More brains ILAGO 2015

{
More Brains?: Brain-Based
Learning Strategies to Use in
Library Instruction
Kael Moffat
Saint Martin’s University
kmoffat@stmartin.edu @kmoff64
Image by Ditmar Dimitrov from flickr
used under Creative Commons License
Link to music: Putumayo Asian Groove
https://youtu.be/MgRCUlyS2_c

 Quick brain physiology
 Color w/ suggestions
 Humor w/ suggestions
BTW, posting objectives is a brain-based learning
strategy called intentional priming, “which means you
provide cues in advance of the actual learning”
(Jensen, 2005, p. 140).
Objectives

Pedagogical practices that are rooted in
neuroscience
Practices that will help the brain take in
and store information more efficiently
Has really taken off in the last 30 years as
we have learned more and more about the
brain
Brain-Based Learning

Brain Cells
Neurons: Do the information
“storing” and “transmitting”
in the brain
Image by Nicolaus.Rougier from Wikicommons
Dendrites exchange information
between neurons
Cell body is the “central processor”
Axon moved information from cell
body to dendrites
Glial cells nurture and
maintain neurons; they
come in many shapes and
sizes depending on their
function
Learning occurs when groups
of neurons “connect” and
“communicate” with one
another; “Nerves the fire
together wire together”

 The brain is divided up
into the “outer” brain
and the “inner” brain as
well as into hemispheres
 Learning depends on
coordination of different
parts
 How we teach can
appeal to different parts
of learners’ brains
Brain Structure 1
Image by aboutmodafinil.com from flickr

Brain Structure 2
Image by Zill fag from flickr
Brain Stem: Basic bodily functions
like breathing, heartbeat, swallowing,
initiates sleep
Cerebellum: Processes sensory
input and controls major motor
movements like posture,
balance, speech
Cerebrum: Higher brain functions
like decisions, imagination, thought,
judgment; also contains emotion
“centers”

 The “outer” brain is called the cerebral cortex
and divided up into 4 lobes
 Each processes different types of stimuli
“Outer” Brain
Image by aboutmodafinil.com from flickr
Occipital: Vision
Parietal: Language
& sensory input
(touch, pain,
temperature, limb
position)
Frontal: Judgment,
creativity, problem
solving, planning,
short-term
memory
Temporal:
Hearing, memory,
language

 In charge of receiving stimuli and
“distributing” information
“Inner” Brain
Image by Liz Henry from flickr
Prefrontal cortex:
Contextual memory
Amygdala: Emotions
Thalamus: Sensory input, except smell
Hippocampus: Working memory

Hemispheres
Hemisphere dominance
is a bit overstated, though they
do process things differently.
Left hemisphere:
Information as
pieces, sequences,
language and text
representation
No guarantee of
logic
Right hemisphere:
Information as a
whole, random
order, spatial
context
No guarantee of
creativityImage by vaXzine from flickr

Rough Learning Process
1. Stimuli taken in
from “outside”
3. Information
routed to
“inner” brain
structures
(amygdala, for
example) to
judge threat
5. Information routed to
the appropriate “outer”
brain structure (lobes)
2. Information
routed to the
thalamus
4. In case of emergency,
amygdala will respond
appropriately
6. Some information
routed to the
hippocampus for
long-term processing
7. The hippocampus
distributes information
to memory centers of
the brain
Image by Shannan Muskopf from flickr

 There are a number of different types of
memory:
 Short-term memory—information is held in
auditory, visual, kinesthetic areas for immediate
processing or elimination
 Can be held for only 5-30 seconds
 Working memory—“significant” information is held
in the prefrontal cortex for further processing
 Can be held for several hours
 Long-term memory—the most important
information is held for long-term use
 Can be held for days to years
Types of Memory 1

 Different types of long-term memory:
 Semantic memory—tied up with language
 Procedural memory—tied up with repeated stimuli
 Automatic memory—also called “conditioned
response memory”—responses to stimuli that take
place without conscious control
 Emotional memory—tied up with feelings
 Episodic memory (see next slide)
Types of Memory 2

 Most one-shot library instruction taps into
“episodic” memory
 From Greek: in addition + entering
 Deals with location, context, spatial relationships
(Sprenger, 1999)
 How do we make our “space” memorable?
Episodic Memory
ImagebyPhilipKlug
usedunderCreativeCommonsLicense

All stimuli evaluated by emotion centers
(inner brain) which are quicker than sense
making (outer brain) structures
Our emotions have a strong influence on
learning
 Robert Sylwester: emotion “drives
attention, which in turn drives learning
and memory” (1994, p. 60).
 We need to maximize “good” emotions and
minimize “threat”
Emotional
States/Memory
Image by Farukkh from flickr

How do you react to the image
on the following slide?
Color

Image from Paul Townsend from flickr

 Color has a huge
effect on perception,
attention, motivation,
and mood
Color 1
Image from Paul Townsend from flickr

 “Colors have strong psychological and
cultural impact” (Berman, 2010, p. 153)
 In educational settings, color can impact our
ability to learn
 “Proper color usage on classroom walls creates
an enriched learning environment that
increases student achievement, accuracy,
instructor effectiveness and staff efficiency”
(Grube, 2013)
 Good use of color can reduce eyestrain and
“stimulate a student’s brain” (Engelbrecht,
2003, p.3)
Color 2

 Good use of color can help provide a “‘feel good’
atmosphere that can stimulate positive
emotion…and can [contribute to] a feeling of
security for students” (Grube, 2013)
 Color’s effect is preconscious
 “The mental stimulation passively received by the
color in a room helps the student and teacher stay
focused on the task at hand” (Engelbrecht, 2003,
p.3)
 Ellen Grangaard found in her dissertation research
that colored walls and full spectrum lighting
“reduced students’ blood pressure and reduced off-
task behaviors by 22 percent” (Grube, 2013)
Color 3

What is the color of royalty?
Color Question 1

Purple; but in Portugal and
Brazil it is the color of
mourning.
Answer 1
Imagefromhttps://rainbowwarrior2005.files.wordpress.com/2009/01/woman-
mourning-un-killings.jpg?w=470&h=328Notusedwithpermission

What is the color of cleanliness?
Color Question 2

White; but in the Far East,
it is the color of death
Answer 2
Image by misskoko from flickr

What is the color of evil?
Color Question 3

Black; but it is also the
color of wisdom and
elegance
Answer 3
Image by Paval Hadzinski from flickr

Different cultures interpret colors
differently
If your instruction sessions involve
people from other cultures/countries, it
might be a good idea to understand
these differences
Culture and Color
ImagebyAndreafromflickr

 Fascinating study on the color red by Elliot, et al. (2007)
 Hypotheses:
1. “…red undermines performance on achievement tasks”
2. There is a “link between red and avoidance motivation that
do not require conscious access to activated motivational
processes”
3. “…the perception of red would evoke motivation to avoid
failure, as indicated by both behavioral and
psychophysiological markers of avoidance motivation” (p.
156)
 They performed 6 short experiments, exposing some
participants to red, some to green, and others to
neutral colors
Red 1

 Findings:
1. Participants whose number was written in red or whose
instruction sheet was in red scored lower on anagram and
analogy tasks performed in lab and classroom settings
compared to participants who saw green and neutral
numbers/instruction sheets (1-4).
2. Participants, after being exposed to red, exhibited higher rates
of avoidance motivation by selecting less “risky” tasks
compared to participants who were exposed to green and
neutral colors (5).
3. Participants, after being exposed to red, engaged in avoidance
motivation as measured by increased activity in the right front
cortex compared to participants who were exposed to green
and neutral colors (6).
4. Although almost all participants noted the colors, but none of
them were able to pick out color as the operant variable
Red 2

 Why?
 “…red is associated with danger, specifically [in academic
settings], the psychological danger of failure”
 This perception is “bolstered and elaborated” over time with
its similar connotations “in other contexts in which negative
possibilities are salient, such as the red of stoplights, the red of
fire alarms, and the red of warning signs”
 Furthermore these associations may also have biological roots
with color being associated with “the superiority,
aggressiveness, or attack readiness of an opponent” (Elliot et
al, 2007, p. 156)
 (Of course, red can also be associated with love, lust, and
passion, but in contexts in which “danger” is present, we
seem to react to this schema.)
Red 3

 Kuhbander & Pekrum (2013) studied how color’s
emotional impact would effect memory
 They exposed participants to word lists, each of which
contained 12 words, eleven of which were in black, but 1
near the middle was either red (negative), green (positive),
or blue (neutral); the words were correspondingly negative,
positive, or neutral, but were not always colored as such
 Findings:
1. “Both red and green words were better remembered than blue
words”
2. “…memory for negative words was boosted by red color,
compared with green color…and blue color”
3. “By contrast, memory for positive words was boosted by green
color, compared with red color…and blue color” (p. 377)
And if that wasn’t enough…

What are several ways we can use
color effectively in our sessions to
enhance learning in our IL sessions?

 What colors are we using in our learning materials?
 Do our PPTs or Prezis signal danger to students? (Reds,
for sure, but vibrant yellow and orange can have similar
effects on learners)
1. Fear is reflexive it kicks in before “logic” &
2. fear leads to stress which can block or reduce learning*
(Morrison, 2010, p. 47-8)
 What colors are we wearing when we instruct? Our
clothes can send subtle messages
* Morrison notes that because of cortisol, the stress hormone, frequent or prolonged
fear responses can even lead to memory loss because it can damage the hippocampus
(2010, p. 48).
Instructional strategies

 Color coding: colors on handouts
correspond to specific related concepts or
ideas
Could we color code LibGuides, too?
 Colors to emphasize words/terms on
slides (have you noticed this in the
presentation so far?)
Tapping into Episodic Memory

Unexpected/“off-script” stimuli reach
inner brain first (like color) and is tested
for “threat”
If threat is severe we go into fight or
flight response
If threat is not severe, our frontal lobes
assess the stimuli and here is where
humor takes place
Humor & Brain 1

 Our “frontal lobes recognize incongruities or
discrepancies between the predicted developments
and what actually occurs.” (Morrison, 2010, p. 45-46)
 Brain areas that process humor include those
“related to speech, general information, and the
appreciation of contradiction and illogicality”
(Restak, 2013, p. 21)
 We have to be able to interpret the stimuli for it to be
funny
 EX. Zwei Luftbalons flößen mit dem Wind. Der
einer sagt dem Anderen, “Vorsicht vor dem
Dornbusssssssssssssch!”
Humor & Brain 2

 All humor involves playing with...scripts (also
referred to as frames). (Restak p. 21)
 Scripts are largely unconsciously accessed (p. 22)
 Ex: I say, “Let’s go to a basketball game!” (Do you think
of grass and chalk lines? Balls and strikes?)
 Scripts are “so generalized and compressed, we
tend to make unwarranted assumptions based
on them” (p. 22)
 Ex: German joke: A man drives into a gas station in a
Trabi [an economy car made in East Germany] and says, “I’d
like a rag for my Trabi.” The gas station attendant
looks at the car and says, “Sure. that’s a fair trade.”
(What script(s) does this joke mess with?)
Quick & Dirty on Humor 1

 Three main theories (Restak, 2013, p. 22-23):
1. Tension release theory―we experience tension, some
form of threat caused by our expectations being
challenged, but that’s released when we get the
“punchline” of the joke, image, etc.
2. Incongruity resolution theory―“involves the solving
of a paradox or incongruity in a playful context”
 We expect logic, but incongruity involves a degree
of distorted logic; if aspects of the joke/image are
“consistent” with one another or vaguely plausible,
we accept the incongruity and try to solve it
Quick & Dirty on Humor 2

 How is this Far Side
example internally
consistent vaguely
plausible?
Example
http://blog.londolozi.com/wp-content/uploads/2011/10/fars-side-2.jpg

3. Superiority theory―humor
rooted in “someone else’s
mistakes, misfortune, or
stupidity.”
 This kind of humor should
generally be avoided during
instruction, unless it is mild
and is either self-directed or
inclusive
 EX. How do we all feel when
somebody asks for a thesis statement
right off the bat?
Quick and Dirty on Humor 3
Image by Karen from flickr

Image by Arturo J. Paniagua from flickr
How does this image violate scripts?

 Vossler & Scheidlower (2001) list several ways in which
humor helps IL instruction:
 Makes instruction less “boring”
 Expresses personality
 Establishes trust
 Part of a “good” delivery, which can help
establish credibility
 Reduces student anxiety
 Captures and holds attention
 Promotes comprehension and retention
 Makes our job a bit more interesting; helps
us avoid burnout
Why humor

 Humor encourages “an atmosphere conducive to
learning” (Hellman, 2007, p.37)
 Stress/anxiety reduction
 Humor/laughter “reduces levels of stress hormones
such as cortisol” (Restak, 2013, p. 20), which has been
linked “decreased prefrontal lobe activity” (Morrison,
2010, p. 48)
 Berk and Nanda (1988) found found that “amusing
lectures significantly improved [students’] attitudes”
in undergrad and grad stats courses (as cited in
Walker, 2006, p. 118)
 Reduction in stress leads to an “increase in mental
sharpness” (Garner, 2206, p. 177)
How Humor Helps 1

 Can encourage divergent thinking
 Morrison (2010) quotes Martin Seligman on how
positive mental states “broaden the scopes of attention,
cognition, and action, widening the array of precepts,
thought, and action presently in mind” (p. 65)
 Promotes physical health important to brain/body efforts
 Berk noted “improved respiration and circulation,
lower pulse and blood pressure, exercise of chest
muscles, greater oxygenation of blood, and the release
of endorphins into the bloodstream” (as cited in
Garner, 2006, p. 177)
 Endorphins increase awareness
How Humor Helps 2

 Can encourage positive social interactions
 Laughter at non-superiority-based humor can be a
sign acceptance into the social group (Morrison,
2010)
 Can help lower defenses and “serve as a bridge
between educators and students by demonstrating
a shared understanding and common
psychological bond” (Garner, 2006, p.177)
 Can create positive associations or positive
“emotional memory” of information which affects
long-term memory
 Again: “Nerves the fire together wire together”
 Forges neural pathways which “streamline”
learning (Morrison, 2010, p. 51)
How Humor Helps 3

Cautions
ImagebyStefanoMortellarofromflickr

Caution Hint 1
 How could this image
be appropriate in an IL
setting?
http://cdn.meme.am/instances/500x/10574582.jpg

Humorous bits must pertain to the
class: “must be specific, targeted, and
appropriate to the subject matter”
(Garner, 2006, p.178)
Off-topic humor can distract students
and be perceived as a waste of time
(Walker, 2006)
Caution 1

 What is the relationship between these kids?
Caution Hint 2
ImagebyThomasRickerfromflickr

 Divisive humor or sarcasm directed at students or
things they find important can kill your credibility
 [It’s] okay to laugh with people, just not at them”
(Girdlfanny, S., 2004, p.24)
 Humor that works according to superiority theory and
creates winners/losers or insiders/outsiders and a
“threatening” environment, fostering fear/anxiety
 Topics to avoid: “sex, male and female bashing,
spousal put-downs, and attacks on politicians [or
political issues] and international celebrities” (Walker,
2006, p. 120).
Caution 2

What is she feeling?
Caution Hint 3
ImagebyElihahvanderGiessenfromflickr
UsedunderCreativeCommonsLicense

Don’t overdo it!
 Walker (2006) quotes a study which found that
“three or four jokes per lesson [is] the optimal
dose” (p. 120)
 We risk “risk transforming the lecture into a
circus and distracting the students” (Walker,
2006, p. 120)
 Overdoing it risks “[sacrificing] the professional
atmosphere” and can jeopardize our credibility
and appears like time wasting (Hellman, 2007, p.
38)
Caution 3

 Humor doesn’t always have to be “hahaha”
 Walker (2006) points out that a warm and “easy”
atmosphere and relationship with students
accomplishes similar effects (p. 120-121)
 Smile and greet students
 “[When] a student is wearing sports team attire, ask
her if that is her favorite team or make a nice
comment about the team” (p. 121)
More Tapping into Episodic
Memory 1

 My wallpaper has a picture of my favorite
soccer player, this creates immediate good
will with soccer fans
Memory 2
Image from: http://sportlerwallpaper.deviantart.com/art/Bastian-Schweinsteiger-Wallpaper-466738870
not used with permission

 Use appropriate
humorous images or
visual puns
 This example
illustrates how brains
process images easier
than text
Memory 3
Thanks to Stefanie and Erik for the modeling

Memory 4
Created using
http://memegenerator.net/

 Situation-specific jokes or humorous quotes
 EX. “From the moment I picked your book up until I put it
down I was convulsed with laughter. Some day I intend
reading it.” Groucho Marx (http://www.guy-sports.com/funy/libary_story.htm#Libary_Jokes_and_One-liners)
 There are a number of websites with library
jokes/cartoons
 Be spontaneous and willing to joke mildly about
yourself (Walker, 2006, p. 121)
 EX. When a student finds a splling airer in your
PPT you could say, “My fingers must have been
on strike when I typed this up.”
Memory 5

 Humorous and appropriate video clips
 EX. This one’s pretty good for introducing research
tools: https://youtu.be/vg4UjOppxpw
 References to well-known films and TV shows
 Don’t have to necessarily be “funny”; just making a
good pop culture reference will loosen up the
atmosphere
 Work in oxymorons, alliterations, or acronyms
(Hellman, 2007)
 EX. jumbo shrimp
 EX. Rules for Really Rotten Research
 EX. Windows = Will Install Needless Data Onto
Working System (Hellman, 2007, p. 39)
Memory 6

 Humorous and appropriate video clips
 EX. This one’s pretty good for introducing research
tools: https://youtu.be/vg4UjOppxpw
 References to well-known films and TV shows
 Don’t have to necessarily be “funny”; just making a
good pop culture reference will loosen up the
atmosphere
 Work in oxymorons, alliterations, or acronyms
(Hellman, 2007)
 EX. jumbo shrimp
 EX. Rules for Really Rotten Research
 EX. Windows = Will Install Needless Data Onto
Working System (Hellman, 2007, p. 39)
Memory 7

 Begin with a humorous example, then teach the concept
(Walker, 2007, p. 122)
 Don’t shy away from humorous personal examples
 When did you find research frustrating?
 Moderate self-disclosure improves student/teacher
relationships (Walker, 2007, p. 123)
 Get students involved
 Give them funny examples to read (Walker, 2007)
 Encourage them to generate funny or outrageous
examples
 “Sometimes, you need to be quiet” and let them say
something silly or stupid…but DON’T ridicule them
(Hellman, 2007, p. 39)
 Don’t feel like you have to generate all the humor,
just be able to find humorous stories, images, etc.
Memory 8

 Berman, M. (2010). Street-smart advertising: How to wind the battle of the buzz. Blue Ridge Summit, PA: Rowman &
Littlefield. Retrieved from ProQuest ebrary.
 Elliot, A.J., Moller, A.C., Friedman, R. Maier, M.A., & Meinhardt, J. (2007). Color and psychological functioning:
The effect of red on performance attainment. Journal of Experimental Psychology: General 136 (1), 154-168. DOI:
10.1037/0096-3445.136.1.154
 Engelbrecht, K. (2003). The impact of color on learning. Retrieved from: http://sdpl.coe.uga.edu/HTML/W305.pdf
 Garner, R.L. (2006). Humor in pedagogy: How ha-ha can lead to aha!. College Teaching 54 (1), 177-180.
 Girdlefanny, S. (2004). Using humor in the classroom. Techniques: Connecting Education and Careers 79(3), p.22-25.
 Grube, K. (2013). The color on the wall. American School & University. Retrieved from:
http://search.proquest.com/docview/1636404658?accountid=39173
 Hellman, S.V. (2007). Humor in the classroom: Stu’s seven simple steps to success. College Teaching 55(1), 37-39.
 Jensen, E. (2005). Teaching with the brain in mind, 2nd edition. Alexandria, VA: ASCD.
 Kuhbander, C. & Pekrum, R. (2013). Joint effects of emotion and color on memory. Emotion 13 (3), 375-379.
DOI:10.1037/a0031821
 Restak, R. (2013). Laughter and the brain. American Scholar 82 (3), 18-27.
 Sprenger, M. (1999). Learning & memory: The brain in action. Alexandria, VA: ASCD.
 Sylwester, R. (1994). How emotions affect learning. Educational Leadership, 52(2), 60-65.
 Tate, M.L. (2010). Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain, 2nd edition.
Thousand Oaks, CA: Corwin.
 Vossler, J. & Sheidlower, S. (2011). Humor and information literacy: Practical techniques for library instruction. Santa
Barbara, CA: LIbraries Unlimited.
 Wolfe, P. (2001). Brain matters: Translating research into classroom practice. Alexandria, VA: ASCD.
 Walker, B.E. (2006). Using humor in library instruction. Reference Services Review 34 (1), 117-128. DOI:
10.1108/00907320610648806
References

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