{"id":3617,"date":"2018-07-14T08:00:18","date_gmt":"2018-07-14T13:00:18","guid":{"rendered":"https:\/\/braindevs.net\/blog\/blog\/?p=3617"},"modified":"2018-07-12T13:52:44","modified_gmt":"2018-07-12T18:52:44","slug":"brain-headlines-week","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/brain-headlines-week\/","title":{"rendered":"Your Brain Headlines of the Week"},"content":{"rendered":"

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Every week generates lots of interesting research in brain-world. These headlines most grabbed my attention:<\/p>\n

“Extreme Heat Linked to Lower Cognitive Performance in Students in Non Air Conditioned Buildings”<\/h2>\n

You would have made this prediction, but now you’ve got research to back up your instincts. If you’re too hot, you don’t think as well<\/a>:<\/p>\n

“During the heat wave, students in buildings without AC experienced 13.4% longer reaction times on color-word tests, and 13.3% lower addition\/subtraction test scores compared with students with air-conditioned rooms. Combined, these data show that students in rooms with AC were not just faster in their responses, but also more accurate.”<\/p><\/blockquote>\n

By the way, we’ve got good reason to think that a student’s preferred temperature matters more<\/a> than the absolute temperature.<\/p>\n

That is: if you prefer cold rooms, you’ll think better in cold rooms. Of course, other people (like my friend Betsy, inexplicably) prefer to work in hot rooms.<\/p>\n

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“Nice visual graphic of cognitive load theory”<\/h2>\n

Kevin McGraw posts a link to a helpful visual representation of cognitive load theory.<\/p>\n

What does cognitive overload look like? What does cognitive balance look like? Check it out here<\/a>.<\/p>\n

By the way: “cognitive load theory” is a way of describing working memory overload. You’ve read A LOT about working memory on this blog, so this graphic might be a helpful recap\/summary.<\/p>\n

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“Can the kids wait? Today’s youngsters able to delay gratification longer than those of the 1960s”<\/h2>\n

Teachers I talk with routinely lament that “kids these days just can’t control themselves the way they used to.”<\/p>\n

That complaint is hard to measure. Recently, however, researchers have used Walter Mischel’s famous “marshmallow test” to compare. The result: today’s 3-5 year-olds waited about 2 minutes longer<\/a> than their earlier counterparts.<\/p>\n

Mischel himself — who took part in this recent study — notes that the ability to delay gratification on the marshmallow test might not automatically translate into real-life activities.<\/p>\n

However, this research result does cast doubt on our certainty that we were so much better than today’s distractible youth…<\/p>\n","protected":false},"excerpt":{"rendered":"

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