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Why do we remember more by reading in print vs. on a screen?
The author of 'How We Read' Now explains.
During the pandemic, many college professors abandoned assignments from printed textbooks and turned instead to digital texts or multimedia coursework.
As a professor of linguistics, I have been studying how electronic communication compares to traditional print when it comes to learning. Is comprehension the same whether a person reads a text onscreen or on paper? And are listening and viewing content as effective as reading the written word when covering the same material?
The answers to both questions are often “no," as I discuss in my book “How We Read Now," released in March 2021. The reasons relate to a variety of factors, including diminished concentration, an entertainment mindset and a tendency to multitask while consuming digital content.
Print versus digital reading
The benefits of print particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing inferences from a text. Print reading also improves the likelihood of recalling details – like “What was the color of the actor's hair?" – and remembering where in a story events occurred – “Did the accident happen before or after the political coup?"
Studies show that both grade school students and college students assume they'll get higher scores on a comprehension test if they have done the reading digitally. And yet, they actually score higher when they have read the material in print before being tested.
Educators need to be aware that the method used for standardized testing can affect results. Studies of Norwegian tenth graders and U.S. third through eighth graders report higher scores when standardized tests were administered using paper. In the U.S. study, the negative effects of digital testing were strongest among students with low reading achievement scores, English language learners and special education students.
My own research and that of colleagues approached the question differently. Rather than having students read and take a test, we asked how they perceived their overall learning when they used print or digital reading materials. Both high school and college students overwhelmingly judged reading on paper as better for concentration, learning and remembering than reading digitally.
The discrepancies between print and digital results are partly related to paper's physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they've read to how far into the book it was or where it was on the page.
But equally important is mental perspective, and what reading researchers call a “shallowing hypothesis." According to this theory, people approach digital texts with a mindset suited to casual social media, and devote less mental effort than when they are reading print.
Podcasts and online video
Given increased use of flipped classrooms – where students listen to or view lecture content before coming to class – along with more publicly available podcasts and online video content, many school assignments that previously entailed reading have been replaced with listening or viewing. These substitutions have accelerated during the pandemic and move to virtual learning.
Surveying U.S. and Norwegian university faculty in 2019, University of Stavanger Professor Anne Mangen and I found that 32% of U.S. faculty were now replacing texts with video materials, and 15% reported doing so with audio. The numbers were somewhat lower in Norway. But in both countries, 40% of respondents who had changed their course requirements over the past five to 10 years reported assigning less reading today.
A primary reason for the shift to audio and video is students refusing to do assigned reading. While the problem is hardly new, a 2015 study of more than 18,000 college seniors found only 21% usually completed all their assigned course reading.
Maximizing mental focus
Researchers found similar results with university students reading an article versus listening to a podcast of the text. A related study confirms that students do more mind-wandering when listening to audio than when reading.
Results with younger students are similar, but with a twist. A study in Cyprus concluded that the relationship between listening and reading skills flips as children become more fluent readers. While second graders had better comprehension with listening, eighth graders showed better comprehension when reading.
Research on learning from video versus text echoes what we see with audio. For example, researchers in Spain found that fourth through sixth graders who read texts showed far more mental integration of the material than those watching videos. The authors suspect that students “read" the videos more superficially because they associate video with entertainment, not learning.
The collective research shows that digital media have common features and user practices that can constrain learning. These include diminished concentration, an entertainment mindset, a propensity to multitask, lack of a fixed physical reference point, reduced use of annotation and less frequent reviewing of what has been read, heard or viewed.
Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators – and parents – shouldn't assume all media are the same, even when they contain identical words.
- Memory cells activate during new, similar events - Big Think ›
- What an Anti-Memory Is and How It Frees Your Mind - Big Think ›
The father of all giant sea bugs was recently discovered off the coast of Java.
- A new species of isopod with a resemblance to a certain Sith lord was just discovered.
- It is the first known giant isopod from the Indian Ocean.
- The finding extends the list of giant isopods even further.
Humanity knows surprisingly little about the ocean depths. An often-repeated bit of evidence for this is the fact that humanity has done a better job mapping the surface of Mars than the bottom of the sea. The creatures we find lurking in the watery abyss often surprise even the most dedicated researchers with their unique features and bizarre behavior.
A recent expedition off the coast of Java discovered a new isopod species remarkable for its size and resemblance to Darth Vader.
The ocean depths are home to many creatures that some consider to be unnatural.
According to LiveScience, the Bathynomus genus is sometimes referred to as "Darth Vader of the Seas" because the crustaceans are shaped like the character's menacing helmet. Deemed Bathynomus raksasa ("raksasa" meaning "giant" in Indonesian), this cockroach-like creature can grow to over 30 cm (12 inches). It is one of several known species of giant ocean-going isopod. Like the other members of its order, it has compound eyes, seven body segments, two pairs of antennae, and four sets of jaws.
The incredible size of this species is likely a result of deep-sea gigantism. This is the tendency for creatures that inhabit deeper parts of the ocean to be much larger than closely related species that live in shallower waters. B. raksasa appears to make its home between 950 and 1,260 meters (3,117 and 4,134 ft) below sea level.
Perhaps fittingly for a creature so creepy looking, that is the lower sections of what is commonly called The Twilight Zone, named for the lack of light available at such depths.
It isn't the only giant isopod, far from it. Other species of ocean-going isopod can get up to 50 cm long (20 inches) and also look like they came out of a nightmare. These are the unusual ones, though. Most of the time, isopods stay at much more reasonable sizes.
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During an expedition, there are some animals which you find unexpectedly, while there are others that you hope to find. One of the animal that we hoped to find was a deep sea cockroach affectionately known as Darth Vader Isopod. The staff on our expedition team could not contain their excitement when they finally saw one, holding it triumphantly in the air! #SJADES2018
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What benefit does this find have for science? And is it as evil as it looks?
The discovery of a new species is always a cause for celebration in zoology. That this is the discovery of an animal that inhabits the deeps of the sea, one of the least explored areas humans can get to, is the icing on the cake.
Helen Wong of the National University of Singapore, who co-authored the species' description, explained the importance of the discovery:
"The identification of this new species is an indication of just how little we know about the oceans. There is certainly more for us to explore in terms of biodiversity in the deep sea of our region."
The animal's visual similarity to Darth Vader is a result of its compound eyes and the curious shape of its head. However, given the location of its discovery, the bottom of the remote seas, it may be associated with all manner of horrifically evil Elder Things and Great Old Ones.
Cross-disciplinary cooperation is needed to save civilization.
- There is a great disconnect between the sciences and the humanities.
- Solutions to most of our real-world problems need both ways of knowing.
- Moving beyond the two-culture divide is an essential step to ensure our project of civilization.
For the past five years, I ran the Institute for Cross-Disciplinary Engagement at Dartmouth, an initiative sponsored by the John Templeton Foundation. Our mission has been to find ways to bring scientists and humanists together, often in public venues or — after Covid-19 — online, to discuss questions that transcend the narrow confines of a single discipline.
It turns out that these questions are at the very center of the much needed and urgent conversation about our collective future. While the complexity of the problems we face asks for a multi-cultural integration of different ways of knowing, the tools at hand are scarce and mostly ineffective. We need to rethink and learn how to collaborate productively across disciplinary cultures.
The danger of hyper-specialization
The explosive expansion of knowledge that started in the mid 1800s led to hyper-specialization inside and outside academia. Even within a single discipline, say philosophy or physics, professionals often don't understand one another. As I wrote here before, "This fragmentation of knowledge inside and outside of academia is the hallmark of our times, an amplification of the clash of the Two Cultures that physicist and novelist C.P. Snow admonished his Cambridge colleagues in 1959." The loss is palpable, intellectually and socially. Knowledge is not adept to reductionism. Sure, a specialist will make progress in her chosen field, but the tunnel vision of hyper-specialization creates a loss of context: you do the work not knowing how it fits into the bigger picture or, more alarmingly, how it may impact society.
Many of the existential risks we face today — AI and its impact on the workforce, the dangerous loss of privacy due to data mining and sharing, the threat of cyberwarfare, the threat of biowarfare, the threat of global warming, the threat of nuclear terrorism, the threat to our humanity by the development of genetic engineering — are consequences of the growing ease of access to cutting-edge technologies and the irreversible dependence we all have on our gadgets. Technological innovation is seductive: we want to have the latest "smart" phone, 5k TV, and VR goggles because they are objects of desire and social placement.
Are we ready for the genetic revolution?
When the time comes, and experts believe it is coming sooner than we expect or are prepared for, genetic meddling with the human genome may drive social inequality to an unprecedented level with not just differences in wealth distribution but in what kind of being you become and who retains power. This is the kind of nightmare that Nobel Prize-winning geneticist Jennifer Doudna talked about in a recent Big Think video.
CRISPR 101: Curing Sickle Cell, Growing Organs, Mosquito Makeovers | Jennifer Doudna | Big Think www.youtube.com
At the heart of these advances is the dual-use nature of science, its light and shadow selves. Most technological developments are perceived and sold as spectacular advances that will either alleviate human suffering or bring increasing levels of comfort and accessibility to a growing number of people. Curing diseases is what motivated Doudna and other scientists involved with CRISPR research. But with that also came the potential for altering the genetic makeup of humanity in ways that, again, can be used for good or evil purposes.
This is not a sci-fi movie plot. The main difference between biohacking and nuclear hacking is one of scale. Nuclear technologies require industrial-level infrastructure, which is very costly and demanding. This is why nuclear research and its technological implementation have been mostly relegated to governments. Biohacking can be done in someone's backyard garage with equipment that is not very costly. The Netflix documentary series Unnatural Selection brings this point home in terrifying ways. The essential problem is this: once the genie is out of the bottle, it is virtually impossible to enforce any kind of control. The genie will not be pushed back in.
Cross-disciplinary cooperation is needed to save civilization
What, then, can be done? Such technological challenges go beyond the reach of a single discipline. CRISPR, for example, may be an invention within genetics, but its impact is vast, asking for oversight and ethical safeguards that are far from our current reality. The same with global warming, rampant environmental destruction, and growing levels of air pollution/greenhouse gas emissions that are fast emerging as we crawl into a post-pandemic era. Instead of learning the lessons from our 18 months of seclusion — that we are fragile to nature's powers, that we are co-dependent and globally linked in irreversible ways, that our individual choices affect many more than ourselves — we seem to be bent on decompressing our accumulated urges with impunity.
The experience from our experiment with the Institute for Cross-Disciplinary Engagement has taught us a few lessons that we hope can be extrapolated to the rest of society: (1) that there is huge public interest in this kind of cross-disciplinary conversation between the sciences and the humanities; (2) that there is growing consensus in academia that this conversation is needed and urgent, as similar institutes emerge in other schools; (3) that in order for an open cross-disciplinary exchange to be successful, a common language needs to be established with people talking to each other and not past each other; (4) that university and high school curricula should strive to create more courses where this sort of cross-disciplinary exchange is the norm and not the exception; (5) that this conversation needs to be taken to all sectors of society and not kept within isolated silos of intellectualism.
Moving beyond the two-culture divide is not simply an interesting intellectual exercise; it is, as humanity wrestles with its own indecisions and uncertainties, an essential step to ensure our project of civilization.
New study analyzes gravitational waves to confirm the late Stephen Hawking's black hole area theorem.
- A new paper confirms Stephen Hawking's black hole area theorem.
- The researchers used gravitational wave data to prove the theorem.
- The data came from Caltech and MIT's Advanced Laser Interferometer Gravitational-Wave Observatory.
The late Stephen Hawking's black hole area theorem is correct, a new study shows. Scientists used gravitational waves to prove the famous British physicist's idea, which may lead to uncovering more underlying laws of the universe.
The theorem, elaborated by Hawking in 1971, uses Einstein's theory of general relativity as a springboard to conclude that it is not possible for the surface area of a black hole to become smaller over time. The theorem parallels the second law of thermodynamics that says the entropy (disorder) of a closed system can't decrease over time. Since the entropy of a black hole is proportional to its surface area, both must continue to increase.
As a black hole gobbles up more matter, its mass and surface area grow. But as it grows, it also spins faster, which decreases its surface area. Hawking's theorem maintains that the increase in surface area that comes from the added mass would always be larger than the decrease in surface area because of the added spin.
Will Farr, one of the co-authors of the study that was published in Physical Review Letters, said their finding demonstrates that "black hole areas are something fundamental and important." His colleague Maximiliano Isi agreed in an interview with Live Science: "Black holes have an entropy, and it's proportional to their area. It's not just a funny coincidence, it's a deep fact about the world that they reveal."
What are gravitational waves?
Gravitational waves are "ripples" in spacetime, predicted by Albert Einstein in 1916, that are created by very violent processes happening in space. Einstein showed that very massive, accelerating space objects like neutron stars or black holes that orbit each other could cause disturbances in spacetime. Like the ripples produced by tossing a rock into a lake, they would bring about "waves" of spacetime that would spread in all directions.
As LIGO shared, "These cosmic ripples would travel at the speed of light, carrying with them information about their origins, as well as clues to the nature of gravity itself."
The gravitational waves discovered by LIGO's 3,000-kilometer-long laser beam, which can detect the smallest distortions in spacetime, were generated 1.3 billion years ago by two giant black holes that were quickly spiraling toward each other.
What Stephen Hawking would have discovered if he lived longer | NASA's Michelle Thaller | Big Think www.youtube.com
Confirming Hawking's black hole area theorem
The researchers separated the signal into two parts, depending on whether it was from before or after the black holes merged. This allowed them to figure out the mass and spin of the original black holes as well as the mass and spin of the merged black hole. With this information, they calculated the surface areas of the black holes before and after the merger.
"As they spin around each other faster and faster, the gravitational waves increase in amplitude more and more until they eventually plunge into each other — making this big burst of waves," Isi elaborated. "What you're left with is a new black hole that's in this excited state, which you can then study by analyzing how it's vibrating. It's like if you ping a bell, the specific pitches and durations it rings with will tell you the structure of that bell, and also what it's made out of."
The surface area of the resulting black holes was larger than the combined area of the original black holes. This conformed to Hawking's area law.