Brain Science Archives - Page 2 of 3

RESOURCE: How Reliable is Your Memory

Psychologist Elizabeth Loftus studies memories. More precisely, she studies false memories, when people either remember things that didn't happen or remember them differently from the way they really were. It's more common than you might think, and Loftus shares some startling stories and statistics -- and raises some important ethical

Posted on 20 Feb 2018
By Brian S McGowan, PhD
In Brain Science, Resources

Space (and Time): The Final Frontier of Learning

One of the best analogies on learning that I ever learned came in a rather unlikely place. I had just walked from my car to meet a golf instructor (John), he was going to help me work through some issues with my game. 15 minutes into the lessons John could tell

Posted on 6 Jan 2018
By Brian S McGowan, PhD
In Blog, Brain Science, Learning Models & Theory

Understanding Attention and eLearning: A Primer on the Science of Eye-Tracking

One of the drivers of the original Learning Actions research was a concern that in learning, as in so many facets of life, our subconscious mind undermines rational thinking, decision making, and behavior; yet the ‘adult learner’ has been (universally) seen as fully competent, autonomous, and self-directed. The premise itself

Posted on 20 Dec 2017
By Brian S McGowan, PhD
In Blog, Brain Science, Learning Models & Theory

RESOURCE: Mental down-time affects memory

Research has shown that recent experiences are reactivated during sleep and wakeful rest. This "downtime" recall of memories is part of the process for consolidating long-term memory and serves as memory rehearsal that can strengthen the memory. Thus, the old saying, "all work and no play makes Jack a dull

Posted on 27 Nov 2017
By Brian S McGowan, PhD
In Brain Science, Resources

ABSTRACT: How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement.

The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to

Posted on 6 Nov 2017
By Brian S McGowan, PhD
In Abstract, Brain Science, Learning Models & Theory, Medical Education, Resources

Nudging his way to a Nobel Prize

For nearly 5 years ArcheMedX has been working to "nudge" learners to learn more effectively. The simple idea is that learners rely on a largely unevolved set of learning actions, or behaviors, and that by architecting learning experiences that optimize these behaviors, learners learn better. We validated this approach years ago, demonstrating

Posted on 10 Oct 2017
By Brian S McGowan, PhD
In Blog, Brain Science, Learning Models & Theory

ABSTRACT: Use of the pause procedure in continuing medical education: A randomized controlled intervention study.

During lectures, a pause procedure (the presenter pauses so students can discuss content) can improve educational outcomes. We aimed to determine whether (1) continuing medical education (CME) presentations with a pause procedure were evaluated more favorably and (2) a pause procedure improved recall. In this randomized controlled intervention study of

Posted on 9 Oct 2017
By Brian S McGowan, PhD
In Abstract, Brain Science, Learning Models & Theory, Medical Education, Resources

RESOURCE: How ‘nudge theory’ can help shops avoid a backlash over plastic bag bans

On your way home tonight, you might stop at the supermarket to grab some ingredients for the evening meal. If you're like many shoppers, you'll pass through the self-service checkout, scan your items, and hurriedly place them in the conveniently waiting thin, grey plastic bag before finalising the purchase.At home,

Posted on 21 Jul 2017
By Brian S McGowan, PhD
In Brain Science, Learning Models & Theory, Resources

RESOURCE: How long is short-term memory? Shorter than you might think.

So, cognitive psychologists divide memory into the first 15-30 seconds, and they call this short-term memory, and alllllll the rest of memory that lasts beyond 30 seconds is long-term memory. Why would we make such a skewed split, and why aren’t there more categories (like medium-term memory)? And what good

Posted on 18 Apr 2017
By Brian S McGowan, PhD
In Brain Science, Resources

ABSTRACT: Selective Entrainment of Theta Oscillations in the Dorsal Stream Causally Enhances Auditory Working Memory Performance

The implication of the dorsal stream in manipulating auditory information in working memory has been recently established. However, the oscillatory dynamics within this network and its causal relationship with behavior remain undefined. Using simultaneous MEG/EEG, we show that theta oscillations in the dorsal stream predict participants’ manipulation abilities during memory

Posted on 18 Apr 2017
By Brian S McGowan, PhD
In Abstract, Brain Science, Resources

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Category : Brain Science

RESOURCE: How Reliable is Your Memory

Space (and Time): The Final Frontier of Learning

Understanding Attention and eLearning: A Primer on the Science of Eye-Tracking

RESOURCE: Mental down-time affects memory

ABSTRACT: How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement.

Nudging his way to a Nobel Prize

ABSTRACT: Use of the pause procedure in continuing medical education: A randomized controlled intervention study.

RESOURCE: How ‘nudge theory’ can help shops avoid a backlash over plastic bag bans

RESOURCE: How long is short-term memory? Shorter than you might think.

ABSTRACT: Selective Entrainment of Theta Oscillations in the Dorsal Stream Causally Enhances Auditory Working Memory Performance

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