{"id":14321,"date":"2019-08-27T12:16:08","date_gmt":"2019-08-27T17:16:08","guid":{"rendered":"podlove-2019-08-23t17:16:08+00:00-b3694bd36b08718"},"modified":"2019-09-10T13:47:28","modified_gmt":"2019-09-10T18:47:28","slug":"conversation-85","status":"publish","type":"podcast","link":"https:\/\/cat.xula.edu\/food\/conversation-85\/","title":{"rendered":"Conversation #85: David Kreiner on the Science of Time"},"content":{"rendered":"\n\t\t<div class=\"pwp4-wrapper intrinsic-ignore\" id=\"podlovewebplayer_702da2e59cc2a7278d1b9e5c5b9ef33127d220e7\" data-episode=\"https:\/\/cat.xula.edu\/food\/conversation-85\/?podlove_action=pwp4_config\"><audio controls=\"controls\" preload=\"none\">\n  <source src=\"https:\/\/cat.xula.edu\/food\/podlove\/file\/54\/s\/webplayer\/c\/website\/tlee085.mp3\" type=\"audio\/mpeg\"\/>\n<\/audio><\/div>\n\t\n\t\t\n<p>A conversation between David Kreiner (University of Central Missouri) and Elizabeth Yost Hammer (XULA) on the science of time.<\/p>\n<blockquote><p><img loading=\"lazy\" decoding=\"async\" data-attachment-id=\"14319\" data-permalink=\"https:\/\/cat.xula.edu\/food\/davidkreiner-aug-2018\/\" data-orig-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/08\/DavidKreiner-Aug-2018.jpg?fit=1500%2C2100&amp;ssl=1\" data-orig-size=\"1500,2100\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;6.3&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;Canon EOS 5D Mark III&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;1535617845&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;80&quot;,&quot;iso&quot;:&quot;125&quot;,&quot;shutter_speed&quot;:&quot;0.008&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;1&quot;}\" data-image-title=\"David Kreiner\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/08\/DavidKreiner-Aug-2018.jpg?fit=214%2C300&amp;ssl=1\" data-large-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/08\/DavidKreiner-Aug-2018.jpg?fit=625%2C875&amp;ssl=1\" class=\"alignright wp-image-14319\" src=\"https:\/\/i1.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/08\/DavidKreiner-Aug-2018.jpg?zoom=2&amp;resize=200%2C280\" srcset=\"https:\/\/i1.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/08\/DavidKreiner-Aug-2018.jpg?zoom=2&amp;resize=200%2C280\" alt=\"Headshot of David Kreiner\" width=\"200\" height=\"280\" data-attachment-id=\"14319\" data-permalink=\"https:\/\/cat.xula.edu\/food\/conversation-85-david-kreiner-on-teaching-learning-and-time\/davidkreiner-aug-2018\/\" data-orig-file=\"https:\/\/i1.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/08\/DavidKreiner-Aug-2018.jpg?fit=1500%2C2100&amp;ssl=1\" data-orig-size=\"1500,2100\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;6.3&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;Canon EOS 5D Mark III&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;1535617845&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;80&quot;,&quot;iso&quot;:&quot;125&quot;,&quot;shutter_speed&quot;:&quot;0.008&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;1&quot;}\" data-image-title=\"David Kreiner\" data-image-description=\"\" data-medium-file=\"https:\/\/i1.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/08\/DavidKreiner-Aug-2018.jpg?fit=214%2C300&amp;ssl=1\" data-large-file=\"https:\/\/i1.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/08\/DavidKreiner-Aug-2018.jpg?fit=625%2C875&amp;ssl=1\" data-recalc-dims=\"1\" \/>David Kreiner is Chair of the School of Nutrition, Kinesiology, and Psychological Science at the University of Central Missouri, where he has been on the faculty since 1990. He completed a B.A. in Psychology and Ph.D. in Human Experimental Psychology at the University of Texas-Austin. He teaches courses in General Psychology, Cognitive Psychology, and Advanced Statistics. Research interests include cognitive psychology, particularly in language processing and memory, as well as scholarship on the teaching of psychology. He often collaborates with students on research projects and has co-authored publications and conference presentations with undergraduate and graduate students.<\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<blockquote><p><img loading=\"lazy\" decoding=\"async\" data-attachment-id=\"13567\" data-permalink=\"https:\/\/cat.xula.edu\/food\/?attachment_id=13567\" data-orig-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/04\/eyh.jpg?fit=200%2C200&amp;ssl=1\" data-orig-size=\"200,200\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;5.6&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;NEX-5N&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;1363959443&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;55&quot;,&quot;iso&quot;:&quot;2500&quot;,&quot;shutter_speed&quot;:&quot;0.00625&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;1&quot;}\" data-image-title=\"Elizabeth Yost Hammer\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/04\/eyh.jpg?fit=200%2C200&amp;ssl=1\" data-large-file=\"https:\/\/i0.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/04\/eyh.jpg?fit=200%2C200&amp;ssl=1\" class=\"alignright size-full wp-image-13567\" src=\"https:\/\/i1.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/04\/eyh.jpg?zoom=2&amp;resize=200%2C200\" srcset=\"https:\/\/i1.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/04\/eyh.jpg?zoom=2&amp;resize=200%2C200\" alt=\"\" width=\"200\" height=\"200\" data-attachment-id=\"13567\" data-permalink=\"https:\/\/cat.xula.edu\/food\/?attachment_id=13567\" data-orig-file=\"https:\/\/i1.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/04\/eyh.jpg?fit=200%2C200&amp;ssl=1\" data-orig-size=\"200,200\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;5.6&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;NEX-5N&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;1363959443&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;55&quot;,&quot;iso&quot;:&quot;2500&quot;,&quot;shutter_speed&quot;:&quot;0.00625&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;1&quot;}\" data-image-title=\"eyh\" data-image-description=\"\" data-medium-file=\"https:\/\/i1.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/04\/eyh.jpg?fit=200%2C200&amp;ssl=1\" data-large-file=\"https:\/\/i1.wp.com\/cat.xula.edu\/food\/wp-content\/uploads\/2019\/04\/eyh.jpg?fit=200%2C200&amp;ssl=1\" data-recalc-dims=\"1\" \/>Elizabeth Yost Hammer is the Director of the Center for the Advancement of Teaching and a Kellogg Professor in Teaching in the Psychology Department. She received her Ph.D. in experimental social psychology from Tulane University. She regularly teaches Introductory Psychology, Research Methods, and Freshman Seminar. Her research interests focus on the scholarship of teaching and learning, and she has contributed chapters to several books intended to enhance teaching preparation including The Handbook of the Teaching of Psychology. She is a co-author of the textbook, Psychology Applied to Modern Life. Dr. Hammer is a past-president of Psi Chi (the International Honor Society in Psychology), and served as Chief Reader for Advanced Placement Psychology. Her work in the Center for the Advancement of Teaching includes organizing pedagogical workshops and faculty development initiatives. She is a member of the American Psychological Association, the Society for the Teaching of Psychology, and the Professional and Organizational Developers Network.<\/p><\/blockquote>\n<p><strong>Links for this episode<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/pdfs.semanticscholar.org\/bd60\/32b2c42b987a8e491f460cc94eb0eae68875.pdf\">Bash &amp;\u00a0<span class=\"il\">Kreiner<\/span>\u00a0(2014). Student perceptions of study time<\/a><\/li>\n<li>\n<div><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S0065260110430014\">Buehler et al. (2010) on the planning fallacy<\/a><\/div>\n<\/li>\n<li>\n<div><a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/0273475307302012\">Ackerman &amp; Gross (2007) on why faculty procrastinate<\/a><\/div>\n<\/li>\n<li><a href=\"https:\/\/mindsetonline.com\/whatisit\/about\/\"><em>Mindset<\/em><\/a>\u00a0by Carol Dweck<\/li>\n<\/ul>\n<p><strong>Transcript<\/strong><\/p>\n<p><!--more--><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Hello, my name is Elizabeth Yost Hammer and I am the director of the Center for the Advancement of Teaching and Faculty Development at Xavier University of Louisiana. My guest today is Dr. David Kreiner. He is the chair for the school of Nutrition, Kinesiology--help me say that David--<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: That\u2019s right.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Alright and Psychological Science at the University of Central Missouri, where he has been on the faculty since 1990. He completed his B.A in psychology and Ph.D. in Human Experimental Psychology at the University of Texas-Austin. He teaches courses in General Psychology, Cognitive Psych, and Advanced Statistics. Research interests include Cognitive Psychology, particularly in language processing and memory, as well as scholarship on the teaching of psychology. He often collaborates with students on research projects and has co-authored publications and conference presentations with undergraduate and graduate students.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Dave, thank you very much for giving me your time today.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Thanks for inviting me to be on the podcast. I\u2019m excited about it<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: As you know, I saw you speak at a recent conference and you were making the argument that as teachers and as people who are enhancing student success we\u2019re really good at harnessing the science of learning and using the science of learning to enhance students\u2019 success. You\u2019re making the argument that we could also use the science of time to help our students. So, I wonder if you would just tell me a little about what that means. How did you even come up with that idea?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Sure, so the idea of the science of learning is not a new one and I\u2019ve been really inspired to see all of the progress in educators learning about and helping their students to learn about things like retrieval practice and distributive practice. Those kinds of things that aid learning and I love to see that, but it occurred to me that there is a rich literature on how we understand and think about time that also is really relevant to student success and also faculty success and it may be something that is obvious to everybody, but I don\u2019t think so, because I don\u2019t hear a lot of people\u00a0 talking about it. So, I\u2019m really...It\u2019s kind of grandiose, but I\u2019m trying to start a movement...something like the science of learning, I don\u2019t know, maybe we call it the science of time, in terms of applying it to teaching and learning. And I got to thinking why did I not think of this earlier? It seems so obvious, but for me it was several threads that came together over a number of years, really. One was as I know you do, and many of our colleagues do, I often go to conferences and I look for ideas about teaching, that\u2019s really what I focus on and I see so many great resources that are available, fantastic ideas that I can use in my teaching and then I always come back and I\u2019m thinking well, I don\u2019t always have the time to learn how to do that or I don\u2019t have the time in my 50 minute class period to do everything and so obviously, we\u2019re limited by time. Another one of these threads that put this together is just my experience in teaching over the past almost thirty years now and seeing students who are really successful and students who are less successful, and I typically tell prospective students...I talk to students a lot at orientation when they come in, the key to your success is not so much how smart you are, because you\u2019re smart enough and that\u2019s why you\u2019re here, you\u2019re smart enough to be successful. The distinction that I\u2019ve noticed is how wisely you use your time. So, I\u2019ve been really impressed at seeing some students who have multiple commitments, they\u2019re super busy, but they always get stuff on time. They\u2019re able to use their time super efficiently. I\u2019ve seen other students who are obviously really bright, but they sort of flounder, because they don\u2019t make good choices about their use of time. That\u2019s kind of the second thread. And the third is some of the research that I\u2019ve done anyway in memory and research about teaching, I\u2019ve noticed just in retrospect had some components of time to it, and so I thought, well time seems to be this common thread through all of this, why can\u2019t we start looking at this literature on time and using it to our advantage as teachers.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Well, I just love that, I loved that when I first heard you talking about this and I\u2019m also really glad that you mentioned that it's not just applicable to students, but it\u2019s applicable to instructors and faculty as well. I see when I\u2019m working with new faculty, particularly, people who thrive because they can manage time really well, and balance out all of their responsibilities. And people who struggle and have a really hard time. I think that a lot of what you talk about will be applicable to both. Now, I know that when you think about this, you\u2019re going beyond so let\u2019s do a time management workshop in freshman orientation, and you\u2019ve really divided it into these three research areas that have been looked at in the science of time. So, I wonder if we can unpack each one of those. I know the first one that you talked about is estimating time, how do we do our estimations of time and so, how do you see that, what do you know about that? How can you apply that to success?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Sure, so let me mention a couple of things about the research on how we estimate time. Things that the research shows is that we are not very good at estimating how much time we need to do something. We\u2019re actually better at estimating how much time has passed, then we are at figuring out how much time we need in the future to finish some type of task like a project or something. When I read that, I kind of thought back to you know, my own ability to estimate time and it sort rang true, because I remember when I was in high school, I worked bagging groceries at a local grocery store which was not the most thrilling job for me. But, I remember thinking, you know let me play a game where I am not going to look at the clock, but I\u2019m going to guess how much time has passed. And I got to be pretty good at it. You know, I would think I bet it\u2019s right around 5:15, I\u2019ll look at the clock and it\u2019s 5:14 and I\u2019m like oh yeah, I nailed it. Most of us are pretty good in retrospect even without looking at your cell phone, your watch, or a clock at how much time has gone by, but there is a lot of research to show that we have systematic errors in how we estimate how much time we need to complete something. Like you have an assignment that you have to turn in, or your student has an assignment for class and typically what the research shows is if there is a fairly large size project, we\u2019re likely to underestimate how much time we need. So, you think about that student who\u2019s got an assignment that is due next week, and the student is, we hope, planning how to use time over that week to get it done and get it turned in. The student may think well this is going to take me three hours, I\u2019ll do that Thursday night before the assignment is due. The research shows that student is probably underestimating how much time it\u2019s actually going to take. And then you think about the consequences of that, right? So, if we\u2019re underestimating how much time we need, what happens? We run out of time, either you don\u2019t get it turned in, and there may be academic consequences for that. There probably are, you don\u2019t get the credit or you\u2019ll get a late penalty or you turn it in and it\u2019s not your best work, because you ran out of time to actually complete the assignment the way you wanted to. So, I think that\u2019s really interesting, there\u2019s this concept in the literature that actually goes back to <\/span><span style=\"font-weight: 400;\">Tversky and Kahneman about the planning fallacy which is essentially what I\u2019ve said is that we tend to underestimate how much time we need to complete something. And another thing that is really interesting about that to me is when we make those estimates about future time, we tend to be really confident in them. We think we\u2019re right, even though based on past experience, we should know we keep making these mistakes over and over thinking we\u2019re going to get something done, and then we run out of time.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Absolutely, and what kind of solutions, what would you put in place to help students kind of deal with this?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Yeah, so there\u2019s actually some really good evidence-based practices, most of which are pretty simple, that the research suggests can help us and our students make more accurate estimates. I think it\u2019s really just a matter of learning again of us kind of like science of learning again as educators learning about these techniques, getting the word out to students, encouraging our students to use them. So I\u2019ll give you a couple of examples of some of these techniques in terms of estimating how much time you really need for something. One of the things in the literature shows is that we\u2019re better at estimating how much time it will take somebody else to complete a task than we are at estimating for ourselves. So, one of the things that has been tested in the literature is giving people a very simple instruction, and that is you have this task to complete, I want you to imagine from the perspective of an observer how much time it will take to complete, so don\u2019t think about how much time it will take you to complete that task, think about what somebody else would say. So for a student, we might translate that to say okay you have this assignment that is due next week, think about what your teacher would say about how much time you need, or what your friend would say about how much time you need or what would your mom say about that, and the research shows that people tend to be more realistic when they think about it from the perspective of an observer. So, that\u2019s not a hard thing to do, it\u2019s just that we don\u2019t necessarily know how to do that. We tend to think about our own experience, and not about taking that sort of third-person perspective. Another thing, it\u2019s kind of similar and it\u2019s quite simple, really, is to think about the possible obstacles that make the project take longer to complete. Think about the things that can cause delay. The research shows that when we\u2019re thinking about how much time we need for something, we tend to think about the steps we need to do to complete the task which on the surface makes sense, right? So, the student\u2019s thinking well I have this paper to do, what I\u2019d need to do, I need to go do my lit search, I need to read those articles, I need to write up summaries, I need to make a draft and so on, and they think about how much time they need for each step. Those estimates, may be reasonably accurate. But, what they\u2019re not taking into account is what could go wrong, right? So, I couldn\u2019t find that article full-text. Now I have to figure out how to get that article. Someone interrupted me in that 2 hour span that I was planning on writing up my first draft. So, this simple manipulation has been shown in the literature to help in terms of people making more accurate estimates. You simply instruct people, explicitly think about the things that can go wrong, think about the things that could cause delay, and take those into account when you\u2019re estimating your time. People make more realistic estimates when they do that.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: That is absolutely right, and I mean you have to factor in I might get a cold, I might get a migraine. There might be a family emergency, and you\u2019re right, those are two really easy things that don\u2019t take up any time in the classroom that you can really implement. Let\u2019s move to the second category of research that you draw on which is so once you estimate your time, now how do you allocate it? Allocating time wisely. What do you know about that?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Yeah, so that relates more to time management skills; you made the point that in my conference presentation I was emphasizing that really I\u2019m not just focused on time management skills like having students go to a time management workshop, that\u2019s important, but that\u2019s not the extent of what the literature is on the psychology of time that I think is relevant. So, in terms of research on how we make these decisions on how we allocate the time, one of the things that\u2019s really interesting is just how important time management skill is. So, when you think about time management skills, we tend to think about things like how good we are at planning. Right, how good we are at organizing and prioritizing. Those are important aspects of time management skill, but I thought it was interesting in the literature when they measured time management skill, they often use an instrument that has a component that has to do with sense of control of time, so you\u2019re feeling that you actually in control of your time. That seems to be really important in time management. That\u2019s something that I kind of keyed on. And the point that I want to make is there seems to be a connection there between our feeling in control of our time and the work that Dweck has done on mindsets, right? So, if you have a fixed mindset about being in control of time and you feel like you\u2019re not in control, and there\u2019s nothing you can do about it, then things just happen and you see everything as outside your control. That makes it hard to effectively use your time. So, what I want to suggest is what if we encourage people, just like how we encourage people about their ability to learn, you can change how you manage your time. It\u2019s not a fixed thing. You can get better at time management. And, if we can do that, and kind of overcome that growth [sic] mindset, I think people can get much better at it...Students and faculty. I also thought it was really interesting in the literature, there\u2019s quite a bit that was done on the relationship between time management and academic success. So, this surprised me a little bit, I don\u2019t know if it will surprise you or our listeners at all. Time management skill is actually a better predictor of college student grade point average than intelligence. That doesn\u2019t surprise me that much based on my own observations, but it still is impressive to me. Time management skill is also a better predictor of college student gpa than how much time they spent studying.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Wow<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: So, it\u2019s not how smart you are alone. it\u2019s not even how much time you\u2019re devoting to your studies alone, it\u2019s how good you are at managing your time and again, the point I would like to emphasize is let\u2019s teach our students that they can get better at that, that they\u2019re not just poor time managers, but that they can overcome whatever deficiencies they might have and how they make decisions about their use of time.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: So, moving from that fixed mindset to the growth mindset. And listeners who might not\u00a0 not be familiar with Dwek\u2019s mindset, we\u2019ll put a link to her work for this podcast. Do you have a concrete tip for instructors about how they can do that in class, like what\u2019s one of the things they can do to move them from fixed to growth when it comes to time.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Yeah,\u00a0 you know I would actually like to see some research on a lot of these techniques, how they\u2019re actually applied in classes and in the classroom and how effective they are, but I think one of the things that we may try, in terms of working with our students on this is to do some kind of short-term demonstration with them. To show them that they actually can improve their use of time, so maybe to have your students make a schedule and indicate what times they\u2019re going to do which academic thing. And actually apply that, maybe come back to class the next time, and maybe they can have some kind of discussion about what changed, how much better did I do because I actually actively organized my time?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Yeah, I imagine there\u2019s some research that needs to be done, but there\u2019s some concrete things that she\u2019s done with the mindset that can be applied too. Let\u2019s shift to the third category, which is one of my favorites. Proscriptive [sic] memory, which is remembering to remember to do stuff<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Right.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Remembering to do the things you need to do in the future. Let\u2019s talk about that for a minute.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Yeah, sure, so it\u2019s exactly what you said. Prospective memory is our ability to remember to carry out some intended action in the future. It\u2019s another one of those things that to me seems like it should be so obvious to be applicable to teaching and learning, but I don\u2019t know if enough has been done in terms of us as teachers applying it. So, you think about how prospective memory may relate to things like student success. Students, and I actually did a research project with this a few years ago with some students. Students will report that they forget to do things that they meant to do. Teachers will do this too, we forget to do things we meant to do, right?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Never, that\u2019s never happened to me.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Yeah, never happened to you, but everybody else. That student may have a quiz coming up, and have an intention that they\u2019re going to spend a certain amount of time studying for it, but then they get distracted by other things and they don\u2019t do it. And, you may have experienced it, and I certainly seen it. Students show up for class, and they\u2019re like oh yeah there\u2019s a quiz today, I meant to study for that, and they\u2019re very panicked and stressed because they\u2019re unprepared, they forgot to do what they intended to do. They may forget to bring things to class that they need for something going on in class that day. Prospective memory can also relate to remembering not to do something that you\u2019ve remember to stop doing or that you\u2019ve intended to stop doing. So, an example that I like to think about from an instructor\u2019s point of view is every time I teach a class, there\u2019s something where I think oh, that didn\u2019t go that well, I\u2019m not going to do that next time I teach this same class, right? But, then I\u2019m teaching the class next semester, the next year, and I\u2019m in the habit of using that example that didn\u2019t work well before, and I forget to stop using it. So, that\u2019s also a prospective memory error. It\u2019s pretty clear to me that prospective memory is related to our success as teachers and our students success as learners, and like these other examples in terms of time, there are some fairly simple things that we can do if we know about it to improve our ability to remember to carry out some intended action.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Thank you, thank you so much! Can you give me some concrete examples of that we can do?\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Sure, so a couple of things, really quick, that again are pretty simple things we can do. One is to specify the context in which you plan to carry something out. So, this is what\u2019s known in the prospective memory literature as a specific implementation intention. So if a student has an intention like I\u2019m going to study for that quiz. That\u2019s not likely to help them remember to actually study for the quiz, because it\u2019s too vague, but if they come up with a specific context like when I get back to my dorm room, after dinner tonight, I\u2019m going to spend the next hour studying for the quiz, that simple change is more likely to result in the student remembering to actually do that studying. So, specifying the context where you intend to carry out an action. Another tip for prospective memory has to do with the type of cue that we use to remind us to do something, so the classic cue I don\u2019t know that if students now think about this, but the classic cue is the string around your finger, right?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Yeap<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: The problem with that is that it\u2019s not specific to the action that you need to remember, and if you use it all the time, it becomes a familiar cue.The research shows that the cues that are more likely to effectively remind you are things that are unfamiliar that you haven\u2019t used for everything under the sun and also that are task-relevant. So, the things that will remind you of the specific things that you need to do. So, an example might be that student who wants to remember to study for that quiz after dinner tonight, so maybe what they do is get that textbook for that class, so that\u2019s a task-relevant cue and they put it in an unusual location where they\u2019re sure to notice it. So, maybe they take their textbook and they put it next to their bathroom sink. And, then they go in there and they\u2019re thinking why is this textbook here? Oh, yeah, I need to study for that quiz tonight, that sort of unfamiliar, what we call a focal cue that\u2019s much more likely to successfully remind you to do what you intended to do.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: I\u2019m thinking about how to apply this to faculty alike for next semester, because that happens to me all the time. In the heat of the moment in the class, I\u2019m like oh okay, this demo did not work, or this activity did not work, then the next semester I\u2019m teaching the class and I\u2019m like oh yeah remember this didn\u2019t work, and I forget in between to take it out, so I thought, okay, I need to take notes in the class, and I\u2019ll lose the notes, or put a sticky. How would you something like that for that kind of remembering to remember, you know something that is longer than I need to study tonight and I need to remember something six months from now? Or three months from now?<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Great question, so some of the research on prospective memory shows that a key aspect is decreasing the delay between you think of something and when you plan for doing it. And, it doesn\u2019t mean that you have to do it right away, like in this example, it may be a year before I teach that class again, but I should make the plan for changing what I\u2019m doing right away as soon as possible. So, here\u2019s an example of how you might do that. So, you just got out of class and you\u2019re thinking, oh I\u2019m not going to use that example next year when I teach the same class. And you said you might do a sticky, or make a note, and I do the same thing. I just keep a little file where I\u2019ll make a note right after class. Make some kind of specific plan for how you\u2019re actually going to make that change. So, what you might do is right after that class where you recognize you want to make that change, then you put the calendar alert if you use those. So, you put the calendar alert---<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: ---That\u2019s a great idea\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: For when you expect to teach the class the next time, maybe it\u2019s before the semester or maybe it\u2019s the week you expect to do it and you just do a little calendar alert that says remember, make that change in that lesson today.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: That\u2019s a great idea, using calendar alerts or where you can email yourself in the future, or those kinds of things. So, great idea.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Right<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Thank you, so much. It\u2019s funny we\u2019re talking about time. I really appreciate your time in this. I know that you ended your presentation with an actual call to action to those of us that are interested in doing research on teaching and learning. So, I wonder if you want to end today with your call to action.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: I would love to do that, so I\u2019m actually pretty early in this process. I\u2019ve been spending a lot of time reading the existing literature thinking about how it would apply to education. My call to action is really let\u2019s do the same thing with the psychology of time that we\u2019ve done with the science of learning. And, there\u2019s no reason why we can\u2019t do that. There\u2019s lots of literature out there, so let\u2019s look at what that literature says, and start figuring out how to do we apply this to ourselves and our lives as educators? How do we teach our students to do that? Let\u2019s do some research where we show that it\u2019s actually effective in the classroom. Let\u2019s figure out where we need more research done that hasn\u2019t been done yet on how the psychology of time applies to education. And I think if we do that, again, maybe it's a little grandiose, but I think we can have a similar impact on education to what we\u2019re doing with the science of learning. And that would be fabulous, and I\u2019m just calling out to everybody; think about this and see if there\u2019s something that you can do to contribute to this movement to apply psychology of time to teaching and learning.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: Well, Dave, thank you so much for your time today. I really enjoyed speaking with you.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">DK: Thanks for inviting me; it was fun.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EYH: My guest today is Dr. David Kreiner and he has been speaking on applying the science of time to teaching and learning. If you enjoyed this conversation, please subscribe to this podcast and don\u2019t forget to rate us.<\/span><\/p>\n<p><em>Transcript by Rebecca Kebbeh.<\/em><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"tags":[371,257,400,317,318],"class_list":{"0":"post-14321","1":"podcast","2":"type-podcast","3":"status-publish","5":"tag-memory","6":"tag-psychology","7":"tag-science-of-learning","8":"tag-time-management","9":"tag-tlee","10":"post","11":"h-entry","12":"hentry"},"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/episodes\/14321","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/episodes"}],"about":[{"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/types\/podcast"}],"author":[{"embeddable":true,"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/comments?post=14321"}],"version-history":[{"count":3,"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/episodes\/14321\/revisions"}],"predecessor-version":[{"id":14382,"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/episodes\/14321\/revisions\/14382"}],"wp:attachment":[{"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/media?parent=14321"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cat.xula.edu\/food\/wp-json\/wp\/v2\/tags?post=14321"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}