Double a city’s population and its economic productivity goes up 130 %. Why?

We live in times that more and more people live in cities. Although there are certainly some challenges that come along with this trend, there is also a clear advantage. Double a city’s population and its economic productivity goes up 130 percent. MIT researchers think they know why.

From the press release:

The new paper builds on previous work by the same group, which showed that increasing employees’ opportunities for face-to-face interaction could boost corporations’ productivity.

In those studies, the researchers outfitted employees of a bank, of an IT consulting firm, and of several other organizations with tiny transmitters, developed by the Human Dynamics Lab, that actively measured the time the wearers spent in each other’s presence. Obviously, that approach wouldn’t work in a study of the entire populations of hundreds of cities.

So Wei Pan, a PhD student and first author on the new paper, looked at a host of factors that could be used to predict what the researchers are calling social-tie density, or the average number of people that each resident of a city will interact with in person. Those factors include things like the number of call partners with whom a cellphone user will end up sharing a cell tower, instances of colocation with other users of location-tracking social-networking services like Foursquare, and the contagion rates of diseases passed only by intimate physical contact.

The availability of different types of data varied across the hundreds of cities in the United States and Europe that the researchers considered. But Pan and his colleagues concocted a single formula that assigned each city a social-tie-density score on the basis of whatever data was available. That score turned out to be a very good predictor of each city’s productivity, as measured by both gross domestic product and patenting rates.

Planning for productivity

“When you pack people together, something special happens,” says Alex “Sandy” Pentland, the Toshiba Professor of Media Arts and Science and director of the Human Dynamics Laboratory. “This is the sort of thing that Adam Smith wanted to explain. He explained it through specialization: People were able to narrow what they did to get better at it, and because they were nearby, they could trade with each other. And Karl Marx described a different kind of specialization, which is classes — management class, owner class and proletariat. And other people have come up with other explanations for this basic phenomenon.”

What the new work shows, Pentland says, is that “a lot of the things that people have been arguing about for centuries are not actually things that need explaining. They just come from the basic pattern of social networks.”

The work could, however, have very real consequences for urban planning. For instance, Pentland says, there’s evidence that the principle of superlinear scaling does not hold in poor countries, even in cities with the same population densities as major European and American cities. “The reason is that the transportation is so bad,” Pentland says. “People might as well be in the village, because they only interact with their little local group.”

Similarly, Pan says, “People know that when a city’s population grows, there’s scaling, and the productivity increases. But in these megacities, especially in China, no one knows whether that scaling will continue, because no other city is that big.”

In Beijing today, Pan says, “it’s really hard to move from one side to the other. I believe, personally, that social-tie density will drop because you can’t really move freely anymore with the population increases. Unless Beijing solves these transportation problems, pumping in more people won’t continue to drive the density.”

Pentland adds that another figure that usually scales superlinearly with urban population is crime. But an exception to that rule is Zurich. “For various reasons, its population has exploded in the last 20 years,” Pentland says. “And they knew this was going to happen because of demographics. So they invested just an unholy amount of money in public transportation. You end up with this cloud of towns around Zurich, but everybody can get into Zurich in 15 minutes. More than 60 percent of the population moves into the center of Zurich during the day.” As a consequence, Pentland says, Zurich enjoys all of the productivity benefits of social-tie density with much lower crime rates.

“In the next 10 years, we expect that India and China will each build a hundred cities of a million people or more,” Pentland says. “Hopefully, what we can do is help them make better choices in designing these cities.”

The ‘first word’

According to Michael Macy, a professor of social studies and information science at Cornell University and director of Cornell’s Social Dynamics Laboratory, the Media Lab researchers “have an insight into the relationship between population density and network density that has novelty from both sides — both from the literature on population density and also from the literature on network density.”

“If you look at it from the standpoint of people who studied population density and urban density, what they’re showing is that it’s not just spatial concentration of people; it’s the associated differences in the social relationships among those people,” Macy says. “And then, from the network side, they’re pointing out that it’s not just a matter of network density but the consequences of network density for face-to-face interaction.”

Macy cautions that while the researchers’ measures of social-tie density correlate well with productivity, that doesn’t rule out the possibility that other factors are at work. “They’re suggesting a line of research based on a generative model that fits the data really well,” he says. “But obviously, when you fit a model well to data, that doesn’t mean that that’s the only model that could do it.”

“Yet what they are showing makes a lot of sense logically, it’s impressive empirically, and it opens up a direction for further research,” he adds. “It’s clear that this is not the last word on the subject. But in some ways, what’s important about it is that it’s the first word.”

Abstract of the research:

Motivated by empirical evidence on the interplay between geography, population density and societal interaction, we propose a generative process for the evolution of social structure in cities. Our analytical and simulation results predict both super-linear scaling of social-tie density and information contagion as a function of the population. Here we demonstrate that our model provides a robust and accurate fit for the dependency of city characteristics with city-size, ranging from individual-level dyadic interactions (number of acquaintances, volume of communication) to population level variables (contagious disease rates, patenting activity, economic productivity and crime) without the need to appeal to heterogeneity, modularity, specialization or hierarchy.

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Brain Research: Cautions and Caveats

Reblogged from Wenda Sheard, J.D. Ph.D.:

For over a decade, brain research presentations have attracted large crowds at education conferences. Like most teachers, I love learning about the inner workings of the human mind. I aspire to use cognitive neuroscience discoveries to improve my teaching. Here I share tips for teachers interested in brain research.

1. When you read a news article saying that certain learning results are correlated with certain brain characteristics, remember that correlation does not equal causation.

Read more… 739 more words

Found this recipe against neuromyths via @J3ro3nJ, thanks!

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Great post by Annie-Murphy Paul on knowledge in a digital age, the tree Octopus problem

I don’t know if you already have a subscription to Annie-Murphy Pauls mailinglist, The Brilliant Report, but you should.

The latest is on knowledge in a digital age and the question if you still need it. In a recent interview with Steve Wheeler Sugata Mitra says clearly no, you need access to knowledge.

But Annie-Murphy Paul argues different:

“But that’s not how an increasingly powerful faction within education sees the matter. They are the champions of “new literacies”—or “21st century skills” or “digital literacy” or a number of other faddish-sounding concepts. In their view, skills trump knowledge, developing “literacies” is more important than learning mere content, and all facts are now Google-able and therefore unworthy of committing to memory.

There is a flaw in this popular account. Robert Pondiscio, executive director at the nonprofit organization CitizenshipFirst  (and a former fifth-grade teacher), calls it the “tree octopus problem”: even the most sophisticated digital literacy skills won’t help students and workers navigate the world if they don’t have a broad base of knowledge about how the world actually operates. “When we fill our classrooms with technology and emphasize these new ‘literacies,’ we feel like we’re reinventing schools to be more relevant,” says Pondiscio. “But if you focus on the delivery mechanism and not the content, you’re doing kids a disservice.”

And if you want to know what the Tree Octopus Problem is, well, do read the whole article!

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The cost of annoying adds (research)

Adds pay for fun, but can be quite annoying. In this research Goldstein et al. try to calculate the cost of annoying adds.

Some insights from their research:

  • The first study reported here showed that people find animated advertisements more annoying than static ones, holding all else constant.
  • The main result of this paper is that annoying ads lead to site abandonment and thus fewer impressions than good ads or no ads.
  • Good ads and no ads led to roughly equal numbers of impressions.

Abstract of the research that can be downloaded here:

Display advertisements vary in the extent to which they annoy users. While publishers know the payment they receive to run annoying ads, little is known about the cost such ads incur due to user abandonment. We conducted a two-experiment investigation to analyze ad features that relate to annoyingness and to put a monetary value on the cost of annoying ads. The rst experiment asked users to rate and comment on a large number of ads taken from the Web. This allowed us to establish sets of annoying and innocuous ads for use in the second experiment, in which users were given the opportunity to categorize emails for a per-message wage and quit at any time. Participants were randomly assigned to one of three di erent pay rates and also randomly assigned to categorize the emails in the presence of no ads, annoying ads, or innocuous ads. Since each email categorization constituted an impression, this design, inspired by Toomim et al. [18], allowed us to determine how much more one must pay a person to generate the same number of impressions in the presence of annoying ads compared to no ads or innocuous ads. We conclude by proposing a theoretical model which relates ad quality to publisher market share, illustrating how our empirical ndings could a ect the economics of Internet advertising.

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Mashup: BF Skinner discusses the iPad as learning machine

I had this video some months ago on my Dutch blog, thought it a pity that I didn’t share it here too.

If you wonder how the original teaching machine looked like, check:

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Putting juveniles in jail is a bad idea (research)

I found this paper trough Freakonomics. The conclusion is pretty clear:

…we find that for juveniles on the margin of incarceration, such detention leads to both a decrease in high school completion and an increase in adult incarceration, and it appears welfare enhancing to use alternatives to juvenile incarceration. This state has an array of such policies, including electronic monitoring and well-enforced curfews that serve as substitutes for incarceration. Indeed, these substitutes have been growing in popularity. Since similar results were found when these alternatives were in use, this suggests that their continued expansion could increase high school graduation rates and reduce the likelihood of adult crime still further.

Abstract of the research paper that can be downloaded in an earlier version here:

Over 130,000 juveniles are detained in the US each year with 70,000 in detention on any given day, yet little is known whether such a penalty deters future crime or interrupts social and human capital formation in a way that increases the likelihood of later criminal behavior. This paper uses the incarceration tendency of randomly-assigned judges as an instrumental variable to estimate causal effects of juvenile incarceration on high school completion and adult recidivism. Estimates based on over 35,000 juvenile offenders over a ten-year period from a large urban county in the US suggest that juvenile incarceration results in large decreases in the likelihood of high school completion and large increases in the likelihood of adult incarceration. These results are in stark contrast to the small effects typically found for adult incarceration, but consistent with larger impacts of policies aimed at adolescents.

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Differences in the visual system do not cause dyslexia, but instead are likely a consequence

A newly published brain imaging study eliminates differences in visual function as a cause of dyslexia, but instead the researchers suspect that they are likely a consequence.

From the press release:

The findings, published today in the journal Neuron, provide important insights into the cause of this common reading disorder and address a long-standing debate about the role of visual symptoms observed in developmental dyslexia.

Dyslexia is the most prevalent of all learning disabilities, affecting about 12 percent of the U.S. population. Beyond the primarily observed reading deficits, individuals with dyslexia often also exhibit subtle weaknesses in processing visual stimuli. Scientists have speculated whether these deficits represent the primary cause of dyslexia, with visual dysfunction directly impacting the ability to learn to read. The current study demonstrates that they do not.

“Our results do not discount the presence of this specific type of visual deficit,” says senior author Guinevere Eden, PhD, director for the Center for the Study of Learning at Georgetown University Medical Center (GUMC) and past-president of the International Dyslexia Association. “In fact our results confirm that differences do exist in the visual system of children with dyslexia, but these differences are the end-product of less reading, when compared with typical readers, and are not the cause of their struggles with reading.”

The current study follows a report published by Eden and colleagues in the journal Nature in 1996, the first study of dyslexia to employ functional Magnetic Resonance Imaging (fMRI). As in that study, the new study also shows less activity in a portion of the visual system that processes moving visual information in the dyslexics compared with typical readers of the same age.

This time, however, the research team also studied younger children without dyslexia, matched to the dyslexics on their reading level. “This group looked similar to the dyslexics in terms of brain activity, providing the first clue that the observed difference in the dyslexics relative to their peers may have more to do with reading ability than dyslexia per se,” Eden explains.

Next, the children with dyslexia received a reading intervention. Intensive tutoring of phonological and orthographic skills was provided, addressing the core deficit in dyslexia, which is widely believed to be a weakness in the phonological component of language. As expected, the children made significant gains in reading. In addition, activity in the visual system increased, suggesting it was mobilized by reading.

The researchers point out that these findings could have important implications for practice. “Early identification and treatment of dyslexia should not revolve around these deficits in visual processing,” says Olumide Olulade, PhD, the study’s lead author and post-doctoral fellow at GUMC. “While our study showed that there is a strong correlation between people’s reading ability and brain activity in the visual system, it does not mean that training the visual system will result in better reading. We think it is the other way around. Reading is a culturally imposed skill, and neuroscience research has shown that its acquisition results in a range of anatomical and functional changes in the brain.”

The researchers add that their research can be applied more broadly to other disorders. “Our study has important implications in understanding the etiology of dyslexia, but it also is relevant to other conditions where cause and consequence are difficult to pull apart because the brain changes in response to experience,” explains Eden.

Abstract of the research:

Developmental dyslexia is a reading disorder, yet deficits also manifest in the magnocellular-dominated dorsal visual system. Uncertainty about whether visual deficits are causal or consequential to reading disability encumbers accurate identification and appropriate treatment of this common learning disability. Using fMRI, we demonstrate in typical readers a relationship between reading ability and activity in area V5/MT during visual motion processing and, as expected, also found lower V5/MT activity for dyslexic children compared to age-matched controls. However, when dyslexics were matched to younger controls on reading ability, no differences emerged, suggesting that weakness in V5/MT may not be causal to dyslexia. To further test for causality, dyslexics underwent a phonological-based reading intervention. Surprisingly, V5/MT activity increased along with intervention-driven reading gains, demonstrating that activity here is mobilized through reading. Our results provide strong evidence that visual magnocellular dysfunction is not causal to dyslexia but may instead be consequential to impoverished reading.

Highlights of the study:

  • Activity in V5/MT for visual motion processing is correlated with reading ability
  • Dyslexics have reduced V5/MT activity when compared to age-matched controls
  • V5/MT activity is similar for dyslexics and reading-matched controls
  • Intervention induces reading gains and increased V5/MT activity in dyslexia

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