The more you know about your memory, the better you'll understand how you can improve it. Here's a basic overview of how your memory works and how aging affects your ability to remember. Your baby's first cry...the taste of your grandmother's molasses cookies...the scent of an ocean breeze. Most people talk about memory as if it were a thing they have, like bad eyes or a good head of hair. In the past, many experts were fond of describing memory as a sort of tiny filing cabinet full of individual memory folders in which information is stored away. Do you remember what you had for breakfast this morning? What seems to be a single memory is actually a complex construction. If you're riding a bike, the memory of how to operate the bike comes from one set of brain cells; the memory of how to get from here to the end of the block comes from another; the memory of biking safety rules from another; and that nervous feeling you get when a car veers dangerously close, from still another.
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Note-taking tools and tips | Harvard Initiative for Learning and TeachingThis blog entry is part of a series of topical Practice-Oriented Literature Overviews written by the HILT Research Fellows. by Michael C. Friedman Note-taking should be an obvious practice and an intuitive skill: pay attention in class, and scribble (or with the current generation of students, type) furiously as the instructor speaks and displays slides of information, right? Good note-taking practices can potentially make the difference between efficient study behaviors, better course outcomes, and even retention of course content beyond a course’s conclusion. Notes on note-taking: Review of research and insights for students and instructors reviews the existing research on note-taking and makes recommendations for both students and instructors: For students: For instructors: Explain your course policies regarding note-taking at the start of the semester (Do you allow laptops?
Try, try again? Study says no: Trying harder makes it more difficult to learn some aspects of language, neuroscientists find -- ScienceDailyWhen it comes to learning languages, adults and children have different strengths. Adults excel at absorbing the vocabulary needed to navigate a grocery store or order food in a restaurant, but children have an uncanny ability to pick up on subtle nuances of language that often elude adults. Within months of living in a foreign country, a young child may speak a second language like a native speaker. Brain structure plays an important role in this "sensitive period" for learning language, which is believed to end around adolescence. In a new study, a team of neuroscientists and psychologists led by Amy Finn, a postdoc at MIT's McGovern Institute for Brain Research, has found evidence for another factor that contributes to adults' language difficulties: When learning certain elements of language, adults' more highly developed cognitive skills actually get in the way. Too much brainpower Study subjects listened to the artificial language for about 10 minutes. Turning off effort
Why Walking Helps Us ThinkIn Vogue’s 1969 Christmas issue, Vladimir Nabokov offered some advice for teaching James Joyce’s “Ulysses”: “Instead of perpetuating the pretentious nonsense of Homeric, chromatic, and visceral chapter headings, instructors should prepare maps of Dublin with Bloom’s and Stephen’s intertwining itineraries clearly traced.” He drew a charming one himself. Several decades later, a Boston College English professor named Joseph Nugent and his colleagues put together an annotated Google map that shadows Stephen Dedalus and Leopold Bloom step by step. The Virginia Woolf Society of Great Britain, as well as students at the Georgia Institute of Technology, have similarly reconstructed the paths of the London amblers in “Mrs. Such maps clarify how much these novels depend on a curious link between mind and feet. Since at least the time of peripatetic Greek philosophers, many other writers have discovered a deep, intuitive connection between walking, thinking, and writing.
Stanford University’s Carol Dweck on the Growth Mindset and Education“You’re so talented!”, “You are gifted – a natural!”, “You’re doing so well in school, you must be really smart!” I recently met with Stanford University’s Carol S. Ms. OneDublin.org: What sparked your interest in the field of psychology? Carol Dweck: “I was always interested in people and why they do what they do, and that crystallized in college. OneDublin.org: What was your trigger to pursue research into mindsets? Dweck: “I was fascinated by how people cope with failure or obstacles. OneDublin.org: When you started your research did you have much to draw from? Dweck: “There were inklings of research. OneDublin.org: What is your definition of fixed and growth mindsets? Dweck: “In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. OneDublin.org: Is there a widely held belief in the fixed mindset and what is the source of mindsets? Dweck: “Both mindsets are widely held. Dweck: “Yes we have. Dweck: “Two things. Related Articles
Brains Sweep Themselves Clean Of Toxins During SleepKatherine Streeter for NPR While the brain sleeps, it clears out harmful toxins, a process that may reduce the risk of Alzheimer's, researchers say. During sleep, the flow of cerebrospinal fluid in the brain increases dramatically, washing away harmful waste proteins that build up between brain cells during waking hours, a study of mice found. "It's like a dishwasher," says Dr. Maiken Nedergaard, a professor of neurosurgery at the University of Rochester and an author of the study in Science. The results appear to offer the best explanation yet of why animals and people need sleep. Nedergaard and a team of scientists discovered the cleaning process while studying the brains of sleeping mice. The scientists noticed that during sleep, the system that circulates cerebrospinal fluid through the brain and nervous system was "pumping fluid into the brain and removing fluid from the brain in a very rapid pace," Nedergaard says. So why doesn't the brain do this sort of housekeeping all the time?
Opinion: For a more productive life, daydreamIn 1990, a 25-year-old researcher for Amnesty International, stuck on a train stopped on the tracks between London and Manchester, stared out the window for hours. To those around her, no doubt rustling newspapers and magazines, busily rifling through work, the young woman no doubt appeared to be little more than a space cadet, wasting her time, zoning out. But that woman came to be known as JK Rowling. And in those idle hours daydreaming out the train window, she has said that the entire plot of the magical Harry Potter series simply "fell into" her head. Mark Twain, during an enormously productive summer of writing in 1874, spent entire days daydreaming in the shade of Quarry Farm in New York, letting his mind wander, thinking about everything and nothing at all, and, in the end, publishing "The Adventures of Tom Sawyer." Such creative breakthroughs in leisurely moments are hardly unique to literature. Brigid Schulte Legend has it not only that Archimedes had his "eureka!" Just think.
6 Tips For Finding Motivation To Study | Study-HackThis week I realized that in order to actually sit down and do some work (any work, really), we must be really motivated to do it. Since there is plenty of tasks we simply can’t get started on, I’ve come up with a few things that could help us get our study/combat/I-Can-Ace-Everything mode going: 1. 2. 3. 4. 5. 6. How do you get yourself pumped to study?