Paired Associates Memory Assessment - Cambridge Brain Sciences In this task you have to remember which objects are hidden in different boxes. Psychologists call the skills required for this task 'paired-associate-learning', as you are required to learn to pair two items in memory - in this case the type of object and the location of the object. When one of the paired features is revealed (in this case the object), you have to remember its associate (the location it is hidden in). This type of learning is essential in everyday life, for example when learning new words. When you learn a new word, not only do you learn the word itself, but you have to pair this with the meaning it represents. Along with our colleagues at the University of Cambridge and at the Institute of Psychiatry in London, we investigated which areas of the brain become active when performing this task. Furthermore, we studied what happens to this activation pattern when the task gets harder and harder. References Gould, R.L., Brown, R.G., Owen, A.
Human working memory is based on dynamic interaction networks in the brain A research project of the Neuroscience Center of the University of Helsinki sheds light on the neuronal mechanisms sustaining memory traces of visual stimuli in the human brain. The results show that the maintenance of working memory is associated with synchronisation of neurons, which facilitates communication between different parts of the brain. On the basis of interaction between the brain areas, it was even possible to predict the subject's individual working memory capacity. The results were published last week in the online version of the journal PNAS. The working memory of an average person can sustain only three of four objects at a time. The brain areas maintaining the working memory are known well, but there is little information about how these areas interact. Maintaining of a memory trace synchronised different brain areas In their study, the researchers mapped almost four billion different neuronal interactions.
Robust Short-Term Memory without Synaptic Learning Citation: Johnson S, Marro J, Torres JJ (2013) Robust Short-Term Memory without Synaptic Learning. PLoS ONE 8(1): e50276. Editor: Dante R. Received: May 22, 2012; Accepted: October 23, 2012; Published: January 22, 2013 Copyright: © 2013 Johnson et al. Funding: This work was supported by Junta de Andalucía projects FQM-01505 and P09-FQM4682, by the joint Spanish Research Ministry (MEC) and the European Budget for the Regional Development (FEDER) project FIS2009-08451, and by the Granada Research of Excellence Initiative on Bio-Health (GREIB) traslational project GREIB.PT_2011_19 of the Spanish Science and Innovation Ministry (MICINN) “Campus of International Excellence.” Competing interests: The authors have declared that no competing interests exist. Introduction Slow but sure, or fast and fleeting? Evidence that short-term memory is related to sensory information while long-term memory is more conceptual can be found in psychology. Results .
Visual Spatial Span Assessment : Cambridge Brain Sciences The spatial span task exercises your visuospatial working memory; the component of working memory that allows you to temporarily hold and manipulate information about places. Many everyday activities involve visuospatial working memory, including finding your way around your environment, judging the position of other motorists while you are driving and searching for your keys. According to one very influential cognitive model of working memory (Badderly & Hitch, 1974) visuospatial working memory depends on a specialised sub-component of the working memory system. The spatial span task is a variation of the Corsi block tapping task (Corsi, 1972), a widely used tool in clinical neuropsychology to assess non-verbal memory deficits. Our recent research, as well as several classic studies in the neuroscientific literature, have shown that visuospatial memory can be improved through 'chunking' strategies. References -Bor, D., Duncan, J., Wiseman, R.J.,Owen, A.
16 Websites to Teach and Learn Vocabulary There are now several web tools that are really great in teaching vocabulary and that you can use with your students in the classroom. We have curated a list a list of some of the best web tools to teach vocabulary. Check them down below. 1- Vocabulary.com This is a website that will hep students master the vocabulary essential to their academic success. 2- BBC Learning English In this section, learns will have access to a plethora of vocabulary act ivies and tasks great for classroom inclusion. 3- Confusing Words Confusing Words is a collection of 3210 words that are troublesome to readers and writers. 4- Just The Word Just The Word is a cool website that helps students make informed decisions as to the right word selection to use in their writing 5-Lexipedia Lexipedia is an online visual semantic network with dictionary and thesaurus reference functionality 6- Wordnik Wordnik shows definitions from multiple sources, so you can see as many different takes on a word's meaning as possible.
Insights on Loss of Working Memory By Rick Nauert PhD Senior News Editor Reviewed by John M. Grohol, Psy.D. on July 19, 2010 Scientists are studying a genetic disease to gain insights on working memory, i.e., the ability to hold and manipulate information in your mind. The disease, neurofibromatosis type 1, or NF1 is characterized by a loss of working memory. The condition affects one in 3,500 people and is the most common cause of learning disabilities. New research by UCLA scientist has uncovered new clues about how NF1 disrupts memory and how medications may be created to correct NF1-related learning disabilities. The research is published in the online edition of Proceedings of the National Academy of Sciences. NF1 is caused by mutations in a gene called neurofibromin, or Nf1, which makes a protein with the same name. Previous animal studies led by principal investigator Dr. The findings imply that excess GABA hinders the activity of neurons in the brain, thus interfering with working memory. Source: UCLA
How to Memorize Things Quickly People like to joke that the only thing you really “learn” in school is how to memorize. As it turns out, that’s not even the case for most of us. If you go around the room and ask a handful of people how to memorize things quickly, most of them will probably tell you repetition. That is so far from the truth, it’s running for office. Before we start, you need to establish something: are you an auditory, visual, or experiential learner? Step 1: Preparation To optimize your memorization session, pay close attention to which environment you choose. Next, start drinking some tea. As we get older, toxic chemicals will damage our neurons and synapses, leading to memory loss and even Alzheimer’s. Step 2: Record What You’re Memorizing This is especially useful if you’re trying to memorize information from a lecture. Step 3: Write Everything Down Before you start trying to recall everything from memory, write and re-write the information. Step 4: Section your notes. Step 9: Take a break
How A Simple Checklist Can Improve Learning How A Simple Checklist Can Improve Learning From reminding us of what to pack for a trip to helping doctors perform surgery, checklists are crucial for projects that require sequential steps or a series of tasks. As Atul Gawande points out in his book “Checklist Manifesto,” checklists break down complex tasks and also ensure consistency and efficiency if more than one person is working on a project. If checklists are so effective for airline pilots, skyscraper construction teams, and heart surgeons, why shouldn’t students use them as well? Checklists can benefit students in the following ways: For younger students, simple, task-based checklists can help them become accustomed to following steps, adding order to the relative chaos of learning, and offering a pathway to accomplishing complex tasks. Improving Metacognition Education specialist Dr. “Used effectively, checklists can help students develop metacognitive awareness of their intellectual processes,” Rowlands explained. Wunderlist
Games/vocabulary Pages This Blog Linked From Here Useful links Games/vocabulary (Click on the text) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. Email ThisBlogThis! No comments: Post a Comment Home Introspective judgments predict the precision and like... [J Vis. 2012] Working memory serves as an essential workspace for the mind, allowing for the active maintenance of information to support short-term cognitive goals. Although people can readily report the contents of working memory, it is unknown whether they might have reliable metacognitive knowledge regarding the accuracy of their own memories. We investigated this question to better understand the core properties of the visual working memory system.
5 ways tech has changed professional development Technology has not only changed the way students learn but also the way educators grow through professional development. We talked with tech-savvy, leadership-oriented teachers, principals and professional development organizations to find out what’s trending. 1. Educators are teaching one another on their own time—at edcamps, and beyond. In 2009, the edcamp, a new form of professional development, was born. Last year Dana Sirotiak, a high school history teacher in Hackensack, N.J., helped organize edcamp New Jersey, which drew more than 200 educators, and she taught a workshop on increasing family involvement. Virtual communities make it easier for educators to engage in immediate, specific and focused conversations with their peers. “Everybody there is positive, and they have similar goals, just different backgrounds. Sirotiak and others hope that this type of educator-to-educator PD eventually will be integrated within school districts and the school year. 2. 3. 4. 5.
Common Errors in English Usage Use the search form below to find words and phrases on this site. About this Search Engine E e.g. / i.e. G GP practice gaff / gaffe gamut / gauntlet gander / dander gardener snake / garter snake garnish / garner gauge / gouge gaurd genius gender genuine gerunds & pronouns get me Ghandi gibe / jibe / jive gift / give gig / jig gild / guild goal / gaol goal / objective god goes going forward gone / went gonna good / well good-by / good-bye / goodby /goodbye got / gotten got to government graduate graffiti grammer grasping for straws gratis / gratuitous gray / grey greatful grevious grill / grille grill cheese grisly / grizzly group (singular vs. plural) ground zero grow guess who? J jack / plug jam / jamb jerry-built / jury-rigged Jew / Hebrew Jew / Jewish jewelry job titles John Henry John Hopkins joint possessives judgement junta just just assume just so happens jutebox K key kick-start killed after kindly kindergarden knots per hour koala bear