The learning-by-teaching effect has been demonstrated in manystudies. Students who spend time teaching what they’ve learned go on to show better understanding and knowledge retention than students who simply spend the same time re-studying. What remains unresolved, however, is exactly why teaching helps the teacher better understand and retain what they’ve learned.
For a new study in Applied Cognitive Psychology researchers led by Aloysius Wei Lun Koh set out to test their theory that teaching improves the teacher’s learning because it compels the teacher to retrieve what they’ve previously studied. In other words, they believe the learning benefit of teaching is simply another manifestation of the well-known “testing effect” – the way that bringing to mind what we’ve previously studied leads to deeper and longer-lasting acquisition of that information than more time spent passively re-studying.
The hippocampus is a structure found on both sides of the brain in the temporal lobes, near the ears. It plays an important role in memory and thinking about the past and future. This led a team of researchers, led by Cornelia McCormick at the Wellcome Centre for Human Neuroimaging, to wonder if people with damage to both hippocampi are still capable of mind-wandering – after all, when we mind wander or day-dream, a lot of the time it is about things we’ve done or plan to do. And if these patients can mind wander, will the content of their mind-wandering thoughts be different from healthy controls?
For their new paper in the Journal of Neuroscience, the researchers shadowed 6 male patients with bilateral hippocampus damage for two days during daylight hours, occasionally prompting them to report what they were thinking about, and compared their descriptions with those obtained from 12 age-matched healthy controls over the same period. The patients with hippocampus damage mind-wandered just as much as the controls, but the form and content of their mind-wandering was very different.
Historically, the kind of false memories induced in volunteers by psychologists have been relatively mundane. For example, a seminal study used leading questions and the encouragement to confabulate, to apparently implant in participants the memory of getting lost in a shopping mall as a child. This reliance on mundane false memories has been problematic for experts who believe that false memories have critical real world consequence, from criminal trials involving false murder confessions, to memories of child abuse “recovered” during therapy using controversial techniques.
The discrepancy between psychologists’ lab results and their real world claims vanished abruptly in 2015 when Julia Shaw (based then at the University of Bedfordshire) and Stephen Porter (University of British Columbia) shocked the memory research community with their staggering finding that, over several interview sessions, and by using false accounts purportedly from the participants’ own caregivers, they had successfully implanted false memories of having committed a crime as a teenager in 70 per cent of their participants, ranging from theft to assault with a weapon. But now other experts have raised doubts about these claims.
“Like a ball rolling down a hill, time often seems to pick up momentum, going faster and faster as we get older…,” write the authors of a new paper in Self and Identity that aims to explain the reasons for this phenomenon. Understand it properly, and it might be possible to stop it – because as Mark Landau at the University of Kansas, US, and his colleagues also note: “Perceiving life as rapidly slipping away is psychologically harmful: unpleasant, demotivating, and possibly even hostile to the sense that life is meaningful.”
Dr. Seuss wrote “the more that you read, the more things you will know. The more that you learn, the more places you’ll go”. The trouble is, we forget so much of what we read. Is there a way to read that makes it more likely we’ll remember things?
Keen to answer this question, researchers Noah Farrin and Colin MacLeod, from the University of Waterloo in Ontario Canada, ran a study published in Memory. Their results shed new light on how to study more effectively.
If you read an article about a controversial issue, do you think you’d realise if it had changed your beliefs? No one knows your own mind like you do – it seems obvious that you would know if your beliefs had shifted. And yet a new paper in The Quarterly Journal of Experimental Psychology suggests that we actually have very poor “metacognitive awareness” of our own belief change, meaning that we will tend to underestimate how much we’ve been swayed by a convincing article.
The researchers Michael Wolfe and Todd Williams at Grand Valley State University said their findings could have implications for the public communication of science. “People may be less willing to meaningfully consider belief inconsistent material if they feel that their beliefs are unlikely to change as a consequence,” they wrote.
A person diagnosed with psychogenic amnesia complains of serious memory problems, sometimes even forgetting who they are, without there being any apparent physical reason for their symptoms – in other words, their condition seems to be purely psychological.
It’s a fascinating, controversial diagnosis with roots dating back to Freud’s, Breuer’s and Charcot’s ideas about hysteria and how emotional problems sometimes manifest in dramatic physical ways. Today, some experts doubt that psychogenic amnesia is a real phenomenon, reasoning that there is either an undetected physical cause or the patient is fabricating their memory symptoms.
In a new paper in Brain, a team of British neuropsychologists has reported their findings from a study of 53 patients diagnosed with psychogenic amnesia – one of the largest ever studies of its kind. Michael Kopelman at Kings College, London, and his colleagues conclude that the prognosis (that is, the scope and speed of recovery) for psychogenic amnesia is better than previously realised and that there appear to be four main categories of the condition.
Skipping your morning coffee before a lecture or an important meeting is probably a bad idea, according to new research. Of course you will be less alert, but more than that, the research team at the University of Tasmania say that the cravings you experience will impair your ability to memorise new information. Reporting their results in the journal Memory, the researchers also found that their participants were unaware of how caffeine cravings had affected them – suggesting that if we try to learn things when desperate for a coffee we are at risk of being overconfident about what we’ve taken in.
Avid readers of novels know that they often take the perspective of the characters they read about. But just how far does this mental role-playing go? A new paper in the Journal of Memory and Language has provided a clever demonstration of how readily we simulate the thoughts of fictional characters. Borrowing a method from research into the psychology of deliberate forgetting, the researchers at Binghamton University, USA, show that when a story character needs to focus on remembering one series of words rather than another, the reader simulates this same memory process in their own minds. The character’s mental experience becomes the reader’s mental experience.
Our autobiographical memory is fundamental to the development of our sense of self. However, according to past research, it may be compromised in autism, together with other skills that are also vital for self understanding, such as introspection and the ability to attribute mental states to others (known as mentalising).
For example, experiments involving autistic children have highlighted retrieval difficulties, “impoverished narratives”, and a greater need for prompting, while also suggesting that semantic recall (facts from the past) may be impaired in younger individuals.
Now a UK research team, led by Sally Robinson from London’s St. Thomas’ Hospital, has published the first attempt to assess the nature of – and relationships between – autobiographical memory, mentalising and introspection in autism. Reporting their findings in Autism journal, the group hope their results will shed more light on the way that autistic children and teens develop a sense of self.