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I got another request to discuss yet another media state that technology is detrimental for our brains. It s actually and a good illustration of really poor science reporting on television, so I won t link it, though the topic seems generally of curiosity and it appears for being based on a curious underlying folk
I was inspired to answer some questions from your middle school student carrying out a research project on game titles. Since I am considering the topic generally, I should probably work out how to answer such questions in an age-appropriate level. My attempt: Jose asks: 1. Do games affect the brain?
This is often a very interesting piece within the philosophy of science and popular understandings of science: How our botched comprehension of science ruins everything /article/index/268360/how-our-botched-understanding-of-science-ruins-everything As an exercise for the reader, explain what's wrong with his complaint that what most of the people think of science is in fact the opposite of science. Some helpful ideas
For some reason, I ve been finding a lot of requests lately to go into detail why we're bad at remembering people s names lately. An email exchange about this with an Atlantic reporter got summarized online here: /health/archive/2014/08/why-do-we-forget-names-as-soon-as-we-meet-people/375815/Curiously, it then also got picked up on another site, Lifehacker: /why-its-so-hard-to-remember-peoples-names-1620881563 And then I was contacted earlier this
I m a major fan of Jerry, who posts to YouTube as ChessNetwork his videos of playing chess online. One with the things he does regularly is playing online speed chess ultra-rapid, bullet chess where each player has 1m for the entire game. Chess is really a different game if you have 60 seconds to create
How and where memory is situated the brain, particularly memory acquired through practice
How experience shapes action, perception and considered pervasive mechanisms of plasticity over the human brain
Investigating memory system interactions and intuitive selection using visual category learning.
Check the Presentations link around the right side bar to view the most recent ideas and reports as presented as posters and talks at recent conferences.
I got another request to discuss yet another media state that technology is detrimental for our brains. It s actually another good illustration showing really poor science reporting in the news, so I won t link it, though the topic seems generally of great interest and it appears to get based on a curious underlying folk label of cognition worth considering.
How would this work? How could technology make us less smart? The core idea is always that be looking things up, we memorize less and therefore we're less smart than we will be otherwise. But this misses the situation of substitution. If you aren t memorizing something you are able to look up, would you learn something else entirely instead?
To me, the interesting underlying idea is: Memory doesn t produce an off switch
We are constantly recording experiences from environment. Of course, not everything gets remembered, so maybe we focus too much about the memory failures. But we aren t consciously turning our memories on and off over the day. So if we're also trying to memorize arbitrary facts that we're able to look up on bing instead, during that time we aren t doing another thing that could have remaining a useful memory trace. Note that I m describing this being an attention/perception bottleneck, however it could be considered a memory consolidation level bottleneck likewise which is really the actual constraint that keeps us from remembering everything we go through.
The best way for this argument to essentially make sense is always to have a strong theory that everything we will have memorized as opposed to relying on the search engines is more significant to our internal knowledge state than everything we learn instead. I think that's going for being a hard case to generate. And it won t often be about technology.
There s another way to produce a possible technology hurts as their pharmicudical counterpart case dependant on skill learning/strengthening. If memory can be a skill that might be improved by intensive practice, then concentrated tries to memorize arbitrary information could theoretically cause you to better at remembering and more than time, you d just get smarter. But there is no evidence anywhere that long-term memory is usually strengthened in this way and many folks have tried to try this.
Working memory looks to become trainable, however, if anything, technology that produces you hold something in mind while applying the keyphrases to look up is going to expand your WM as opposed to causing it to atrophy.
So no, technology will not be going to produce us less smart. It s almost certain to get overwhelmingly from the other direction the access given by the internet to incredibly rich and diverse types of information means the typical knowledge content in the average mental faculties in the 21st century can be a lot more as opposed to 20th or another prior time.
I was inspired to answer some questions at a middle school student conducting a research project on game titles. Since I am thinking about the topic generally, I should probably discover how to answer such questions with an age-appropriate level. My attempt:
1. Do game titles affect the neural? Do game titles affect the thought process? Do online games damage the thinking part on the brain?
Yes, video gaming can affect your head, like anything else that you simply do a great deal of. However, these changes can occasionally be for the better. There is recent proof improvements in visuospatial attention how you will see the world following gaming play. There may also be changes for that worse, like increasing aggression, however these are not yet well understood.
2. Can game titles improve people s knowledge? Can they help people s grades advance in school? Or can they get bad grades?
Video games probably won t help you in class very much. They can lead to further problems in schoolwork when kids play way too many games and don t match homework and assignments. If you are getting the homework done, winning contests won t hurt and might actually help a bit.
3. Can video gaming make people lose time? With relatives and buddies? Time outside?
If you spend excessive time on games and don't make time for friends, family, proper exercise and sleep, then that could very likely behave badly.
4. Can online games make people sick? Gain weight? Headaches or possibly a tumor?
Some people report dizziness and nausea upset stomach from games giving you first person perspective. This is probably related towards the kind of motion sickness it is possible to get when traveling in a car. In rare cases, a lot of people may react badly to flashing lights/sounds in online games. In general, games won t cause you to be sick. If you eat in the unhealthy way when playing videogames, that may lead to extra weight and other health issues.
5. Can games make people endlaved by what their mainly about? How do they accomplish this? Why do people get addicted?
Gaming addiction is just not well understood. Games aren t addictive how other things are just like cigarettes. However, you'll find certainly many people who have problems as with 2 and 3 above. They seem to learn so much which it messes up a lots of other things later on in life. That looks as being similar to being addicted. It also will be like a large amount of other problems that teenagers often run across mood swings, depression, difficulty in pertaining to others. I do not believe that it is well known whether games could potentially cause those problems or whether kids having those varieties of problems for one more reason sometimes like to experiment with a large amount of videogames.
Thank you very much for ones help.
As an exercise on the reader, explain what's incorrect with his complaint that what most of the people think of science is definitely the opposite of science.
Seems as being a topic we should be discussing in 205. I think it s the appropriate level of meta to get a class on experimental design.
For some reason, I ve been obtaining a lot of requests lately to spell out why were bad at remembering people s names lately. An email exchange with this with an Atlantic reporter got summarized online here:
Curiously, it then also got picked up on another site, Lifehacker:
And then I was contacted earlier this week and did a shorter conversation around the phone using a radio show, Newstalk, in Ireland with host Sean Moncrieff.
All the conversations went well, although I m unclear I had much to state beyond the basics that names take time and effort and arbitrary, unlike other facts you have a tendency to learn about people you meet.
A more interesting idea is I suspect there is often a reverse Dunning-Kruger effect for name memory. Dunning-Kruger effects are times when everybody thinks they can be above average. For names, my sense is that a lot of people think they can be below average. I would guess they aren t, but that most of people are bad at names. In theory, it wouldn t be tough to test this, but I don t think anybody has even chance a real experiment.
I m a huge fan of Jerry, who posts to YouTube as ChessNetwork his videos of playing chess online. One from the things he does regularly is playing online speed chess ultra-rapid, bullet chess where each player has 1m for your game.
Chess is really a different game for those who have 60 seconds for making every relocate a whole game. I find it compelling as it exposes the absence of calculation in high level chess play. At 1-2 seconds/move, it really is almost purely pattern matching, habit and processes we might have to call intuition. There is no time for anything even so the most rudimentary of calculation. And yet the degree of play is actually comparatively sharp.
Jerry is especially entertaining while he keeps up a verbal stream of consciousness patter while playing. He notes positional principles that guide some move selection and his awesome voice offers his excitement audibly when he senses a tactical play coming.
Understanding how such type of cognitive process is accomplished would show a lot about human cognitive function. What they are doing here is just not really hard for almost any chess player with decent playing experience I am decent at bullet chess unlike Jerry, but I can begin to play. And relevant on the old post about AI Hofstadter, the truth that computers are unequivocally dominant at chess has nothing with regards to understanding how humans play bullet chess.
I ve spoken with chess professionals about speed chess within the past along with the general sense is the fact playing speed will not allow you to be better at chess. But studying and playing chess slow will cause you to better at speed chess. Perhaps a principle to train intuition in complex tasks might be derived from that.
I got another request to touch upon yet another media declare that technology isn't good for our brains. It s actually fashionable good instance of really poor science reporting in media, so I won t link it, nevertheless the topic seems generally of great interest and it appears to become based on a curious underlying folk
Rapid learning of higher-order statistics in implicit sequence learning K. R. Thompson P. J. Reber Implicit learning involves extracting experienced regularities and statistical variation on the environment as a way to improve behavior. Because expertise in environmental structure is acquired beyond awareness, it can be challenging to determine the actual nature in the information that
Abstract: Implicit learning involves extracting experienced regularities and statistical variation in the environment to be able to improve behavior. Because understanding of environmental structure is acquired over and above awareness, it truly is challenging to determine the nature with the information that may be obtained from experience. A popular paradigm to analyze this implicit learning process is
Thompson, K. R., Sanchez, D. J., Wesley, A. H., Reber, P. J. 2014. Ego Depletion Impairs Implicit Learning. PloS one, 910, e109370. Implicit skill learning occurs incidentally and without conscious understanding of what is learned. However, the speed and effectiveness of learning might still be affected by decreased use of central processing resources during
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