Do experts simply know "more" than others, or is there something qualitatively different about an expert's knowledge compared to the knowledge of a non-expert?
While most of us are not aiming for an expert's knowledge in many of the subjects we study or learn about, it is worthwhile considering the ways in which expert knowledge is different, because it shows us how to learn, and teach, more effectively.
Our society gives a lot of weight to intelligence. Academics may have been arguing for a hundred years over what, exactly, intelligence is, but ‘everyone knows’ what it means to be smart, and who is smart and who is not — right?
Of course, it’s not that simple, and the ins and outs of academic research have much to teach us about the nature of intelligence and its importance, even if they still haven’t got it all totally sorted yet. Today I want to talk about one particular aspect: how important intelligence is in academic success.
Alzheimer's disease currently affects one in 10 people over age 65 and nearly half of those over age 85.
More than 19 million Americans say they have a family member with the disease, and 37 million say they know somebody affected with Alzheimer's.
In the United States, the average lifetime cost per Alzheimer patient is US$174,000. (These figures are from the U.S. Alzheimer's Association).
Forget the persistent myth that everything is remembered; that our brains are video cameras whirring away recording everything, and that such 'hidden' knowledge can be brought to light by a hypnotist or alien artefact. Such things are the stuff of fantasy. Of course, there is a nugget of truth there: we can, and do, remember things we've paid no conscious attention to. Sometimes the right question can elicit memories we didn't know we had, in more detail than we imagined we could have. But for the most part, what's not noticed is not remembered. Attention is crucial to memory.
Humans have a long tradition of holding genes responsible for individual differences in behavior (of course, we called it "blood", then, or "family"). In the 20th century, a counter-belief arose: that it was all down to environment, to upbringing. In more recent decades, we have become increasingly aware of how tightly and complexly genes and environment are entwined.
The tip-of-the-tongue experience (TOT) is characterized by being able to retrieve quite a lot of information about the target word without being able to retrieve the word itself. You know the meaning of the word. You may know how many syllables the word has, or its initial sound or letter. But you can’t retrieve it all. The experience is coupled with a strong feeling (this is the frustrating part) that you know the word, and that it is hovering on the edges of your thought.
A fascinating article recently appeared in the Guardian, about a woman who found a way to overcome a very particular type of learning disability and has apparently helped a great many children since.
Around the world, for the most part, compulsory schooling starts at 6, although some start at 7, and a very few at 5 or even younger. There is less consensus about how long compulsory education should last, but 9 years is the most common length, with 10 years running a close second.
Having trouble sleeping is perfectly normal, especially as we age. It’s estimated that half of those older than 55 have trouble getting to sleep or staying asleep.
Let’s start with the easiest situation: you’re not getting enough sleep because you wilfully go to bed too late to achieve your needs.
To choose a strategy, you must assess the situation. In this case, this may mean an evaluation of a written text. Let's look at how you might evaluate text.
We can classify text at one of three different levels, according to its structure and density1: