Category: Psychology and Education

When it comes to the anatomy of the brain and its functions, people often speak of short-term memory and working memory. Some use it interchangeably, while others provide vague descriptions that distinguish one from the other. Here is a short explanation of each and how they are different. 

The Working Memory

The working memory is a system in the brain that has to do with reasoning and comprehension. Because it is a system, the working memory does more than just store information. When a piece of information enters the working memory, it can be manipulated and processed. Parts of the brain involved in working memory functions include the frontal cortex, prefrontal cortex, anterior cingulate, and basal ganglia.

It is important to note that the working memory declines with age. To prevent this, you have to keep your brain “working” by doing activities like learning new skills, reading, and pursuing a hobby. 

Short Term Memory

Short-term memory is one part of a bigger system, which is the working memory. The term “short term memory” is sometimes used interchangeably with active or primary memory because it has to do with storing information for a period of a few seconds to 30 seconds. All of this information is temporary and quickly forgotten. However, through the process of repetition and use, it can move into the long-term memory. Short-term memory handles information that is active and readily available.

The Difference Between Working Memory and Short-Term Memory

The working memory and short-term memory are sometimes confused with each other. The short-term memory stores information for a few seconds, while the working memory processes and structures the information for a short time.

To give a concrete example: short term memory is in charge of helping you remember the phone number that your friend dictated to you as you save it on your smartphone. Working memory is in charge of helping you process information that you learned in class as you take notes and study.

Summary

The working memory and the short-term memory, although sometimes used interchangeably, are different things. To be specific, the short-term memory stores information for only a few seconds and is part of a bigger system—the working memory. Through consistent use and repetition, the information stored in the working memory and short-term memory can be transferred to the long-term memory.  

Have you ever wondered what motivates us to do the things we do? Well, Maslow’s hierarchy of needs is a widely known theory that attempts to answer this question. As a disclaimer, I am not totally sold on its validity, but to complete this blog, I will suspend belief and stick an explanation of the theory itself.

As a humanist, Maslow believed that all humans have a desire to reach a state of self-actualization, that is, the inborn need to live up to their potential. However, before they can achieve this, they need to meet basic needs, such as the need for food, safety, love, and self-esteem. Maslow includes five tiers in his hierarchy of needs. In today’s article, we will explain Maslow’s hierarchy in depth.

From deficiency to growth needs

Maslow’s hierarchy is famously illustrated as a pyramid, with the lower levels being made up of basic needs and the top half housing humanistic needs. The needs at the base of the pyramid are physiological desires such as food, water, sleep, and warmth. After these lower-level needs have been taken care of, then we can move on to the next tier of needs, the desire for safety and security.

When we move up the pyramid, our needs become more social and psychological. The need for love, friendship, and intimacy become essential parts of our lives. Next comes our desire to make our mark in the world, as the need for self-esteem and feelings of success take precedence in our lives. Maslow preached the need for self-actualization or the inborn desire to reach one’s potential in life.

Deficiency Needs vs. Growth Needs

Maslow was under the impression that our needs are comparable to instincts, and the physiological, security, social, and esteem needs are deficiency needs, which come about out of a need for survival. These needs represent the bottom half of the pyramid. The highest tier of the pyramid is known as growth needs. These needs come from a desire to grow, not out of a feeling of deprivation.

Let’s briefly look at each level of the pyramid, starting with the bottom of the pyramid and working our way up to the top.

Level 1: Physiological Needs- These needs are self-explanatory and emanate out of a need for survival of one’s self and the propagation of the human species.

Level 2: Security and Safety Needs- At this level, people want to control their own lives and destiny, and the need for safety and security takes precedence.

Level 3: Social Needs- Social needs like acceptance, belonging, and love takes the front stage. At this level, the need for emotional attachments controls human behavior.

Level 4: Esteem Needs- At this level, people want to be respected and appreciated. As long as the first three levels have been satisfied, esteem can begin to play a more pivotal role in driving behavior.

Level 5: Self-Actualization Needs- At this tier, people are consumed by entelechy. Entelechy is the biological drive that moves us to work towards our potential. Entelechy is also another word for self- actualization, so in a way, entelechy is the motivating force and the destination. At this level, people are concerned with personal growth and less concerned with the perceptions of others, as it can impede them from reaching their potential.

Concluding thoughts

While I am not a total fan of Maslow’s Hierarchy of Needs, it gets more things right than it gets wrong. So for those interested in studying human behavior or facilitating their own growth, his theory is a solid start.

If you’ve taken any Psychology 101 course, the age-old “nature vs. nurture” debate was likely covered. While the debate has yet to be settled (spoiler alert: it will never be settled), we can apply the same principles to the psychology of academic achievement and why some individuals are apt for more success in the classroom.

While the process of education has evolved tremendously over time, and varies widely from nation to nation, it seems obvious that environmental factors – the nurture side of the debate – play an incredibly large role in predicting achievement.

When looking at schools with historically low achievement, studies cited in this Psychology Today article, noticed that poor infrastructure and appalling classroom conditions indicate higher dropout rates across the board. On the flipside, when we think about the campuses of Ivy League schools and other elite educational institutions, it’s not only the state-of-the-art facilities and that predict achievement, but also the amount of greenery outside the classrooms, access to natural light and other happiness-inducing and stress-relieving factors that contribute to academic success.

Further supporting the nurture perspective, learned biases and stereotypes can both improve and put staggeringly low limits on a child’s ability to achieve, depending on which side of the narrative a child falls.

Take the classic, “boys are better at math and science” stereotype. Though this claim is far from factual, what really makes a difference is whether or not a child believes it to be true. Research noted by the National Science Foundation shows that stereotypes like these affect girls as early as six years old. By learning such false notions and believing them to be fact, children perceive them as insurmountable limits that are out of their control, thus subconsciously stunting their ability to achieve academically.

However, when we eliminate these biases and teach children that they are capable of achieving, the playing field is level for boys, girls and children of all races and socioeconomic backgrounds, as indicated by minority students studied by researchers at Stanford and the University of Wisconsin-Madison.

Though there seems to be more research to back the nurture side of the psychology of academic achievement, it could be because studying genes – indicators of our inherent psychological nature – is a more challenging process. However, researchers cited in BBC Education used DNA tests to identify a child’s likelihood of developing reading problems. Tests like these make it possible for educators to identify children or groups of children who could benefit from early intervention programs, thus preventing setbacks to longer-term academic success.

With all of this information – and much more available to teachers and educators – we can’t necessarily settle the “nature vs. nurture” debate. However, we can better understand the nuances that exist in human psychology and perhaps focus more of our energy on creating curriculum and classrooms that show students what’s possible and help them to believe in their ability to achieve.

In the western world, we often equate mindfulness with the image of Buddhist monks meditating peacefully under a tree. While that image doesn’t exactly mesh with the day-to-day lives of most Americans, there is still room for incorporating mindfulness into the lives of both adults and children in our schools.

Mindfulness, literally the state of being aware, can mean awareness of ourselves, our environment, the people around us or our own internal states of being. Therefore, mindfulness is not subconscious scrolling of the internet and social media. With the rise of smartphones and our inability to regulate their use in schools and classrooms, it’s virtually impossible to monitor whether we have our students’ full attention or not.

Here’s where mindfulness practices come in handy. By incorporating mindfulness-based activities into daily classroom habits, we can teach students the value of disconnecting from technology and instead to tune into their more subtle emotions and feelings. As students feel more and more pressure from parents and society to do well in school, mindfulness may be the biggest key to relief and mental health, as well as promoting empathy, focus and social connection.

Read on for our three favorite mindfulness tips and tricks for both students and teachers.

For the students:

Encourage students to take breaks when they’re stressed. While teaching meditation might be out of reach for most teachers and traditional school systems, “breathing breaks” are a great place to start. At the beginning of each class or period, spend 30-60 seconds with eyes closed, encouraging everyone to remain quiet and listen to their breath.

Snack time! I don’t know a single teacher who would dispute the beauty of snack time. Children just love snacks. This is also a wonderful opportunity to teach mindful eating. Make mindfulness a game by asking kids to observe their food. Ask them what it looks like, how they think it was made, where it comes from, what it feels like on their hands and tongues, what it tastes like, etc. Then, encourage them to count their bites, see how many times they can chew their food before swallowing or name the parts of their body it passes through en route to their stomachs. These actions bring students into the present moment, serve as great aids in teaching anatomy and biology, as well as promote full digestion of their meal.

Take journal breaks. Ideally, at the beginning or end of each school day, give children time to express themselves through writing. Opt for handwriting instead of typing, as it encourages a slower pace and more thoughtfulness when choosing words. If your classroom experiences success with journaling, you may want to consider integrated arts, to further promote the creative process.

For the teachers:

Take time to really get to know your students. If you’re not from the same town as your school or reside outside your district, do your research. Learn about the place where your students live, and strive to better connect with them to allow yourself greater insight as to why they may or may not be succeeding. By creating an inclusive classroom, students are naturally more engaged, more apt to participate and more likely to mirror that inclusiveness with their peers.

Teach a class or a lesson outdoors. Spending time outside is crucial to kids’ development and, as a teacher, you can implement the required curriculum and facilitate students’ appreciation for the earth by taking your class outside. You can work nature into practically any lesson plan – science, literature, geography, math, history – and give children a much-needed break from the four walls of your classroom.

Experiment with your own mindfulness practice out of the classroom. Teaching is both an immensely rewarding and stressful career. Do the three things listed above yourself before you begin teaching them to your class. In your free time, try a yoga class, go for walks, spend time outside, talk to a therapist. Your mental health is essential to a positive and nurturing classroom. By bettering yourself, you set a positive example for your students and gain firsthand experience with the mindful habits you’re aiming to impart on them.

Mindfulness is like a muscle that can be strengthened with practice over time. Try incorporating these suggestions and other practices little by little and observe how your students adapt. What are some ways you make learning a mindful practice?

When we think of psychology and psychiatry, traditionally, we think of “fixing” or solving some form of a mental conundrum or psychopathology. However, with the advancement of psychology and a greater understanding of the human mind, researchers have pioneered the field of positive psychology.

By definition, positive psychology is the study of what takes people from average and satisfied to thriving, healthy and consistently happy. Working collaboratively with traditional psychology and its focus on understanding and healing dysfunction, positive psychology allows greater insight into a person’s life purpose and brings a sense of meaning to our daily existence.

This relatively new, more optimistic approach to life and mental health has exciting implications for the real world as well as in the classroom. Here are a few ways you can use the power of positive psychology to take your classroom from surviving to thriving and help your students achieve their full potential.

• As with clinical psychology, positive psychology practices are most effective when a baseline of health, order and control are established. Before going all-in with positive psychology in the classroom, it’s first necessary to hone your classroom discipline strategy, achieve a solid level of trust and understanding with your students and figure out a set of classroom rules that work for you.
• Practice mindfulness in the classroom. Mindfulness, bringing one’s attention to the present moment, has shown to contribute directly to children’s development of cognitive and performance skills, executive function, social wellbeing, emotional stability and physical health, as evidenced in research done in association with the University of Exeter. Not to mention, mindfulness practices are quick, easy, require no funding and can also help improve your own mental health as an educator.
  • If you find success with mindfulness in your classroom, approach your administration about a school- or district-wide plan to give students consistent and holistic exposure to mindfulness.
• When it comes to discipline, make positive reinforcement your go-to strategy. Positive reinforcement is the first step in preventing poor classroom behavior, and encourages students to make good decisions without the threat of punishment. Strategies for positive reinforcement include:
  • Giving extra credit for thoughtful answers or participation
  • Giving students explicit praise for good behavior
  • Encourage students to recognize effort and good behavior in their peers. Remember, you don’t have to be the sole positive reinforcer in the classroom. Make it a class-wide practice.
• Allow time for creative exploration and encourage students to pursue their interests and hobbies that they have outside of the classroom
  • Set aside an hour or two each week during which students can study, practice or research a topic of their choosing. Incorporate this into the curriculum by creating a project or presentation out of this time.
• Teach students to self-reflect. Journaling, oral expression and sharing with their peers is especially helpful in teaching children the language and social skills necessary to connect with and learn from each other, as well as insight into their mental and emotional functioning.

Positive psychology is all about unlocking our full potential and, as teachers and parents, that’s exactly what we want for our kids. Share your own successes with positive psychology in the comments below to keep the conversation going!

If you’ve taken any Psychology 101 course, the age-old “nature vs. nurture” debate was likely covered. While the debate has yet to be settled (spoiler alert: it will never be settled), we can apply the same principles to the psychology of academic achievement and why some individuals are apt for more success in the classroom.

While the process of education has evolved tremendously over time, and varies widely from nation to nation, it seems obvious that environmental factors – the nurture side of the debate – play an incredibly large role in predicting achievement.

When looking at schools with historically low achievement, studies cited in this Psychology Today article, noticed that poor infrastructure and appalling classroom conditions indicate higher dropout rates across the board. On the flipside, when we think about the campuses of Ivy League schools and other elite educational institutions, it’s not only the state-of-the-art facilities and that predict achievement, but also the amount of greenery outside the classrooms, access to natural light and other happiness-inducing and stress-relieving factors that contribute to academic success.

Further supporting the nurture perspective, learned biases and stereotypes can both improve and put staggeringly low limits on a child’s ability to achieve, depending on which side of the narrative a child falls.

Take the classic, “boys are better at math and science” stereotype. Though this claim is far from factual, what really makes a difference is whether or not a child believes it to be true. Research noted by the National Science Foundation shows that stereotypes like these affect girls as early as six years old. By learning such false notions and believing them to be fact, children perceive them as insurmountable limits that are out of their control, thus subconsciously stunting their ability to achieve academically.

However, when we eliminate these biases and teach children that they are capable of achieving, the playing field is level for boys, girls and children of all races and socioeconomic backgrounds, as indicated by minority students studied by researchers at Stanford and the University of Wisconsin-Madison.

Though there seems to be more research to back the nurture side of the psychology of academic achievement, it could be because studying genes – indicators of our inherent psychological nature – is a more challenging process. However, researchers cited in BBC Education used DNA tests to identify a child’s likelihood of developing reading problems. Tests like these make it possible for educators to identify children or groups of children who could benefit from early intervention programs, thus preventing early setbacks to longer-term academic success.

With all of this information – and much more available to teachers and educators – we can’t necessarily settle the “nature vs. nurture” debate. However, we can better understand the nuances that exist in human psychology and perhaps focus more of our energy on creating curriculum and classrooms that show students what’s possible and help them to believe in their ability to achieve.