Sentences with phrase «what cognitive scientists»

Second, everyone has different levels of background knowledge — or what cognitive scientists refer to as «long - term memory.»

First, everyone has a different aptitude — or what cognitive scientists refer to as «working memory» capacity, meaning the ability to absorb and work actively with a given amount of information from a variety of sources, including visual and auditory.

Investigating further, Wieman learned what cognitive scientists have proven repeatedly in recent years: Humans don't learn concepts very well by having someone blab on about them.

Not exact matches

One of the key ways cognitive scientists test your brain's processing power is through what's called a digit symbol coding test — they equate a number with a certain symbol, then give you a string of numbers and ask you to convert them to the correct symbols.

(what they term the «bias blind spot») Only by acknowledging such cognitive biases, they argue, can both scientists and journalists entertain and reconcile the empirical evidence about SRC in its entirety.

Daniel T. Willingham, author of Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom

Following the performance, psychiatrist and author Richard Restak, and Stephen L. Macknik and Susana Martinez - Conde, scientists who study various aspects of visual, sensory and cognitive neuroscience, discussed the science underlying what the audience had just experienced.

Cognitive scientists are trained to understand the limits of human mental processing - it's what we do!

Scientists are starting to learn what is going on in the human brain during these complex cognitive feats, and some of the findings are coming from unexpected sources.

Scientists from the department of social neuroscience at the Max Planck Institute for Human Cognitive and Brain Sciences (MPI CBS) together with colleagues from the MPI for Evolutionary Anthropology (MPI EVA) explored the question at what age we develop the motivation to watch, from our perspective, a deserved punishment and if this feature also exists in our closest relatives — chimpanzees.

It's all part of what scientists call cognitive load.

«We think that if we look at something enough, especially if we have to pay attention to its shape as we do during reading, then we would know what it looks like, but our results suggest that's not always the case,» said Johns Hopkins cognitive scientist Michael McCloskey, the senior author.

That's what fascinates psychiatrist Gary Lynch and cognitive scientist Richard Granger.

«This is the kind of study where you think «Yes, I can believe these results,»» because they fit well with what scientists know about fetal brain development, says cognitive scientist Karin Stromswold of Rutgers University, New Brunswick, in New Jersey.

In January, cognitive scientist Aude Oliva's team set up a refined reworking of a 1970s experiment: Over four hours researchers showed 14 people nearly 3,000 images (at three seconds per image) and then immediately asked the subjects to point out what they had seen.

Scientists debate whether postoperative cognitive dysfunction is real and what might cause it

«The idea is that this is the mechanism that allows you to find things when you know what they are but you don't know where they are,» says John Serences, a cognitive scientist at the University of California, Irvine, and co-author of one of the new reports.

Scientists at the Max Planck Institute for Human Cognitive and Brain Sciences (MPI CBS) in Leipzig discovered what happens when two crucial brain regions of our linguistic comprehension are inactive: They observed that failure of some regions can be compensated by the commitment of other areas, whereas others can not.

The research provides the first evidence for what scientists describe as the «cognitive buffer» hypothesis - the idea that having a large brain enables animals to have more flexible behaviours and survive environmental challenges.

Daniel Willingham Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for The Classroom

Dan Willingham, a cognitive psychologist at the University of Virginia and author of the American Educator's «ask the cognitive scientist» column, offers a bridge between the laboratory and the classroom in his volume, Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for The Ccognitive psychologist at the University of Virginia and author of the American Educator's «ask the cognitive scientist» column, offers a bridge between the laboratory and the classroom in his volume, Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for The Ccognitive scientist» column, offers a bridge between the laboratory and the classroom in his volume, Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for The Cscientist» column, offers a bridge between the laboratory and the classroom in his volume, Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for The CCognitive Scientist Answers Questions About How the Mind Works and What It Means for The CScientist Answers Questions About How the Mind Works and What It Means for The Classroom.

University of Virginia cognitive scientist Dan Willingham has repeatedly cautioned against invoking the idea of developmental stages to draw strong conclusions about what children are ready for.

How much text should be on screen, what the optimal narration is, and how graphics should appear are all questions that cognitive scientists have studied.

That's because the Core Knowledge Sequence is built on the principle, firmly established by cognitive scientists, that we learn new knowledge by building on what we already know.

That prompted Dan Willingham, a University of Virginia cognitive scientist, to observe, «Rarely does a policymaker as much as say, «Screw the data, I'm doing what I want.

Although academics, including cognitive scientists, neuroscientists, and education researchers, have waged fierce debates about what these different needs are — some talk about multiple intelligences and learning styles whereas others point to research that undermines these notions — what no one disputes is that each student learns at a different pace.

A Cognitive Scientists Answers Questions About How the Mind Works and What It Means for the Classroom and When Can You Trust the Experts?

Cognitive scientist Daniel Willingham writes about «mind - wandering» — or zoning out of what you are doing — and how it affects students at school.

Cognitive scientist Daniel Willingham writes, «Most of what you see advertised as educational advice rooted in neuroscience is bunkum.»

Cognitive scientist Daniel Willingham writes about why parents should listen to their child's teachers — especially when they don't like what they hear.

Note: Story is such an excellent way to communicate that Daniel Willingham devotes several pages to it in his book Why Don't Students Like School: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom.