Tricks to deal with dementia: Give them a clue – lie if necessary

July 29, 2008

If your family has not been touched by a member with Alzheimer’s Disease, senile dementia, or some other form of memory-killing disease, you’re in a lucky minority.

A good friend told how her brother-in-law eased the pain of her mother’s slide into dementia, with little lies. The mother developed an invisible friend who had to accompany her on most outings. The problem was that the invisible friend was also invisible to the mother. The brother-in-law, frustrated at the mother’s refusal leave her room for an outing because the friend was not apparent to accompany them, finally told the mother that the friend was already in the car. Mom happily scooted to the car and forgot about the friend completely by the time they got to the car.

The friend was “already there” for much of the rest of the mother’s life. It was a lie, a falsehood, but it made things so much easier.

CBS Evening News tonight featured a story on a potential new treatment for dementia. In one segment, a husband was quizzing his dementia-affected wife, and she could not recall what he had told her just a few minutes before, how many years they had been married. Frustrating for the victim as well as the family.

Vodpod videos no longer available.

more about “CBS report on Alzheimers“, posted with vodpod

A British psychologist, Oliver James, has a new book out that suggests such quizzes do more damage, and are unnecessary. Help the victim along with cues, he says. It’s a trick he got from his own mother-in-law, Penny Garner, from her experience working with her mother.

In Dorothy’s case, Garner found that while she [Dorothy] had no idea what she had done moments before, she automatically tried to make sense of her situation by matching it to past experiences. Dorothy had always enjoyed travelling, and so if she was asked to sit with other people for any length of time, she assumed she was in the Heathrow departure lounge. By not challenging this assumption, Garner found that her mother would sit peacefully for long periods. If she did wander off, Garner found she could encourage her to return by reminding her of her former skill as a bridge-player, telling her that the other players were waiting for her. “Given a properly set up bridge table, my mother would spend hours happily looking at her cards and waiting to play,” she says.

People with dementia are often exhausting to care for because they forget what they are doing during routine activities. Garner found that she could enable her mother to remain relatively independent by providing cues. “If while getting ready for bed, I noticed she had lost track of whether she was buttoning up the cardigan ready to go out or taking it off to go to bed, I would fiddle with my buttons alongside her and say ‘Oh good! No more travelling for us today! Glad we’ve got a bed for the night!’ I found that this simple cue was all she needed. Without it, she was inclined to get half-way through undressing and then start getting dressed again.”

We all look for such cues in everyday life, and we use them to remind us of what we are doing, where we are going, and why. Why not make it easier for victims of dementia?

Who is president of the United States? Half the time I’d prefer to forget it’s George W. Bush. Don’t quiz me on it. Ask me if it isn’t great that we’re electing someone to replace him, this fall.

Smart human tricks.

Resources:


Even babies chunk data

July 21, 2008

How do you apply this information in your lesson plans?

Even babies chunk data for memorization. That is, even babies find it easier to remember things if the new items include chunks of already familiar information.

Not Exactly Rocket Science discusses new research that shows infants as young as 14 months use this memorization trick.

Which of these strings of letters is easier to remember: QKJITJGPI or BBCITVCNN?

Chances are, you chose the latter string, where the nine letters are the combined names of three television networks. This neatly illustrates a fundamental property of human memory – that we remember long strings of information more easily if we can break them down into bite-sized chunks. In this case, a nine-letter string can be divided into three lots of three letters. You probably use similar strategies for remembering telephone numbers, credit card details, or post codes.

Now, Lisa Feigenson and Justin Halberda from Johns Hopkins University have found that infants just 14 months old can use the same technique, delightfully known as “chunking” to increase the limited scope of their memories. Their work suggests that this technique isn’t something we learn through education or experience – it’s more likely to be a basic part of the way our minds process information.

Much more, here.


Carnivals for the mind and soul

June 11, 2008

For the mind: Encephalon 47 is up at Channel N.  Lots of videos this time, eating disorders, rembrances of lunches past, and a lot, lot more.

For the soul: Carnival of the Liberals #66 at The OtherWhirled.  Ten good items there, including a response to the bizarre claim running on conservative blogs and minds that Obama is a Marxist.

2008 is going to be one of those years when we need to keep our minds sharp and our emotional banks with sufficient funds.   I hope we can.


Motivation 101 – How NOT to

June 2, 2008

Educators don’t know beans about motivation I think. I still see courses offered on “how to motivate” students to do X, or Y, or Z — or how to motivate faculty members to motivate students to do X. This view of motivation is all wrong, the industrial psychologists and experience say. A student must motivate herself. A teacher can remove barriers to motivation, or help a student find motivation. But motivation cannot be external to the person acting.

Frederick Herzberg wrote a classic article for The Harvard Business Review several years back: “One More Time: How Do You Motivate Employees?” Herzberg would get a group of managers together and ask them, “If I have six week-old puppy, and I want it to move, how do I get it to move?” Inevitably, one of the wizened managers of people would say, “Kick him in the ass!” Is that motivation? Herzberg would ask? Managers would nod yes.

Then, Herzberg would ask what about dealing with the pup six months later. To get the older pup to move, he’d offer a doggie yum, and the dog would come. “Is that motivation?” Herzberg would ask. Again, the managers would agree that it was motivation. (At AMR’s Committing to Leadership sessions, we tried this exercise several hundred times, with roughly the same results. PETA has changed sensitivities a bit, and managers are fearful of saying they want to kick puppies, but they say it in different words.)

Herzberg called this “Kick In The Ass” theory, or KITA, to avoid profanity and shorten the phrase.

Herzberg would then chastise the managers. Neither case was motivation. One was violence, a mugging; the other was a bribe. In neither case did the dog want to move, in neither case was the dog motivated. In both cases, it was the manager who was motivated to make the dog move.

Herzberg verified his theories with research involving several thousands of employees over a couple of decades. His pamphlet for HBR sold over a million copies.

Education is wholly ignorant of Herzberg’s work, so far as I can tell. How do I know?

See this, at TexasEd Spectator:

Death threat as a motivation technique

May 23rd, 2008
Education | MySanAntonio.com

The sad part about this is that I bet if a mere, ordinary teacher were to have made some similar statement, he or she would be treated more like the student rather than the principle.

Now imagine if some student at the school had said something along the same lines in a writing assignment. We would be hearing about zero tolerance all over the place. The student would be out of the regular classroom so fast it would make your head spin.

No charges will be brought against New Braunfels Middle School Principal John Burks for allegedly threatening to kill a group of science teachers if their students’ standardized test scores failed to improve, although all four teachers at the meeting told police investigators Burks made the statement.

Kick in the ass, knife in the back, knife in the heart — that ain’t motivation.

As God is my witness, you can’t make this stuff up. I’m not sure who deserves more disgust, the principal who made the threat and probably didn’t know anything else to do, or the teachers who didn’t see it as a joke, or treat it that way to save the principal’s dignity — or a system where such things are regarded as normal.


TED Talks: Neurologist describes her stroke

April 20, 2008

From Think or Thwim, a TEDS Talk video of neurologist Jill Bolte Taylor, describing in that brief, TEDS way, the morning when she had a stroke on the left side of her brain. It’s a stirring talk, as she describes the loss of functions, the loss of the ability to hear, the loss of the ability to talk, and the great insights she got from the experience in her 30s — more than a decade later, after what must be described as a full recovery.

Caution to the skeptics — she veers into a bit of wooishness. It’s still worth the look. Caution to the squeamish: Yes, that’s a brain.

Psychology teachers: Can you use this in class? What a great piece in discussion of brain physiology.

Also, her book: Jill Bolte Taylor | My Stroke of Insight

Vodpod videos no longer available. from www.ted.com posted with vodpod

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Okay, if the TEDS version doesn’t show above (I’ve had good experiences posting them before . . .) here’s the YouTube version


Don’t look at the moonwalking bear

March 27, 2008

If I had a perception problem or a new optical illusion for every class day in psychology, we’d start every day happy.

This is a great ad. It gently pokes your pride in your ability to see what’s going on — from a bicycle safety campaign in Britain urging motorists to look out for bicyclists:


Carnivals! Beach browsing for spring break

March 13, 2008

Spring break, lots of work to do (no beaches for me). Have I neglected noting the carnivals? There are a lot of good posts gathered in some of them.

Liberals

Tangled Up in Blue Guy hosts the 60th Carnival of the Liberals. Pay particular attention to Digital Cuttlefish’s little spur-of-the-moment poem on Sally Kern, an Oklahoma state representative who was caught red-eared, on tape, in a bigoted rant. Poetry doesn’t get the respect it deserves; this guy shows real wit in his rhyming.

Prehistory, archaeology

Four Stone Hearth #36 cooks along and warms our brains over at Afarensis. I think every history teacher and every geography teacher should visit this carnival from time to time, to find some of the best new stuff for the early chapters of every history course, the prehistoric human section that is never as good in the class textbook as it is in the journals or in these blogs. Who among us hasn’t had someone ask for the “final, definitive reason” the Neandertals went extinct? Instead of just answering “we don’t know,” you can refer a student to the “mad Neandertal” hypothesis, and ask them to report back on it from A Very Remote Period Indeed). Science, and history, are not settled on these issues — how better to let students see that than to experience some of the discussion? Psychology teachers probably should note this post from Not Exactly Rocket Science, on PET scans of human and chimpanzee brains while the subject is communicating. That’s just two posts in the carnival.

Education

Learn Me Good hosts the 162nd Carnival of Education, the March Mathness Edition. Take a look at Dave on Ed’s post about how school administrators are quick to jump on calling for change to match whatever is the latest fad in education, but slow to provide teachers with the training required to make the changes work. What fad is he talking about? Well, all of them — but you remember the talk a couple of weeks ago about the Finns getting education right? Mom is Teaching has some comments about the Finns beating Americans.

Psychology and neuroscience

I’m watching psychology more closely these days, especially with older son Kenny now working on a neuroscience degree, so I’ve been paying more attention to Encephalon, the carnival on psychology and neurosciences — Encephalon 40 finds a home at Mind Hacks. Hitting almost all my buttons, there is a pointer to a post discussing what is the real history of psychology at Advances in the History of Psychology — what counts as history? Great discussion. Encephalon 41 is due on March 17, at Pure Pedantry.

History

History Carnival 62 has been up for a couple of weeks at Spinning Clio. I just got there a couple of days ago — and you need to go see it, too. The History Guru has a series of podcasts on western civilization, the Western Intellectual History Lecture Series. Can you use this in your classes? Figure out how to use it in your classes. If you’re not making iPod recommendations for your students, you’re missing the boat and so are they. Go check it out at least. Such activities threaten to drag teaching into the last decade of the 20th century. There’s hope we can drag teaching into the 21st century sometime before 2090. The President of France proposes that each 10 year-old child in France memorize the history of one child deported from France during the Holocaust. Good idea or not? See the discussion here (yes, it’s in French; this is the internet, put on your grande fille culottes or pantalons adulte and deal with it). [Why is it that high school history texts never explain the origin of the name of the political movement in Paris, the sans-culottes? How could any kid fail to remember a movement known as “no-pants?” Do the book authors not know that kids would be interested?]

The History Carnival is particularly rich for high school teachers, I think; see these posts:

Over at Progressive Historian, contributor “midtowng” believes that the S&L Crisis is repeating today and compares it to the S&L crisis of the 1980’s .

Jon Swift exclaims Castro Resigns! Sanctions Work!

“It has now been forty years since May ’68, and yet we still haven’t gotten over it.” Greg Afinogenov looks at why.

Economics

Is the American Economics Blog Carnival the economics carnival I’ve been searching for? Struck in Traffic hosts the March 1 edition. Hmmmm. Not sure.

Okay, enough of the Midways. Where is the Fletcher’s State Fair Corny Dog Shack? (Controversy there, too!)


Why eugenics doesn’t work

January 25, 2008

Dog and cat breeders, pigeon fanciers, racehorse breeders, and others whose livelihoods depend on their trying to do better than nature at the Darwinian game often offer anecdotes about breeding failures. They thought they might get a faster horse, but they got a skittish one instead; they thought they were getting a good bird dog, but the dog would panic at the shot of a gun.

Breeders know genetics carry a lot of traits, and trying to select for one is difficult. One may amplify a bad trait in addition to the desired trait.

In short, as the actors told us in the old Chiffon Margarine advertisements, it’s not nice to fool Mother Nature, and not always easy.

Enron tilted E sign, Associated Press photo

In one classic paper that more critics of Darwin should read, researchers discovered that instead of getting better egg production, they got mean chickens that damaged production of the entire flock.

Adam Lerymenko at Greythumb.blog notes the paper, and notes how the phenomenon was demonstrated among humans at the now-failed and discredited Enron Corp. (While informative, the piece may not be wholly safe for profanity filters in schools; the comments may be a problem, too.)

One of my favorite papers in evolutionary biology, which I have mentioned here before, is this:

Muir, W.M., and D.L. Liggett, 1995a. Group selection for adaptation to multiple-hen cages: selection program and responses. Poultry Sci. 74: s1:101

It outlines the group selection effects observed when trying to breed chickens for increased egg production in multiple-hen cage environments. In short, selecting individual chickens for increased productivity in a group environment didn’t select for increased productivity. Instead, it selected for mean chickens. The result was an overall reduction in productivity. Only by selecting at the group level was productivity increased.

The topic is a worthy one for discussion in economics courses, especially with regard to incentives for certain behaviors.

There is this caution: Adam notes that Enron annually fired the “bottom 10%” as a matter of policy, trying to encourage everyone else to work harder, trying to reward productive people, trying to prune deadwood from the corporate vine. At one point, some divisions of GE Corp. would purge the bottom 25%. That’s even more intensive selective pressures, for evil as well as good.

W. Edwards Deming was right, in his 14-point program for getting quality production from corporations and other organizations. He said no corporation ever appears to get it right when they select individuals to blame for problems with annual performance reviews, rather than working to improve processes to improve quality of their products. (See Point 12)

And when legislators try to purge education of bad teachers? Can they possibly hope to get anything but mean chickens? Economists indict our reliance on standardized tests of students.

So much to learn, so many a–holes.

Resources:

Photo: Enron tilted E sign from the Houston headquarters; Associated Press photo via ABC News, January 22, 2008.


Practice, even with failure, more important than talent

November 20, 2007

Every teacher needs to get familiar with the work of Carol Dweck. She’s a Stanford psychologist who is advising the Blackburn Rovers from England’s Premier League, on how to win, and how to develop winning ways.

Your students need you to have this stuff.

A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck’s expertise—and her recent book, Mindset: The New Psychology of Success—bear directly on the sort of problem facing the Rovers. Through more than three decades of systematic research, she has been figuring out answers to why some people achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.

What’s more, Dweck has shown that people can learn to adopt the latter belief and make dramatic strides in performance. These days, she’s sought out wherever motivation and achievement matter, from education and parenting to business management and personal development. [emphasis added]

I can’t do justice to Dweck’s work. See this story in Stanford Magazine.

See a significant update on this article, in October 2012, here.

 


Quote of the Moment: Ellen Langer on learned helplessness

November 14, 2007

A much more pernicious loss of choice and control is brought about by repeated failure.  After a number of experiences in which our efforts are futile, many of us will give up.  Well-known research by psychologist Martin Seligman and others shows that this learned helplessness then generalizes to situations where the person can, in fact, exercise control.  Even when solutions are available, a mindless sense of futility prevents a person from reconsidering the situation.  The person remains passive in the face of situations that could easily be handled without undue difficulty.  Past experience determines present reactions and robs the individual of control.   . . .

Learned helplessness was originally demonstrated in rats.  When placed in ice water, they have no difficulty swimming around for forty to sixty hours.  However, if, instead of being put immediately into the water, the rats are held until they stop struggling, something very different happens.  Instead of swimming, these rats give up immediately and drown.

Ellen J. Langer (b. 1947), Harvard University psychologist, Mindfulness, 1989, pp. 53-54