Confident lecturers can make students overconfident

By |2016-11-30T13:20:04+00:00October 20th, 2016|Categories: Learning|Tags: |

Learning is a complicated task. This isn’t helped by how complicated it is to teach.

Students who watched a less confident lecturer predicted their own understanding of lesson better.

Meanwhile, a more confident lecturer made students think they understood the material better. In both cases students scored about the same. The students from the confident lecture overestimated the scores they expected to get.



Beauty can increase learning success by 9.5%!

By |2016-11-30T13:04:44+00:00October 19th, 2016|Categories: Learning|Tags: , |

A new study finds that the attractiveness of a lecturer affects how students learn.

The students listened to an audio recording of a twenty minute lecture. During the study each student viewed a picture of the supposed lecturer. The lecture didn’t change in two groups, but the picture associated with it did. One of the group watched a lecture with the attractive, when second with the less attractive speaker.

Their test scores increased by 9.5% (18.27 items correct on average versus 16.68) when they believed their lecturer was more attractive.



The students who’d read this letter from a role model achieved higher grades

By |2016-10-13T16:30:15+00:00October 13th, 2016|Categories: Interesting Facts, Learning|Tags: , |

new study shows how to boost female science students’ grades. It also showed hot to reduce drop-out rates of female from science, technology, engineering, and maths degree courses.

Researchers surveyed two groups of first-year female students. 258 of them were studying psychology and 68 studying chemistry. Half of the students got a letter, from a female grad student in their field. It described her university experience. The other half of the students skipped this step.

The researchers composed the letter in which the female grad student emphasized how she’d overcome challenges. How she’d experienced feelings of not belonging.

At the end of the semester, the students who’d read this letter from a role model achieved higher grades. Moreover they were less likely to have dropped out.

The psych students who read the letter were 62 percent less likely to receive a D, E or F grade or withdraw. The chemistry students were 77 percent less likely to receive these grades or withdraw. Everything is compared with students who didn’t read the letter. (more…)


To Improve a Memory about 25%, Consider Cocoa!

By |2016-09-29T15:43:53+00:00September 29th, 2016|Categories: Healthy, Learning|Tags: , , |

Healthy people, ages 50 to 69, drank a mixture high in antioxidants called cocoa flavanols for three months. And they performed better on a memory test than people who drank a low-flavanol mixture.

On average, they performed like people two to three decades younger on the memory task. They performed about 25 percent better than the low-flavanol group.

But you should remember that sugar hurt your memory. Thus you shouldn’t eat a lot of white chocolate but dark chocoalte.



The more time people feel pressure, the less likely they will be to think creatively.

By |2016-09-11T16:58:26+00:00September 11th, 2016|Categories: Learning, Productivity|Tags: , |

On the days rated a seven (the highest level of pressure), people were 45% less likely to think creatively than they were on any of the lower-pressure days. (…)

Whatmore, more time pressure on a certain day meant less creative thinking that day, the next day, and the day after that.  In other words, participants seemed to experience a “pressure hangover” that lasted a couple of days at least. (more…)


Creative potential will be greater upon completion of moderate aerobic exercise than when not preceded by exercise.

By |2016-09-10T11:43:58+00:00September 10th, 2016|Categories: Learning|Tags: |

“Sixty college students participated in an experiment consisting of three regimens varying the time when a Torrance Test of Creative Thinking was taken in relation to exercise completion.

The results supported the hypotheses that creative potential will be greater upon completion of moderate aerobic exercise than when not preceded by exercise (immediate effects), that creative potential will be greater following a two hour lag time following exercise than when not preceded by exercise (residual effects), and that creative potential will not be significantly different immediately following exercise than after a two hour lag time following exercise (enduring residual effects).” (more…)


Learn when you sleep

By |2016-09-03T01:25:17+00:00September 3rd, 2016|Categories: Learning|Tags: , |

A study in Science shows that wafting perfume under a person’s nose during slow-wave sleep helps the brain retain information learned during the day.

The study hints that odor cues could help with everyday mnemonic challenges, such as remembering names and faces.

First author Björn Rasch and colleagues had volunteers learn a 2D object location task (a card-sort test) while they got a blast of rose scent. Later, while they were sleeping, the volunteers were given two more shots of the fragrance at 30 second intervals. The next day all the volunteers were re-tested in the card sort test.

Those who smelled the roses during the initial training and later during SWS performed significantly better, remembering the location of 97 percent of the card pairs as compared to 85 percent for those who did not receive the scent or who only got it during training or during sleep alone.

But you don’t need to use a odor. You can use as well any sound and turn on it during SWS.