KentuckyFC (1144503) writes "One of the most profound advances in science in recent years is the way researchers from a variety of fields are beginning to formulate the problem of consciousness in mathematical terms, in particular using information theory. That's largely thanks to a relatively new theory that consciousness is a phenomenon which integrates information in the brain in a way that cannot be broken down. Now a group of researchers has taken this idea further using algorithmic theory to study whether this kind of integrated information is computable. They say that the process of integrating information is equivalent to compressing it. That allows memories to be retrieved but it also loses information in the process. But they point out that this cannot be how real memory works; otherwise, retrieving memories repeatedly would cause them to gradually decay. By assuming that the process of memory is non-lossy, they use algorithmic theory to show that the process of integrating information must noncomputable. In other words, your PC can never be conscious in the way you are. That's likely to be a controversial finding but the bigger picture is that the problem of consciousness is finally opening up to mathematical scrutiny for the first time."

An anonymous reader writes with news of research into the scientific literacy of college biology students. Earlier studies found that students tended to "rely on mainly informal reasoning derived from their personal experiences," so the researchers derived a new instructional framework that explicitly taught principle-based reasoning. While the number of students who used this method did increase, more than half continued to use informal reasoning, which the researchers say points to a flaw in the way biology is taught (PDF). "Most college-level instruction presents students with complicated narratives about the details of key processes (e.g., cellular respiration), but does not explicitly reinforce the use of key principles to connect those processes. Therefore, students are understandably occupied with memorizing details of processes without focusing on the principles that govern and connect the processes. ... As a result, students may leave an introductory biology course with the ability to recite the reactions in the Calvin cycle but still believing that plants obtain most of their mass from the soil rather than from the atmosphere, that plants photosynthesize but do not respire, or that the mass of a decomposing organism will primarily return to the soil."