take a pledge to pronounce names correctly in order to foster a sense that students of all backgrounds are valuable and belong.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Dsnaytwk2ug\u003c/p>\n\u003cp class=\"p3\">The names of white and nonwhite children alike are mispronounced, Kohli and Solórzano write, but the experience is much more damaging for a child who “goes to school and reads textbooks that do not reference her culture, sees no teachers or administrators that look like her, and perhaps does not hear her home language,” since these cues (plus advertisements, movies and other indicators of societal values at large) already communicate “that who they are and where they come from is not important.” For one Latina study participant, having her name mispronounced made her wish her parents were more Americanized; a Sri Lankan American reported feeling that his name was “an imposition on others.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">They’re \u003c/span>not imagining things. Kathryn Campbell-Kibler, a sociolinguist at The Ohio State University, says the effort we put into overcoming a “barrier to communication” depends on (and communicates) social values. “You see the difference if you think about the way Americans typically respond to somebody with a heavy French accent versus somebody with a heavy Mandarin accent,” she explains. When it comes to names, an American who mispronounces the British surname St. Clair (think “Sinclair”), she says, will tend to have a sense of, “Oh, they have a fancy, special language, and if I don’t know how to handle that, it’s a flaw in me.” Whereas a Chinese name might provoke the reaction: “Those names are really hard to understand, and it’s not my responsibility to engage with that.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> The latter also “happens a lot with white teachers responding to names that are seen as typically black,” Campbell-Kibler says. \u003c/span>\u003cspan class=\"s1\">According \u003c/span>to Robert Bjork—a psychology professor at UCLA who is a leading scholar on human learning and memory—there are several reasons why names of all cultures can be difficult to remember. For starters, they’re arbitrary labels, as opposed to a nickname like “Red” or “Tiny,” which a person’s physical appearance might trigger. Then there’s the fact that “other demands often occupy our attentional and memory processes when we are meeting somebody new.” Whether that’s at a cocktail party or in a classroom with 33 children, distraction can make it impossible to recall a new name just minutes later. Even when initial storage is successful, Bjork says, retrieval is hampered because we accumulate a huge number of names over our lifetimes, many of which are similar.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">On \u003c/span>top of these difficulties, there can be linguistic barriers to pronouncing names that aren’t in one’s native tongue, particularly when dealing with differing sound systems. Professor Campbell-Kibler offers up Korean as an example. She says there are two separate sounds that occupy what an English speaker would think of as the “s” space, and a teacher might not have the cognitive capacity to perceive the difference between them.\u003c/p>\n\u003cp class=\"p3\">“If I don’t go and actually learn how to speak Korean extensively for years, I may just always get that wrong,” she says, but this type of real linguistic constraint “doesn’t come up all that often.” In other words, teachers are capable of pronouncing most names correctly.\u003c/p>\n\u003cp class=\"p3\">\u003cstrong>\u003cspan class=\"s1\">How \u003c/span>then can educators overcome the hurdles to doing so?\u003c/strong>\u003c/p>\n\u003cp class=\"p3\">It’s tempting to put the first key practice—mustering a legitimate interest in the name—into the bucket labeled “duh” by Samantha Giles, a special education teacher at Hill Elementary School in Garden Grove, California, but it stems from neural complexities. Say you were to ask Professor Bjork how to spell and pronounce his last name. He explains that if he replied “Bee-york” you might ask why it is not pronounced “Bah-Jork,” after which he would tell you that \u003cspan class=\"s1\">it is a Scandinavian name, similar to the word “fjord” where the “j” is pronounced like a “y.” Or he might add that “Bjork” means “birch,” as in the tree. An exchange like this, he says, “will exercise the very types of processing that enhance memory.” In \u003c/span>other words, it overcomes the cocktail party problem. The second essential step, he says, is “to produce—that is, actually say, someone’s name, because retrieving a name makes that name more retrievable in the future than does just hearing it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">“How \u003c/span>would you like me to say your child’s name?” is the specific wording Professor Kohli recommends for parents, and the following for students:\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">“I don’t know how to say your name yet, \u003c/span>can you explain it to me? I’m working on learning it, and it’s important to me to say it the way it’s meant to be said, the way your parents say it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> Then try the name. Ask if you’re right. Try again, “no matter how long it takes.” Once you’ve got the proper pronunciation, repeat it aloud. Eighth-grade science teacher Carry Hansen, who also coaches cross-country and track as well as coordinating the advisory \u003c/span>program for Trinity Valley School in Fort Worth, Texas, recommends using kids’ names as much as possible, almost as obnoxiously as a telemarketer would, until they sink in.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">If \u003c/span>that whole process sounds awkward, good. Professor Bjork’s research, conducted in partnership with Elizabeth Ligon Bjork, shows that difficulty learning something gives the thing being learned a sense of importance, and errors that trigger elaboration produce better retention. This concept of “desirable difficulties” means the discomfort of admitting you're having trouble pronouncing someone's name could actually aid in recall, and Bjork says “that such a clarifying exchange has a positive effect, not a negative effect, on the person whose name you are having trouble pronouncing.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Thanks \u003c/span>to the power dynamic that makes it hard for a student to question a teacher, the onus of initiating this type of conversation falls on educators, in Kohli’s view, and she says they should take a learner’s approach in doing so. Start with a little soul-searching:\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">\u003ci>Is this name hard to pronounce, or is \u003c/i>\u003c/span>\u003ci>that just my vantage point\u003c/i>? (Susan Balogh, a teacher at Baker School in Chestnut Hill, Massachusetts, reminds herself, “Unless our names are Lakota, Penobscot or Apache in heritage, they are all ‘foreign.’ ”) Then, be explicit, Kohli says, telling the class “that this is our limitation, not any fault of the student.” Use the “I” statements suggested above and avoid the frustrated looks and embarrassed laughs that tend to accompany pronunciation difficulty. Hansen gives students permission to correct her; in fact, she advises, “tell the kid that they MUST correct you if you are saying their name incorrectly.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Many \u003c/span>teachers report playing “the name game” and Professor Yeh, who teaches school counselors with caseloads of 200-500 students, takes a similar approach, asking each of her graduate students to share the story of their chosen name and its proper pronunciation on the first day of class. Then she, too, gets frank about it, declaring that “we won’t consistently mispronounce a name because we are too afraid to ask, or too afraid to correct ourselves.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Yeh \u003c/span>draws attention to another tactic that can help with pronunciation: learning the basic rules from a variety of languages, “like an ‘x’ in Chinese is pronounced as an ‘sh’ sound, with the tip of your tongue down, below your lower front teeth.” (Just as “a” in Savita makes the “uh” sound thanks to Hindi origin, and the letter “j” in Spanish makes the sound English speakers attribute to the letter “h.” If this seems like too much to wrap one’s head around, remember the classic example of “ghoti” as an alternative English spelling of “fish,” because “gh” makes the “f” sound in “enough,” “o” makes the “i” sound in “women,” and “ti” makes the “sh” sound in “nation.”) Campbell-Kibler, the linguistics professor, confirms: “You can go find that out. Each language is a system, just like English, but the question is, is somebody willing to do that, and what influences how willing they are to do that?”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Even \u003c/span>those who know how to say a name like a native speaker may hesitate for fear of cultural appropriation: “It might be socially a little strange to perfectly produce somebody’s name as if I were saying it in the language,” Campbell-Kibler says. That’s why this diverse group of experts all come back to the same bottom-line recommendation: Ask the student and family which pronunciation they prefer.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">It \u003c/span>won’t always be the one used at home. It is not uncommon for students to choose an Americanized pronunciation or a new name entirely. “At the end of the day, I have to respect the person standing in front of me,” Campbell-Kibler says, “and if they are saying, ‘Call me Joe,’ OK, I’ll call you Joe.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Just \u003c/span>so long as it isn’t for the expediency of school personnel. Professor Yeh says that in the early 2000s, she was told by students at Lower East Side Preparatory High School that they had been assigned an American name or asked to choose one. When kids “basically said, ‘We want our Chinese names back,’ ” Yeh talked to teachers and administrators and was told they “couldn’t possibly learn 300 Chinese names.” And yet, when the students hosted a brown bag lunch where they offered to teach the proper pronunciation of their names, Yeh says, “almost every single teacher and counselor and staff member showed up.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">In \u003c/span>the absence of a similar initiative, teachers report using time-honored tricks to remember name pronunciation, like word association (which addresses Bjork’s arbitrary label problem), writing down each syllable in English phonetics, and rhyming (“Alazaeia = Princess Leia” is one Giles uses), as well as new-fangled ones like name pronunciation websites (e.g., \u003ca href=\"https://www.pronouncenames.com/\">\u003cspan class=\"s2\">www.pronouncenames.com\u003c/span>\u003c/a>\u003cspan class=\"s5\">).\u003c/span>\u003c/p>\n\u003cp class=\"p3\">\u003cstrong>\u003cspan class=\"s1\">What \u003c/span>if you witness a mispronunciation by another adult?\u003c/strong>\u003c/p>\n\u003cp class=\"p3\">Kohli says a classmate of her daughter\u003cspan class=\"s1\"> \u003c/span>benefited from a Latina kindergarten teacher who referred to him as his parents did. His first-grade teacher, however, changed both the sounds and inflection. (Professor Yeh reminds, “With many of the names that have tildes \u003cspan class=\"s1\">or umlauts or little markings, that is actually really important, too.” When making name tents and folders, she says, remember “it’s not just the spoken word; it’s the written name as well.”) \u003c/span>While Kohli encourages parents to be direct in advocating for their own child’s name, she sought balance in her dual role as a professor and parent of a classmate, figuring, “I can’t just \u003cspan class=\"s1\">go in there and slap down my research.”\u003c/span>\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> Instead, whenever the first-grade \u003c/span>teacher was in earshot, she made a point to properly pronounce that student's \u003cspan class=\"s1\">name. Eventually,\u003c/span> it worked.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">And \u003c/span>that might be the most important lesson Kohli and Solórzano have to offer: “[Since] students will often take the cue of fearing or celebrating difference from the climate set up by teachers, … educators are in a unique position to shape the perceptions of their students” about themselves and others. In the age of growth mindset and “marvelous mistakes,” teachers, counselors, literacy specialists, social workers, administrators, yard staff, PTA members and any other adult who interacts with children at a school can reframe name pronunciation as an opportunity rather than a challenge.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Balogh, \u003c/span>the Boston-area teacher, sums it up: “If I can’t make a consistent, good-faith effort to pronounce a name correctly, the implicit message is that I can’t be bothered.” Those who show that they can take an important step toward making all students feel seen and respected, necessary prerequisites for an engaging social and academic experience.\u003c/p>\n\n","blocks":[],"excerpt":"A mispronounced or forgotten name can have a lasting impact on students on how they feel about school. Teachers provide tips on how to make those names stick. ","status":"publish","parent":0,"modified":1547068385,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":2527},"headData":{"title":"Teachers' Strategies for Pronouncing and Remembering Students' Names Correctly | KQED","description":"A mispronounced or forgotten name can have a lasting impact on students on how they feel about school. Teachers provide tips on how to make those names stick. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52183 https://ww2.kqed.org/mindshift/?p=52183","disqusUrl":"https://ww2.kqed.org/mindshift/2018/09/20/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly/","disqusTitle":"Teachers' Strategies for Pronouncing and Remembering Students' Names Correctly","nprByline":"\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a>","path":"/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p3\">\u003cspan class=\"s1\">Sandeep \u003c/span>Acharya answered when his teachers and classmates called him Sand-eep, even Sandy, for 12 years before he decided he couldn’t take it any longer: “Junior year of high school, I walked up to the blackboard in every one of my classes and drew a circle with lines radiating from the center. ‘Sun-deep,’ I said in a loud, firm voice. ‘Sun. Like a sun.’ ”\u003c/p>\n\u003cp class=\"p3\">The memory returned to Acharya, CEO of a health care startup, recently when he noticed his 2-year-old daughter introducing herself differently. “To white people, she’d say Savita, with a hard ‘t’ like in ‘torch.’ To everyone else, she’d say her name, Savita, where the ‘t’ makes a soft ‘th’ sound, like in ‘the.’ ”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Rita \u003c/span>Kohli, a professor in the Graduate School of Education at UC Riverside, explains the Hindi phenomenon as it applies to her own name: “It’s like Aretha Franklin but without the ‘uh.’ ”\u003c/p>\n\u003cp class=\"p3\">While mispronouncing a student’s name may seem minor, it can have a significant impact on how they see themselves and their cultural background, causing feelings of anxiety, invisibility, shame, resentment and humiliation, all of which can lead to social and educational disengagement. Kohli documented these findings in a \u003cspan class=\"s2\">\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">2012 \u003c/a>\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">\u003cspan class=\"s3\">article\u003c/span>\u003c/a>\u003cspan class=\"s1\"> she co-authored with UCLA \u003c/span>professor Daniel Solórzano titled “\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.674026\">Teachers, please learn our names!\u003c/a>”\u003c/p>\n\u003cp class=\"p3\">Aspirations and motivation can suffer from the cumulative effect of these “mini-disasters,” which also set the tone for how students treat each other. On the other side of the coin, correct pronunciation can help “develop trust and rapport,” according to Christine Yeh, a professor at the University of San Francisco School of Education.\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 class=\"p3\">\u003cspan class=\"s1\">That’s \u003c/span>why California’s Santa Clara County Office of Education created the “\u003ca href=\"https://www.mynamemyidentity.org/\">\u003cspan class=\"s4\">My \u003c/span>\u003cspan class=\"s2\">Name, My Identity\u003c/span>\u003c/a>\u003cspan class=\"s5\">” campaign. The \u003c/span>initiative asks community members to take a pledge to pronounce names correctly in order to foster a sense that students of all backgrounds are valuable and belong.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Dsnaytwk2ug'\n title='//www.youtube.com/embed/Dsnaytwk2ug'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p3\">The names of white and nonwhite children alike are mispronounced, Kohli and Solórzano write, but the experience is much more damaging for a child who “goes to school and reads textbooks that do not reference her culture, sees no teachers or administrators that look like her, and perhaps does not hear her home language,” since these cues (plus advertisements, movies and other indicators of societal values at large) already communicate “that who they are and where they come from is not important.” For one Latina study participant, having her name mispronounced made her wish her parents were more Americanized; a Sri Lankan American reported feeling that his name was “an imposition on others.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">They’re \u003c/span>not imagining things. Kathryn Campbell-Kibler, a sociolinguist at The Ohio State University, says the effort we put into overcoming a “barrier to communication” depends on (and communicates) social values. “You see the difference if you think about the way Americans typically respond to somebody with a heavy French accent versus somebody with a heavy Mandarin accent,” she explains. When it comes to names, an American who mispronounces the British surname St. Clair (think “Sinclair”), she says, will tend to have a sense of, “Oh, they have a fancy, special language, and if I don’t know how to handle that, it’s a flaw in me.” Whereas a Chinese name might provoke the reaction: “Those names are really hard to understand, and it’s not my responsibility to engage with that.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> The latter also “happens a lot with white teachers responding to names that are seen as typically black,” Campbell-Kibler says. \u003c/span>\u003cspan class=\"s1\">According \u003c/span>to Robert Bjork—a psychology professor at UCLA who is a leading scholar on human learning and memory—there are several reasons why names of all cultures can be difficult to remember. For starters, they’re arbitrary labels, as opposed to a nickname like “Red” or “Tiny,” which a person’s physical appearance might trigger. Then there’s the fact that “other demands often occupy our attentional and memory processes when we are meeting somebody new.” Whether that’s at a cocktail party or in a classroom with 33 children, distraction can make it impossible to recall a new name just minutes later. Even when initial storage is successful, Bjork says, retrieval is hampered because we accumulate a huge number of names over our lifetimes, many of which are similar.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">On \u003c/span>top of these difficulties, there can be linguistic barriers to pronouncing names that aren’t in one’s native tongue, particularly when dealing with differing sound systems. Professor Campbell-Kibler offers up Korean as an example. She says there are two separate sounds that occupy what an English speaker would think of as the “s” space, and a teacher might not have the cognitive capacity to perceive the difference between them.\u003c/p>\n\u003cp class=\"p3\">“If I don’t go and actually learn how to speak Korean extensively for years, I may just always get that wrong,” she says, but this type of real linguistic constraint “doesn’t come up all that often.” In other words, teachers are capable of pronouncing most names correctly.\u003c/p>\n\u003cp class=\"p3\">\u003cstrong>\u003cspan class=\"s1\">How \u003c/span>then can educators overcome the hurdles to doing so?\u003c/strong>\u003c/p>\n\u003cp class=\"p3\">It’s tempting to put the first key practice—mustering a legitimate interest in the name—into the bucket labeled “duh” by Samantha Giles, a special education teacher at Hill Elementary School in Garden Grove, California, but it stems from neural complexities. Say you were to ask Professor Bjork how to spell and pronounce his last name. He explains that if he replied “Bee-york” you might ask why it is not pronounced “Bah-Jork,” after which he would tell you that \u003cspan class=\"s1\">it is a Scandinavian name, similar to the word “fjord” where the “j” is pronounced like a “y.” Or he might add that “Bjork” means “birch,” as in the tree. An exchange like this, he says, “will exercise the very types of processing that enhance memory.” In \u003c/span>other words, it overcomes the cocktail party problem. The second essential step, he says, is “to produce—that is, actually say, someone’s name, because retrieving a name makes that name more retrievable in the future than does just hearing it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">“How \u003c/span>would you like me to say your child’s name?” is the specific wording Professor Kohli recommends for parents, and the following for students:\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">“I don’t know how to say your name yet, \u003c/span>can you explain it to me? I’m working on learning it, and it’s important to me to say it the way it’s meant to be said, the way your parents say it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> Then try the name. Ask if you’re right. Try again, “no matter how long it takes.” Once you’ve got the proper pronunciation, repeat it aloud. Eighth-grade science teacher Carry Hansen, who also coaches cross-country and track as well as coordinating the advisory \u003c/span>program for Trinity Valley School in Fort Worth, Texas, recommends using kids’ names as much as possible, almost as obnoxiously as a telemarketer would, until they sink in.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">If \u003c/span>that whole process sounds awkward, good. Professor Bjork’s research, conducted in partnership with Elizabeth Ligon Bjork, shows that difficulty learning something gives the thing being learned a sense of importance, and errors that trigger elaboration produce better retention. This concept of “desirable difficulties” means the discomfort of admitting you're having trouble pronouncing someone's name could actually aid in recall, and Bjork says “that such a clarifying exchange has a positive effect, not a negative effect, on the person whose name you are having trouble pronouncing.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Thanks \u003c/span>to the power dynamic that makes it hard for a student to question a teacher, the onus of initiating this type of conversation falls on educators, in Kohli’s view, and she says they should take a learner’s approach in doing so. Start with a little soul-searching:\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">\u003ci>Is this name hard to pronounce, or is \u003c/i>\u003c/span>\u003ci>that just my vantage point\u003c/i>? (Susan Balogh, a teacher at Baker School in Chestnut Hill, Massachusetts, reminds herself, “Unless our names are Lakota, Penobscot or Apache in heritage, they are all ‘foreign.’ ”) Then, be explicit, Kohli says, telling the class “that this is our limitation, not any fault of the student.” Use the “I” statements suggested above and avoid the frustrated looks and embarrassed laughs that tend to accompany pronunciation difficulty. Hansen gives students permission to correct her; in fact, she advises, “tell the kid that they MUST correct you if you are saying their name incorrectly.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Many \u003c/span>teachers report playing “the name game” and Professor Yeh, who teaches school counselors with caseloads of 200-500 students, takes a similar approach, asking each of her graduate students to share the story of their chosen name and its proper pronunciation on the first day of class. Then she, too, gets frank about it, declaring that “we won’t consistently mispronounce a name because we are too afraid to ask, or too afraid to correct ourselves.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Yeh \u003c/span>draws attention to another tactic that can help with pronunciation: learning the basic rules from a variety of languages, “like an ‘x’ in Chinese is pronounced as an ‘sh’ sound, with the tip of your tongue down, below your lower front teeth.” (Just as “a” in Savita makes the “uh” sound thanks to Hindi origin, and the letter “j” in Spanish makes the sound English speakers attribute to the letter “h.” If this seems like too much to wrap one’s head around, remember the classic example of “ghoti” as an alternative English spelling of “fish,” because “gh” makes the “f” sound in “enough,” “o” makes the “i” sound in “women,” and “ti” makes the “sh” sound in “nation.”) Campbell-Kibler, the linguistics professor, confirms: “You can go find that out. Each language is a system, just like English, but the question is, is somebody willing to do that, and what influences how willing they are to do that?”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Even \u003c/span>those who know how to say a name like a native speaker may hesitate for fear of cultural appropriation: “It might be socially a little strange to perfectly produce somebody’s name as if I were saying it in the language,” Campbell-Kibler says. That’s why this diverse group of experts all come back to the same bottom-line recommendation: Ask the student and family which pronunciation they prefer.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">It \u003c/span>won’t always be the one used at home. It is not uncommon for students to choose an Americanized pronunciation or a new name entirely. “At the end of the day, I have to respect the person standing in front of me,” Campbell-Kibler says, “and if they are saying, ‘Call me Joe,’ OK, I’ll call you Joe.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">Just \u003c/span>so long as it isn’t for the expediency of school personnel. Professor Yeh says that in the early 2000s, she was told by students at Lower East Side Preparatory High School that they had been assigned an American name or asked to choose one. When kids “basically said, ‘We want our Chinese names back,’ ” Yeh talked to teachers and administrators and was told they “couldn’t possibly learn 300 Chinese names.” And yet, when the students hosted a brown bag lunch where they offered to teach the proper pronunciation of their names, Yeh says, “almost every single teacher and counselor and staff member showed up.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">In \u003c/span>the absence of a similar initiative, teachers report using time-honored tricks to remember name pronunciation, like word association (which addresses Bjork’s arbitrary label problem), writing down each syllable in English phonetics, and rhyming (“Alazaeia = Princess Leia” is one Giles uses), as well as new-fangled ones like name pronunciation websites (e.g., \u003ca href=\"https://www.pronouncenames.com/\">\u003cspan class=\"s2\">www.pronouncenames.com\u003c/span>\u003c/a>\u003cspan class=\"s5\">).\u003c/span>\u003c/p>\n\u003cp class=\"p3\">\u003cstrong>\u003cspan class=\"s1\">What \u003c/span>if you witness a mispronunciation by another adult?\u003c/strong>\u003c/p>\n\u003cp class=\"p3\">Kohli says a classmate of her daughter\u003cspan class=\"s1\"> \u003c/span>benefited from a Latina kindergarten teacher who referred to him as his parents did. His first-grade teacher, however, changed both the sounds and inflection. (Professor Yeh reminds, “With many of the names that have tildes \u003cspan class=\"s1\">or umlauts or little markings, that is actually really important, too.” When making name tents and folders, she says, remember “it’s not just the spoken word; it’s the written name as well.”) \u003c/span>While Kohli encourages parents to be direct in advocating for their own child’s name, she sought balance in her dual role as a professor and parent of a classmate, figuring, “I can’t just \u003cspan class=\"s1\">go in there and slap down my research.”\u003c/span>\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\"> Instead, whenever the first-grade \u003c/span>teacher was in earshot, she made a point to properly pronounce that student's \u003cspan class=\"s1\">name. Eventually,\u003c/span> it worked.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">And \u003c/span>that might be the most important lesson Kohli and Solórzano have to offer: “[Since] students will often take the cue of fearing or celebrating difference from the climate set up by teachers, … educators are in a unique position to shape the perceptions of their students” about themselves and others. In the age of growth mindset and “marvelous mistakes,” teachers, counselors, literacy specialists, social workers, administrators, yard staff, PTA members and any other adult who interacts with children at a school can reframe name pronunciation as an opportunity rather than a challenge.\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 class=\"p3\">\u003cspan class=\"s1\">Balogh, \u003c/span>the Boston-area teacher, sums it up: “If I can’t make a consistent, good-faith effort to pronounce a name correctly, the implicit message is that I can’t be bothered.” Those who show that they can take an important step toward making all students feel seen and respected, necessary prerequisites for an engaging social and academic experience.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52183/teachers-strategies-for-pronouncing-and-remembering-students-names-correctly","authors":["byline_mindshift_52183"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_21223","mindshift_20562","mindshift_20556","mindshift_21222","mindshift_21221","mindshift_21243"],"featImg":"mindshift_52214","label":"mindshift"},"mindshift_51538":{"type":"posts","id":"mindshift_51538","meta":{"index":"posts_1591205157","site":"mindshift","id":"51538","score":null,"sort":[1530084687000]},"guestAuthors":[],"slug":"the-benefits-of-cultivating-curiosity-in-kids","title":"The Benefits of Cultivating Curiosity in Kids","publishDate":1530084687,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Jamie Jirout was not the sort of student who simply took a textbook at its word. In her first semester of college, she asked her psychology professor if she could assist in the professor’s research. Jirout’s interest wasn’t fueled by the fact that she found the coursework convincing — quite the opposite.\u003c/p>\n\u003cp>“I’d read something in the textbook and then I’d think, that doesn’t really make sense with what I’ve seen, how do they know that?” she recalls. She wanted to reconcile that gap and so, threw herself into research.\u003c/p>\n\u003cp>Her quest for answers has propelled her career to the present day. Jirout is now an assistant professor of education at the University of Virginia, where one of her primary research interests is studying curiosity in the classroom.\u003c/p>\n\u003cp>That research is sorely needed. Despite the centrality of curiosity to all scientific endeavors, there’s a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0896627315007679\">relative dearth of studies\u003c/a> on the subject itself. Fortunately, scientists such as Jirout and others are actively unraveling this concept and, in the process, making a convincing case that we can and should teach young minds to embrace their inquisitive nature.\u003c/p>\n\u003cp>Far from driving the demise of cats, curiosity comes with many benefits. Studies suggest it’s linked to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/1532-1096%28200021%2911%3A1%3C5%3A%3AAID-HRDQ2%3E3.0.CO%3B2-A\">joy on the job\u003c/a>, \u003ca href=\"https://guilfordjournals.com/doi/abs/10.1521/jscp.23.6.792.54800\">social skills\u003c/a> and even a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1207/s15327752jpa8203_05\">happy disposition\u003c/a>. And in an academic context, greater curiosity generally predicts greater \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1745691611421204\">success\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In April, for example, Prachi Shah, an associate professor of pediatrics at the University of Michigan, \u003ca href=\"https://www.nature.com/articles/s41390-018-0039-3\">published findings from a study of 6,200 children\u003c/a> and found that elevated curiosity was linked to higher math and literacy skills among kindergarteners. That effect remained strong even when researchers compared kids with similar levels of “effortful control,” or the ability to concentrate and pay attention. Even more surprising, she discovered that students from impoverished backgrounds with a strong thirst for knowledge performed as well as those from affluent homes.\u003c/p>\n\u003cp>“At high levels [of curiosity], the achievement gap associated with poverty was essentially closed,” Shah says. That finding hints that promoting inquisitive thinking could reduce differences in school performance related to socioeconomic disadvantage. In future work, Shah hopes to identify parenting styles that help explain why some students are so driven to learn, which might lead to interventions benefiting economically disadvantaged children.\u003c/p>\n\u003cp>Meanwhile, neuroscience is starting to explain curiosity’s power. When we’re hungry for answers, our brain activity changes in ways that \u003ca href=\"http://www.cell.com/neuron/abstract/S0896-6273(14)00804-6\">help us retain new information\u003c/a>. For one, the curious mind engages processes and brain regions associated with anticipating a reward. We want to learn more because the answers are satisfying. In addition, the hippocampus, a memory hub, ramps up activity, preparing to store information. The more we want to know an answer, \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1111/j.1467-9280.2009.02402.x\">research suggests\u003c/a>, the more memorable it becomes.\u003c/p>\n\u003cp>“It’s also probably tied to depth of processing,” says Mary Helen Immordino-Yang, a professor of education, psychology and neuroscience at the University of Southern California. In ongoing research, she has found that curiosity can predict not only how much teens will remember about a story they’ve read, but also how thoughtfully they reflect on the story’s characters. “They can take multiple perspectives, try to integrate and reconcile them, [and] they appreciate the feelings people have that drive their actions,” she says.\u003c/p>\n\u003cp>But unraveling the factors that shape a curious mind has long been a daunting prospect. “It’s so difficult to study,” says Shah of the University of Michigan. Not only is the concept difficult to measure, she explains, but also “there isn’t a well-defined or recognized definition of what curiosity is.”\u003c/p>\n\u003cp>Rather than being clear-cut, curiosity overlaps with other psychological constructs such as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5364176/\">intrinsic motivation\u003c/a> and an \u003ca href=\"https://www.scientificamerican.com/article/openness-to-experience-the-gates-of-the-mind/\">open personality\u003c/a>. And there’s evidence for both the idea that curiosity is a trait (not unlike extroversion or neuroticism) that’s pretty stable within each person and that it is a state (akin to happiness or hunger) that can wax and wane based on context.\u003c/p>\n\u003cp>“Curiosity is automatic, it’s in our DNA … We’re born curious about so many things,” says psychologist, author and researcher Scott Barry Kaufman. But we’re not equally curious about everything, he says. Instead we each have special interests and natural proclivities.\u003c/p>\n\u003cp>When we talk about curiosity in an academic context, Kaufman points out, we are describing a desire to acquire very specific kinds of knowledge. “You don’t need to be more curious about eating pizza,” he says.\u003c/p>\n\u003cp>Indeed, an \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2210656117301472\">as yet unpublished study\u003c/a> of 92 kids from grades 1 through 6 found that all of the students exhibited some level of curiosity. But for the most part their curiosity was directed towards social and extracurricular interests — not schoolwork. The challenge for teachers is finding a way to encourage interest in what’s happening in class.\u003c/p>\n\u003cp>One way to do that, Kaufman argues, is allowing kids to follow their interests. Immordino-Yang, for example, has found that when classwork connects to topics that students care about, they engage more deeply. She points to a New York City school where teachers connected chemistry coursework to discussions of lead in the water in Detroit. “The science and societal implications inform and drive one another so kids can connect to the bigger purpose of these academic skills,” she says.\u003c/p>\n\u003cp>Another option is for teachers to model curious behavior. Curiosity, as it turns out, is contagious. In 2015, for example, \u003ca href=\"http://docs.wixstatic.com/ugd/80855c_39e522315c8845d4b0a455f105f81409.pdf\">a team at the Massachusetts Institute of Technology found\u003c/a> that a robot that expressed enthusiasm for learning and actively speculated about a story’s outcome during a reading activity with a child could inspire that youngster’s desire for knowledge.\u003c/p>\n\u003cp>For her part, Jirout suspects that a teacher’s language can encourage kids to think like creative detectives about their schoolwork. “It really can be subtle differences,” she says. “Not just answering a student’s question but acknowledging ‘thank you for asking that question.’”\u003c/p>\n\u003cp>She also believes teachers can be models of how to be comfortable with uncertainty. That idea stems from the fact that, in her work, Jirout defines and measures curiosity in terms of how people respond to \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0273229712000123\">gaps in their knowledge\u003c/a>. Teachers can demonstrate through their own mistakes or uncertainty that admitting to not knowing something opens up an opportunity for learning.\u003c/p>\n\u003cp>They can also adjust the levels of freedom and handholding they give students. With curiosity, you need just enough information to be intrigued — too little can make a situation bewildering and too much robs you of the opportunity to explore a topic and learn for yourself. Curiosity, then, like so many things, is all about balance.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/piqued-the-case-for-curiosity/\">\u003cem>curiosity\u003c/em>\u003c/a>\u003cem> was produced by\u003c/em> \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em> \u003cem>Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Studies suggest that curiosity is linked to joy on the job, social skills and even a happy disposition. And in an academic context, greater curiosity generally predicts greater success.","status":"publish","parent":0,"modified":1530084687,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1192},"headData":{"title":"The Benefits of Cultivating Curiosity in Kids | KQED","description":"Studies suggest that curiosity is linked to joy on the job, social skills and even a happy disposition. And in an academic context, greater curiosity generally predicts greater success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51538 https://ww2.kqed.org/mindshift/?p=51538","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/27/the-benefits-of-cultivating-curiosity-in-kids/","disqusTitle":"The Benefits of Cultivating Curiosity in Kids","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Daisy Yuhas, The Hechinger Report\u003c/a>","path":"/mindshift/51538/the-benefits-of-cultivating-curiosity-in-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jamie Jirout was not the sort of student who simply took a textbook at its word. In her first semester of college, she asked her psychology professor if she could assist in the professor’s research. Jirout’s interest wasn’t fueled by the fact that she found the coursework convincing — quite the opposite.\u003c/p>\n\u003cp>“I’d read something in the textbook and then I’d think, that doesn’t really make sense with what I’ve seen, how do they know that?” she recalls. She wanted to reconcile that gap and so, threw herself into research.\u003c/p>\n\u003cp>Her quest for answers has propelled her career to the present day. Jirout is now an assistant professor of education at the University of Virginia, where one of her primary research interests is studying curiosity in the classroom.\u003c/p>\n\u003cp>That research is sorely needed. Despite the centrality of curiosity to all scientific endeavors, there’s a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0896627315007679\">relative dearth of studies\u003c/a> on the subject itself. Fortunately, scientists such as Jirout and others are actively unraveling this concept and, in the process, making a convincing case that we can and should teach young minds to embrace their inquisitive nature.\u003c/p>\n\u003cp>Far from driving the demise of cats, curiosity comes with many benefits. Studies suggest it’s linked to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/1532-1096%28200021%2911%3A1%3C5%3A%3AAID-HRDQ2%3E3.0.CO%3B2-A\">joy on the job\u003c/a>, \u003ca href=\"https://guilfordjournals.com/doi/abs/10.1521/jscp.23.6.792.54800\">social skills\u003c/a> and even a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1207/s15327752jpa8203_05\">happy disposition\u003c/a>. And in an academic context, greater curiosity generally predicts greater \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1745691611421204\">success\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>In April, for example, Prachi Shah, an associate professor of pediatrics at the University of Michigan, \u003ca href=\"https://www.nature.com/articles/s41390-018-0039-3\">published findings from a study of 6,200 children\u003c/a> and found that elevated curiosity was linked to higher math and literacy skills among kindergarteners. That effect remained strong even when researchers compared kids with similar levels of “effortful control,” or the ability to concentrate and pay attention. Even more surprising, she discovered that students from impoverished backgrounds with a strong thirst for knowledge performed as well as those from affluent homes.\u003c/p>\n\u003cp>“At high levels [of curiosity], the achievement gap associated with poverty was essentially closed,” Shah says. That finding hints that promoting inquisitive thinking could reduce differences in school performance related to socioeconomic disadvantage. In future work, Shah hopes to identify parenting styles that help explain why some students are so driven to learn, which might lead to interventions benefiting economically disadvantaged children.\u003c/p>\n\u003cp>Meanwhile, neuroscience is starting to explain curiosity’s power. When we’re hungry for answers, our brain activity changes in ways that \u003ca href=\"http://www.cell.com/neuron/abstract/S0896-6273(14)00804-6\">help us retain new information\u003c/a>. For one, the curious mind engages processes and brain regions associated with anticipating a reward. We want to learn more because the answers are satisfying. In addition, the hippocampus, a memory hub, ramps up activity, preparing to store information. The more we want to know an answer, \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1111/j.1467-9280.2009.02402.x\">research suggests\u003c/a>, the more memorable it becomes.\u003c/p>\n\u003cp>“It’s also probably tied to depth of processing,” says Mary Helen Immordino-Yang, a professor of education, psychology and neuroscience at the University of Southern California. In ongoing research, she has found that curiosity can predict not only how much teens will remember about a story they’ve read, but also how thoughtfully they reflect on the story’s characters. “They can take multiple perspectives, try to integrate and reconcile them, [and] they appreciate the feelings people have that drive their actions,” she says.\u003c/p>\n\u003cp>But unraveling the factors that shape a curious mind has long been a daunting prospect. “It’s so difficult to study,” says Shah of the University of Michigan. Not only is the concept difficult to measure, she explains, but also “there isn’t a well-defined or recognized definition of what curiosity is.”\u003c/p>\n\u003cp>Rather than being clear-cut, curiosity overlaps with other psychological constructs such as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5364176/\">intrinsic motivation\u003c/a> and an \u003ca href=\"https://www.scientificamerican.com/article/openness-to-experience-the-gates-of-the-mind/\">open personality\u003c/a>. And there’s evidence for both the idea that curiosity is a trait (not unlike extroversion or neuroticism) that’s pretty stable within each person and that it is a state (akin to happiness or hunger) that can wax and wane based on context.\u003c/p>\n\u003cp>“Curiosity is automatic, it’s in our DNA … We’re born curious about so many things,” says psychologist, author and researcher Scott Barry Kaufman. But we’re not equally curious about everything, he says. Instead we each have special interests and natural proclivities.\u003c/p>\n\u003cp>When we talk about curiosity in an academic context, Kaufman points out, we are describing a desire to acquire very specific kinds of knowledge. “You don’t need to be more curious about eating pizza,” he says.\u003c/p>\n\u003cp>Indeed, an \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2210656117301472\">as yet unpublished study\u003c/a> of 92 kids from grades 1 through 6 found that all of the students exhibited some level of curiosity. But for the most part their curiosity was directed towards social and extracurricular interests — not schoolwork. The challenge for teachers is finding a way to encourage interest in what’s happening in class.\u003c/p>\n\u003cp>One way to do that, Kaufman argues, is allowing kids to follow their interests. Immordino-Yang, for example, has found that when classwork connects to topics that students care about, they engage more deeply. She points to a New York City school where teachers connected chemistry coursework to discussions of lead in the water in Detroit. “The science and societal implications inform and drive one another so kids can connect to the bigger purpose of these academic skills,” she says.\u003c/p>\n\u003cp>Another option is for teachers to model curious behavior. Curiosity, as it turns out, is contagious. In 2015, for example, \u003ca href=\"http://docs.wixstatic.com/ugd/80855c_39e522315c8845d4b0a455f105f81409.pdf\">a team at the Massachusetts Institute of Technology found\u003c/a> that a robot that expressed enthusiasm for learning and actively speculated about a story’s outcome during a reading activity with a child could inspire that youngster’s desire for knowledge.\u003c/p>\n\u003cp>For her part, Jirout suspects that a teacher’s language can encourage kids to think like creative detectives about their schoolwork. “It really can be subtle differences,” she says. “Not just answering a student’s question but acknowledging ‘thank you for asking that question.’”\u003c/p>\n\u003cp>She also believes teachers can be models of how to be comfortable with uncertainty. That idea stems from the fact that, in her work, Jirout defines and measures curiosity in terms of how people respond to \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0273229712000123\">gaps in their knowledge\u003c/a>. Teachers can demonstrate through their own mistakes or uncertainty that admitting to not knowing something opens up an opportunity for learning.\u003c/p>\n\u003cp>They can also adjust the levels of freedom and handholding they give students. With curiosity, you need just enough information to be intrigued — too little can make a situation bewildering and too much robs you of the opportunity to explore a topic and learn for yourself. Curiosity, then, like so many things, is all about balance.\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>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/piqued-the-case-for-curiosity/\">\u003cem>curiosity\u003c/em>\u003c/a>\u003cem> was produced by\u003c/em> \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em> \u003cem>Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51538/the-benefits-of-cultivating-curiosity-in-kids","authors":["byline_mindshift_51538"],"categories":["mindshift_192"],"tags":["mindshift_767","mindshift_1020","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20846","mindshift_20556","mindshift_943"],"featImg":"mindshift_51545","label":"mindshift"},"mindshift_50576":{"type":"posts","id":"mindshift_50576","meta":{"index":"posts_1591205157","site":"mindshift","id":"50576","score":null,"sort":[1519200105000]},"guestAuthors":[],"slug":"can-electric-stimulation-help-brains-perform-better","title":"Can Electric Stimulation Help Brains Perform Better?","publishDate":1519200105,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Imagine a device that in just 30 minutes makes your brain more receptive to new information, cutting the time it takes to learn in half. Some neuroscientists say they have \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3387543//\">demonstrated this very feat\u003c/a>.\u003c/p>\n\u003cp>Their work is part of an effort to explore how low levels of continuous electrical current, delivered to the brain via electrodes placed on the scalp, could alter neural activity and improve a person’s performance. In one experiment, for example, \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3387543/\">electric stimulation accelerated how quickly\u003c/a> participants learned to spot concealed bombs or snipers in a military training simulation.\u003c/p>\n\u003cp>“We almost doubled people’s learning rate,” says Vincent Clark, a professor of psychology and clinical neuroscience at the University of New Mexico who conducted this research with his colleagues. Since the 2012 publication of that research, he and \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0034993\">other scholars have replicated\u003c/a> the study several times with similar results.\u003c/p>\n\u003cp>Clark’s study is not a lone example. Findings suggest this form of electric stimulation — known as transcranial direct current stimulation, or tDCS — could \u003ca href=\"http://www.cell.com/current-biology/abstract/S0960-9822(10)01234-0\">make you better at math\u003c/a>, \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/17588928.2013.768221\">more creative\u003c/a> and even \u003ca href=\"https://www.nature.com/articles/s41598-017-01055-1\">boost memory\u003c/a>. Last year, the federal Defense Advanced Research Projects Agency (DARPA) announced it would support a program using this technique in order to explore whether tDCS could accelerate foreign language learning \u003ca href=\"https://blogs.scientificamerican.com/talking-back/can-stimulating-a-nerve-in-the-ear-make-you-a-whiz-in-mandarin-class/\">by 30 percent\u003c/a>. (The Department of Defense also financed the University of New Mexico team’s research.) And some members of the U.S. ski jumping team competing in the Winter Olympics \u003ca href=\"https://spectrum.ieee.org/biomedical/bionics/olympic-athletes-are-electrifying-their-brains-and-you-can-too\">trained using electric stimulation headbands\u003c/a> from the company Halo Neuroscience, which sells their headsets to the general public.\u003c/p>\n\u003cp>The technique, which has existed for nearly two decades, is relatively simple. People place electrodes over regions of the brain relevant to a given task, then activate the electric stimulation while practicing that task. Researchers believe the electricity can encourage brain cells to form new connections and that such connectivity is fundamental to the process of learning. Transcranial direct current stimulation is one of several non-invasive approaches used to stimulate the brain, but it’s unique in that brave do-it-yourself-ers are trying out tDCS at home. That’s because the equipment is fairly cheap and safety concerns are minimal. At its most basic, the electrodes and a nine-volt battery can cost less than $100. Several studies have \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/27372845\">found only minor side effects\u003c/a>: at worst, \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2467981X16300233\">skin discomfort\u003c/a> under the electrodes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There’s evidence its popularity is steadily growing. For several years, Reddit has hosted a forum on DIY tDCS; it attracts as many as 10,000 visitors each month who trade opinions on topics such as which headset to purchase or how to use stimulation to help with mastering the guitar. On Youtube, enthusiasts share how \u003ca href=\"https://www.youtube.com/watch?v=6CZE6fq2nnk\">they experienced “euphoria”\u003c/a> during stimulation or \u003ca href=\"https://www.youtube.com/watch?v=LZyT_TiPSHw\">improved their chess performance\u003c/a>.\u003c/p>\n\u003cp>But more recently, companies have made it easier for people to try tDCS at home. On Amazon, the Halo headset, which costs $719, features \u003ca href=\"https://www.haloneuro.com/testimonials\">more than 100 reviews\u003c/a> and a four-star rating. Caputron, which sells tDCS equipment, has noted a surge in sales around exam time, leading the company to suspect that college \u003ca href=\"https://www.npr.org/sections/alltechconsidered/2017/01/07/507133313/students-zap-their-brains-for-a-boost-for-better-or-worse\">students are zapping their brain\u003c/a> to boost study sessions. (In light of that pattern, CEO Robin Azzam notes that the company now sends out discount codes during those timeframes.)\u003c/p>\n\u003cp>But for all of the excitement about this approach to mind enhancement, there’s a lot that’s still unknown. And that’s especially true for students who are seeking an edge during cram time.\u003c/p>\n\u003cp>“The evidence base, as far as the ability to make you perform well on exams and other things, is absolutely incomplete, which is not to say it does or does not work,” says Marom Bikson, a professor at the Grove School of Engineering at the City College of New York, who has studied tDCS.\u003c/p>\n\u003cp>Bikson says the research on how tDCS might affect attention, behavior and cognition is still young. He also suspects that, as when students take Adderall or down coffee during exam time, those using tDCS “off-label” are influenced more by anecdotes about the experience than by hard data.\u003c/p>\n\u003cp>And there are plenty of reasons to be wary of the claims surrounding electric stimulation, according to Emiliano Santarnecchi, a Harvard Medical School instructor in neurology. He says, “It’s not as simple as it seems.”\u003c/p>\n\u003cp>Santarnecchi employs electrical stimulation in his research and sees it as a powerful tool for learning about the brain. But he says the strongest evidence of tDCS’s effectiveness as a cognitive enhancer comes from studies that pool data from multiple published papers, looking for an overall effect. Unfortunately, that strategy often involves combining many small studies of poor quality to yield a seemingly more significant result. It also means unpublished data that did not find an effect associated with stimulation are neglected.\u003c/p>\n\u003cp>Santarnecchi says he is also concerned by the lack of knowledge surrounding the effects on other brain regions as a particular area is stimulated. It’s possible, for example, that there might be a hidden cost, such as damage to an unstimulated part of the brain. Nor do we know much about the long-term effects of repeated use of tDCS or if the brain habituates to stimulation over time.\u003c/p>\n\u003cp>He also emphasizes that every brain is different and it’s hard to know how any one person might react to tDCS. Some data suggest that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3932631/\">people may respond differently based on their genes\u003c/a> or even their skill in the domain they’re trying to improve. For example, in 2016, one research team found that stimulating part of the prefrontal cortex — an area of the brain that’s involved in thinking and decision making — could improve improvisational ability in amateur jazz musicians but \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5110534/\">might harm the performance of experts\u003c/a>.\u003c/p>\n\u003cp>And there are those who doubt the efficacy of tDCS altogether. Some scientists argue that many of the gains people attribute to brain zapping could be chalked up to a placebo effect. (A tingling sensation at the scalp, after all, would surely cause many of us to believe something interesting is happening.) There are even researchers who challenge \u003ca href=\"https://www.nature.com/articles/s41467-018-02928-3\">whether the electrical current used in these studies can reach the brain\u003c/a> at all.\u003c/p>\n\u003cp>None of these caveats diminish how exciting brain stimulation could be as a possible tool for \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/22465297\">studying the brain\u003c/a> and even a new form of medicine. Stimulating the motor cortex, for example, could \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2779259/\">help stroke patients\u003c/a> make greater gains during physical therapy. Already, tDCS is approved in Europe to help people suffering from \u003ca href=\"https://soterixmedical.com/newsroom/press/2016/01/soterix-medical-launches-painx-tdcs-treatment-in-eu-with/23\">pain conditions\u003c/a> and \u003ca href=\"https://spectrum.ieee.org/the-human-os/biomedical/devices/treating-depression-with-tdcs-startup-ybrain-aims-for-the-mainstream\">depression\u003c/a>, and scientists are exploring its potential to help people with epilepsy, schizophrenia and other conditions. (In fact, many DIY-ers are \u003ca href=\"https://www.researchgate.net/publication/322087600_Who_Uses_Direct-to-Consumer_Brain_Stimulation_Products_and_Why_A_Study_of_Home_Users_of_tDCS_Devices\">trying to self-treat\u003c/a> their depressive symptoms.)\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But until more is known about how it works and the best ways to use it, at-home tDCS is very much an “at your own risk” experiment. For some people, that uncertainty is part of the appeal. For the rest of us, it’s worth remembering that we already have some low-risk “biohacks” for learning: eating healthy, staying hydrated, exercising regularly and getting a good night’s sleep.\u003c/p>\n\n","blocks":[],"excerpt":"Electric stimulation is becoming more accessible to people who feel like it can help them with mental tasks. But evidence for the practice is limited and the technique is very much an \"at your own risk\" experience. ","status":"publish","parent":0,"modified":1519200105,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1223},"headData":{"title":"Can Electric Stimulation Help Brains Perform Better? | KQED","description":"Electric stimulation is becoming more accessible to people who feel like it can help them with mental tasks. But evidence for the practice is limited and the technique is very much an "at your own risk" experience. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50576 https://ww2.kqed.org/mindshift/?p=50576","disqusUrl":"https://ww2.kqed.org/mindshift/2018/02/21/can-electric-stimulation-help-brains-perform-better/","disqusTitle":"Can Electric Stimulation Help Brains Perform Better?","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Daisy Yuhas, The Hechinger Report\u003c/a>","path":"/mindshift/50576/can-electric-stimulation-help-brains-perform-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Imagine a device that in just 30 minutes makes your brain more receptive to new information, cutting the time it takes to learn in half. Some neuroscientists say they have \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3387543//\">demonstrated this very feat\u003c/a>.\u003c/p>\n\u003cp>Their work is part of an effort to explore how low levels of continuous electrical current, delivered to the brain via electrodes placed on the scalp, could alter neural activity and improve a person’s performance. In one experiment, for example, \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3387543/\">electric stimulation accelerated how quickly\u003c/a> participants learned to spot concealed bombs or snipers in a military training simulation.\u003c/p>\n\u003cp>“We almost doubled people’s learning rate,” says Vincent Clark, a professor of psychology and clinical neuroscience at the University of New Mexico who conducted this research with his colleagues. Since the 2012 publication of that research, he and \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0034993\">other scholars have replicated\u003c/a> the study several times with similar results.\u003c/p>\n\u003cp>Clark’s study is not a lone example. Findings suggest this form of electric stimulation — known as transcranial direct current stimulation, or tDCS — could \u003ca href=\"http://www.cell.com/current-biology/abstract/S0960-9822(10)01234-0\">make you better at math\u003c/a>, \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/17588928.2013.768221\">more creative\u003c/a> and even \u003ca href=\"https://www.nature.com/articles/s41598-017-01055-1\">boost memory\u003c/a>. Last year, the federal Defense Advanced Research Projects Agency (DARPA) announced it would support a program using this technique in order to explore whether tDCS could accelerate foreign language learning \u003ca href=\"https://blogs.scientificamerican.com/talking-back/can-stimulating-a-nerve-in-the-ear-make-you-a-whiz-in-mandarin-class/\">by 30 percent\u003c/a>. (The Department of Defense also financed the University of New Mexico team’s research.) And some members of the U.S. ski jumping team competing in the Winter Olympics \u003ca href=\"https://spectrum.ieee.org/biomedical/bionics/olympic-athletes-are-electrifying-their-brains-and-you-can-too\">trained using electric stimulation headbands\u003c/a> from the company Halo Neuroscience, which sells their headsets to the general public.\u003c/p>\n\u003cp>The technique, which has existed for nearly two decades, is relatively simple. People place electrodes over regions of the brain relevant to a given task, then activate the electric stimulation while practicing that task. Researchers believe the electricity can encourage brain cells to form new connections and that such connectivity is fundamental to the process of learning. Transcranial direct current stimulation is one of several non-invasive approaches used to stimulate the brain, but it’s unique in that brave do-it-yourself-ers are trying out tDCS at home. That’s because the equipment is fairly cheap and safety concerns are minimal. At its most basic, the electrodes and a nine-volt battery can cost less than $100. Several studies have \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/27372845\">found only minor side effects\u003c/a>: at worst, \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2467981X16300233\">skin discomfort\u003c/a> under the electrodes.\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>There’s evidence its popularity is steadily growing. For several years, Reddit has hosted a forum on DIY tDCS; it attracts as many as 10,000 visitors each month who trade opinions on topics such as which headset to purchase or how to use stimulation to help with mastering the guitar. On Youtube, enthusiasts share how \u003ca href=\"https://www.youtube.com/watch?v=6CZE6fq2nnk\">they experienced “euphoria”\u003c/a> during stimulation or \u003ca href=\"https://www.youtube.com/watch?v=LZyT_TiPSHw\">improved their chess performance\u003c/a>.\u003c/p>\n\u003cp>But more recently, companies have made it easier for people to try tDCS at home. On Amazon, the Halo headset, which costs $719, features \u003ca href=\"https://www.haloneuro.com/testimonials\">more than 100 reviews\u003c/a> and a four-star rating. Caputron, which sells tDCS equipment, has noted a surge in sales around exam time, leading the company to suspect that college \u003ca href=\"https://www.npr.org/sections/alltechconsidered/2017/01/07/507133313/students-zap-their-brains-for-a-boost-for-better-or-worse\">students are zapping their brain\u003c/a> to boost study sessions. (In light of that pattern, CEO Robin Azzam notes that the company now sends out discount codes during those timeframes.)\u003c/p>\n\u003cp>But for all of the excitement about this approach to mind enhancement, there’s a lot that’s still unknown. And that’s especially true for students who are seeking an edge during cram time.\u003c/p>\n\u003cp>“The evidence base, as far as the ability to make you perform well on exams and other things, is absolutely incomplete, which is not to say it does or does not work,” says Marom Bikson, a professor at the Grove School of Engineering at the City College of New York, who has studied tDCS.\u003c/p>\n\u003cp>Bikson says the research on how tDCS might affect attention, behavior and cognition is still young. He also suspects that, as when students take Adderall or down coffee during exam time, those using tDCS “off-label” are influenced more by anecdotes about the experience than by hard data.\u003c/p>\n\u003cp>And there are plenty of reasons to be wary of the claims surrounding electric stimulation, according to Emiliano Santarnecchi, a Harvard Medical School instructor in neurology. He says, “It’s not as simple as it seems.”\u003c/p>\n\u003cp>Santarnecchi employs electrical stimulation in his research and sees it as a powerful tool for learning about the brain. But he says the strongest evidence of tDCS’s effectiveness as a cognitive enhancer comes from studies that pool data from multiple published papers, looking for an overall effect. Unfortunately, that strategy often involves combining many small studies of poor quality to yield a seemingly more significant result. It also means unpublished data that did not find an effect associated with stimulation are neglected.\u003c/p>\n\u003cp>Santarnecchi says he is also concerned by the lack of knowledge surrounding the effects on other brain regions as a particular area is stimulated. It’s possible, for example, that there might be a hidden cost, such as damage to an unstimulated part of the brain. Nor do we know much about the long-term effects of repeated use of tDCS or if the brain habituates to stimulation over time.\u003c/p>\n\u003cp>He also emphasizes that every brain is different and it’s hard to know how any one person might react to tDCS. Some data suggest that \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3932631/\">people may respond differently based on their genes\u003c/a> or even their skill in the domain they’re trying to improve. For example, in 2016, one research team found that stimulating part of the prefrontal cortex — an area of the brain that’s involved in thinking and decision making — could improve improvisational ability in amateur jazz musicians but \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5110534/\">might harm the performance of experts\u003c/a>.\u003c/p>\n\u003cp>And there are those who doubt the efficacy of tDCS altogether. Some scientists argue that many of the gains people attribute to brain zapping could be chalked up to a placebo effect. (A tingling sensation at the scalp, after all, would surely cause many of us to believe something interesting is happening.) There are even researchers who challenge \u003ca href=\"https://www.nature.com/articles/s41467-018-02928-3\">whether the electrical current used in these studies can reach the brain\u003c/a> at all.\u003c/p>\n\u003cp>None of these caveats diminish how exciting brain stimulation could be as a possible tool for \u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/22465297\">studying the brain\u003c/a> and even a new form of medicine. Stimulating the motor cortex, for example, could \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2779259/\">help stroke patients\u003c/a> make greater gains during physical therapy. Already, tDCS is approved in Europe to help people suffering from \u003ca href=\"https://soterixmedical.com/newsroom/press/2016/01/soterix-medical-launches-painx-tdcs-treatment-in-eu-with/23\">pain conditions\u003c/a> and \u003ca href=\"https://spectrum.ieee.org/the-human-os/biomedical/devices/treating-depression-with-tdcs-startup-ybrain-aims-for-the-mainstream\">depression\u003c/a>, and scientists are exploring its potential to help people with epilepsy, schizophrenia and other conditions. (In fact, many DIY-ers are \u003ca href=\"https://www.researchgate.net/publication/322087600_Who_Uses_Direct-to-Consumer_Brain_Stimulation_Products_and_Why_A_Study_of_Home_Users_of_tDCS_Devices\">trying to self-treat\u003c/a> their depressive symptoms.)\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>But until more is known about how it works and the best ways to use it, at-home tDCS is very much an “at your own risk” experiment. For some people, that uncertainty is part of the appeal. For the rest of us, it’s worth remembering that we already have some low-risk “biohacks” for learning: eating healthy, staying hydrated, exercising regularly and getting a good night’s sleep.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50576/can-electric-stimulation-help-brains-perform-better","authors":["byline_mindshift_50576"],"categories":["mindshift_192"],"tags":["mindshift_767","mindshift_20784","mindshift_1040","mindshift_20556","mindshift_21171"],"featImg":"mindshift_50579","label":"mindshift"},"mindshift_48559":{"type":"posts","id":"mindshift_48559","meta":{"index":"posts_1591205157","site":"mindshift","id":"48559","score":null,"sort":[1498242261000]},"guestAuthors":[],"slug":"could-the-best-memory-system-be-one-that-forgets","title":"Could The Best Memory System Be One That Forgets?","publishDate":1498242261,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Intuitively, we tend to think of forgetting as failure, as something gone wrong in our ability to remember.\u003c/p>\n\u003cp>Now, Canadian neuroscientists with the University of Toronto are challenging that notion. In a \u003ca href=\"http://www.cell.com/neuron/fulltext/S0896-6273(17)30365-3\">paper\u003c/a> published Wednesday in the journal \u003cem>Neuron\u003c/em>, they review the current research into the neurobiology of forgetting and hypothesize that our brains purposefully work to forget information in order to help us live our lives.\u003c/p>\n\u003cp>I spoke with \u003ca href=\"http://www.utsc.utoronto.ca/biosci/blake-richards\">Blake Richards\u003c/a>, one of the co-authors of the paper, who applies artificial intelligence theories to his study of how the brain learns. He says that in the AI world, there's something called \u003ca href=\"http://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1005358\">over-fitting\u003c/a> — a phenomenon in which a machine stores too much information, hindering its ability to behave intelligently. He hopes that greater understanding of how our brains decide what to keep and what to forget will lead to better AI systems that are able to interact with the world and make decisions in the way that we do.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>We hear a lot about the study of memory. Is the study of forgetting a relatively new thing?\u003c/strong>\u003c/p>\n\u003cp>Within psychology, there's a long history of work examining forgetting. So that's not a new field of study. But the neuroscientists — those of us who work with the biology of how the brain works — have not really examined forgetting much in the past. Generally, the focus for the last few decades in neuroscience has been the question of how do the cells in our brains change themselves in order to store information and remember things. It's only been in the last few years that there's been an upswing in scientific studies looking at what's happening inside our brains at the cellular level that might actually produce forgetting.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>We've all heard of people who have encyclopedic memories, and a lot of us probably assume that'd be a great thing to have. But you argue that it's actually not, because a lot of memories contain details that are irrelevant to living our daily lives.\u003c/strong>\u003c/p>\n\u003cp>In fact, I would argue they're not just irrelevant, but they can be detrimental to living our daily lives.\u003c/p>\n\u003cp>An interesting case comes from this \u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674576223\">old study\u003c/a> by a Russian clinical neuropsychologist [A.R.] Luria, who had this patient, Patient S., who he reported was able to memorize basically everything from his life. But Patient S. was actually at a disadvantage, because he had trouble identifying the commonalities, the patterns in the world. And those commonalities, those patterns are what actually allow us to make intelligent decisions.\u003c/p>\n\u003cp>If you see a dog off leash, barking at you, and previously you've been bitten by a dog barking at you off leash, you probably want to avoid that dog, even if it doesn't look exactly like a previous dog you've seen. It doesn't matter that it doesn't have brown spots or a white tail. What matters is that it has those features that indicate it's one of those broad categories of aggressive dogs.\u003c/p>\n\u003cp>Our memories ultimately are there to help us make decisions, to act in the world in an intelligent manner. Even though we all get a big kick out of people who can smash a trivia game, evolution doesn't care if you can remember who hit the home run in the 1968 World Series. Evolution cares about whether or not you are an individual who's making appropriate decisions in the environment to maximize your chances of survival. And reproduction, of course.\u003c/p>\n\u003cp>\u003cstrong>Actually, a lot of people become more forgetful after having a kid. How does this work into your hypotheses?\u003c/strong>\u003c/p>\n\u003cp>I actually love the example of after you've had a kid. This is another fascinating piece of forgetting that \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1471-0528.2008.02020.x/full\">people\u003c/a> have speculated on. And let me just clarify that this is me speculating — I don't know if there's scientific evidence for this or not — but if everyone remembered very accurately what childbirth was like, and we all remembered very accurately what having an infant or toddler is like — and I say this as someone who has a toddler — most of us would probably not have more than one kid. So it's actually probably beneficial for us, in terms of making the decisions evolution wants us to make, to forget those parts of our lives.\u003c/p>\n\u003cp>\u003cstrong>Would you go so far as to say forgetting is a function of memory?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Yes, that's exactly what I'd say, and what we're trying to argue in this paper. When the goal of memory is to win \u003cem>Jeopardy!\u003c/em>, then you should try to remember everything you can. But when the goal of memory is to help you make intelligent decisions in a complex, changing world, then the best memory system will be a memory system that forgets some stuff. So a healthy, properly functioning memory system is one that does engage in some degree of forgetting.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Could+The+Best+Memory+System+Be+One+That+Forgets%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Forget thinking about forgetting as failure. Researchers now say that ridding our brains of irrelevant details and outdated information helps us better navigate our ever-changing world.","status":"publish","parent":0,"modified":1499106363,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":848},"headData":{"title":"Could The Best Memory System Be One That Forgets? | KQED","description":"Forget thinking about forgetting as failure. Researchers now say that ridding our brains of irrelevant details and outdated information helps us better navigate our ever-changing world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48559 https://ww2.kqed.org/mindshift/?p=48559","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/23/could-the-best-memory-system-be-one-that-forgets/","disqusTitle":"Could The Best Memory System Be One That Forgets?","nprImageCredit":"Jedrzej Kaminski/EyeEm","nprByline":"Andrea Hsu","nprImageAgency":"Getty Images","nprStoryId":"534001592","nprApiLink":"http://api.npr.org/query?id=534001592&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/health-shots/2017/06/23/534001592/could-the-best-memory-system-be-one-that-forgets?ft=nprml&f=534001592","nprRetrievedStory":"1","nprPubDate":"Fri, 23 Jun 2017 15:56:00 -0400","nprStoryDate":"Fri, 23 Jun 2017 11:46:00 -0400","nprLastModifiedDate":"Fri, 23 Jun 2017 15:56:13 -0400","path":"/mindshift/48559/could-the-best-memory-system-be-one-that-forgets","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Intuitively, we tend to think of forgetting as failure, as something gone wrong in our ability to remember.\u003c/p>\n\u003cp>Now, Canadian neuroscientists with the University of Toronto are challenging that notion. In a \u003ca href=\"http://www.cell.com/neuron/fulltext/S0896-6273(17)30365-3\">paper\u003c/a> published Wednesday in the journal \u003cem>Neuron\u003c/em>, they review the current research into the neurobiology of forgetting and hypothesize that our brains purposefully work to forget information in order to help us live our lives.\u003c/p>\n\u003cp>I spoke with \u003ca href=\"http://www.utsc.utoronto.ca/biosci/blake-richards\">Blake Richards\u003c/a>, one of the co-authors of the paper, who applies artificial intelligence theories to his study of how the brain learns. He says that in the AI world, there's something called \u003ca href=\"http://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1005358\">over-fitting\u003c/a> — a phenomenon in which a machine stores too much information, hindering its ability to behave intelligently. He hopes that greater understanding of how our brains decide what to keep and what to forget will lead to better AI systems that are able to interact with the world and make decisions in the way that we do.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>We hear a lot about the study of memory. Is the study of forgetting a relatively new thing?\u003c/strong>\u003c/p>\n\u003cp>Within psychology, there's a long history of work examining forgetting. So that's not a new field of study. But the neuroscientists — those of us who work with the biology of how the brain works — have not really examined forgetting much in the past. Generally, the focus for the last few decades in neuroscience has been the question of how do the cells in our brains change themselves in order to store information and remember things. It's only been in the last few years that there's been an upswing in scientific studies looking at what's happening inside our brains at the cellular level that might actually produce forgetting.\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>\u003cstrong>We've all heard of people who have encyclopedic memories, and a lot of us probably assume that'd be a great thing to have. But you argue that it's actually not, because a lot of memories contain details that are irrelevant to living our daily lives.\u003c/strong>\u003c/p>\n\u003cp>In fact, I would argue they're not just irrelevant, but they can be detrimental to living our daily lives.\u003c/p>\n\u003cp>An interesting case comes from this \u003ca href=\"http://www.hup.harvard.edu/catalog.php?isbn=9780674576223\">old study\u003c/a> by a Russian clinical neuropsychologist [A.R.] Luria, who had this patient, Patient S., who he reported was able to memorize basically everything from his life. But Patient S. was actually at a disadvantage, because he had trouble identifying the commonalities, the patterns in the world. And those commonalities, those patterns are what actually allow us to make intelligent decisions.\u003c/p>\n\u003cp>If you see a dog off leash, barking at you, and previously you've been bitten by a dog barking at you off leash, you probably want to avoid that dog, even if it doesn't look exactly like a previous dog you've seen. It doesn't matter that it doesn't have brown spots or a white tail. What matters is that it has those features that indicate it's one of those broad categories of aggressive dogs.\u003c/p>\n\u003cp>Our memories ultimately are there to help us make decisions, to act in the world in an intelligent manner. Even though we all get a big kick out of people who can smash a trivia game, evolution doesn't care if you can remember who hit the home run in the 1968 World Series. Evolution cares about whether or not you are an individual who's making appropriate decisions in the environment to maximize your chances of survival. And reproduction, of course.\u003c/p>\n\u003cp>\u003cstrong>Actually, a lot of people become more forgetful after having a kid. How does this work into your hypotheses?\u003c/strong>\u003c/p>\n\u003cp>I actually love the example of after you've had a kid. This is another fascinating piece of forgetting that \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1471-0528.2008.02020.x/full\">people\u003c/a> have speculated on. And let me just clarify that this is me speculating — I don't know if there's scientific evidence for this or not — but if everyone remembered very accurately what childbirth was like, and we all remembered very accurately what having an infant or toddler is like — and I say this as someone who has a toddler — most of us would probably not have more than one kid. So it's actually probably beneficial for us, in terms of making the decisions evolution wants us to make, to forget those parts of our lives.\u003c/p>\n\u003cp>\u003cstrong>Would you go so far as to say forgetting is a function of memory?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Yes, that's exactly what I'd say, and what we're trying to argue in this paper. When the goal of memory is to win \u003cem>Jeopardy!\u003c/em>, then you should try to remember everything you can. But when the goal of memory is to help you make intelligent decisions in a complex, changing world, then the best memory system will be a memory system that forgets some stuff. So a healthy, properly functioning memory system is one that does engage in some degree of forgetting.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Could+The+Best+Memory+System+Be+One+That+Forgets%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48559/could-the-best-memory-system-be-one-that-forgets","authors":["byline_mindshift_48559"],"categories":["mindshift_192"],"tags":["mindshift_767","mindshift_21078","mindshift_20556"],"featImg":"mindshift_48560","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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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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