Project: Cognitive Neuroscience Systems: Applied mind/brain science (AMBS):
Knowing how complex cognitive functions work requires detailed knowledge of the component operations that make up function like those involved in learning, problem solving, making decisions. This kind of analysis is one of the key ingredients necessary for developing interventions that improve cognitive functions. The other key point to make is that brains are plastic. We can learn all sorts of things, skills, knowledge, habits that can improve how we function in everyday life.
This project is obviously overly ambitious. To make it digestible I will regularly add bits and pieces that are much more modest in scope.
Themes for further development
1. Subjective Probabilities: One of the themes that are part of AMBS is the issue of subject probabilities that we use to make all sorts of decisions in life. Starting with a foundation of the real probability of some outcome, like predicting a successful outcome for some planned action we rapidly and virtually automatically shift to a transform of that probability using all sorts of stuff in our heads including our attitudes and beliefs, the overreliance on our most recent relevant experiences, our myths, mood, and so many other mind vegetables, fruits, and pebbles.
Racial profiling is just one example of many that fit under the umbrella of subjective predictive probability. This theme deserves further exploration in a stand-alone post.
2. What are the cognitive skills that should be taught the young and that can then be used throughout life? The heart of education, especially of the very young, should be teaching cognitive skills such as those that are part of our executive skills (critical thinking, reflection, planning, using knowledge in making decisions and solving problems, willpower. Knowledge (facts) are important but not compared to the acquisition of cognitive tools that have broad utility. How do we train kids to develop executive function skills?
Several posts have explored the value of teaching executive functions to preschoolers. The evidence is overwhelming that this type of training is extraordinarily valuable (see posts on the marshmallow effect) as well as the work of Adele Diamond.
3. Test what you are learning as you learn. If a training session lasts an hour probe, test, what is being learned somewhere in the middle of a training session. The impact on the effectiveness on learning is reliable and large (Critical importance of retrieval. for learning (the testing effect) in Science….Roediger 2008)
4. Even simple manipulations can make a difference. During training, or during a lecture instead of taking notes on a computer write down your notes. The act of writing activates more thinking and processing of the presented information.
There are a huge number of research papers on the cognitive science applied to all sorts of issues in education. The following are my short hand notes of the references that should be explored on this post.
preschool influences on math achievement; Science 2008
Preschool programs and school readiness; Science 2008
Expertise and how it develops….work of Erikikson see my website
How do we hire well…..teachers Malcolm Gladwell in New yorker 2008
Preparing future math teachers Schmidt in Science 2008
Working memory and creativity Science 2010
Education and Cognitive Science Ansari et. al. Trends in Cognitive Sciences 2006
Scientific teaching in practice ; MIller et. al. Science 2008
Teaching science thinking …advantages of abstract examples in learning math Science 2008
Tools of the Mind…work of Adele Diamond and others, several articles in Science and teaching executive skills to preschoolers….some of the work based on old work of vigotsky
Neuroscience and Education Neuron 2010
Principles of science and educaton, …generation errors….feedback…Janet Metcalfe 2007
Technology and Education Greenfield Science 2009
Improved learning in Physics Deslauers, Science 2011
Investing in disadvantaged kids ….skill learning…Heckman….2006