n-back training

I have had the latest issue of "Brain in the News" on my desk for a bit and finally got around to reading it. The thing that caught my interest was a report on something called "n back training." There has been a lot of interest in different types of brain training exercises. Most studies have found that they do nothing to stave off things like Alzheimer's disease, but can help with some types of cognitive processing. (there are are also arguments that they enhance quality of life in other ways, by providing mental stimulation that improves mood, but that is even less clear.)

The standard advice we hear about aging is to do things like work crossword puzzles, listen to music, or learn a new skill. The theory is that two things might happen in our brains. First, we might establish denser neural pathways so that when one path gets lost we have other paths available. Second, by continually accessing different regions of the brain they get "exercised" and the neural pathways don't get lost.

The exercise called n-back training is the only thing shown to actually improve the ability to reason and solve problems. It is difficult to explain, but basically you try to remember whether a specific cue occurred n times ago in a series. A simple example would be a mono 2-back series of letters...

A D A F Q R Q A F A

Here you would be expected to recognize that the second A came 2 times after the first, the second Q was repeated, and the last A a repeat from 2 back...Does that make sense? Most training is done with dual cues, both auditory and visual. Apparently, doing this exercise for 20 minutes a day for 20 days improves reasoning. I'm going to try it.

Here is a website...
http://www.soakyourhead.com/Default.aspx

Laptops in the classroom

I'm in the process of writing my fall syllabus. There are a few changes, for one, the University seems to have lost a class week, at least for me. Given the low attendance on the days before Thanksgiving, this year we will not have classes at all that week. I had to do a little rearranging to make my topics fit the new outline. I'm also working on changing/updating some assignments and readings.

But, my biggest consideration is how to handle laptops and cell phones in class. I've always had a pretty lenient policy. I don't really care what people do in class. I do get upset if they start to bother other people around them, talking, etc., but if someone is quietly doing a crossword puzzle I usually turned the other way. I guess part of it was thinking if they didn't think what I was saying was important enough to pay attention to then that was my fault, not theirs.

Now, though, laptops and cell phones have become problems. Laptops invite abuse. I know at scientific review panels that many reviewers are surfing the net, checking email, and updating their Facebook pages while we discuss grants. The temptation is great. With advanced cellphones the temptation to check email and text is even greater. Last semester I talked to my class about whether laptops should be banned and most said "yes" even those who were on their laptops at the time. I'm thinking I will try that policy for a few semesters--no laptops--and see what happens. Banning cell phones is harder, requires more monitoring (what are you doing with your hands under the desk, Tommy?) But, I will try to make a stricter statement.

I've never been good at really calling out kids in class. What has worked is for me to bring the problem to the class and discuss it, more of a shame approach I suppose.
I'll let you know how it goes.