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68 Cards in this Set
- Front
- Back
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Immutable aspects of learning? |
• requires memory, so what you've learned is there later. • need to keep learning and remembering all our lives. • learning is an acquired skill. |
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Some of the least productive strategies?
More effective than rereading? Define it. Explain how it works. Example?
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• rereading text • massed practice of a skill
• Retrieval practice: recalling facts or concepts from memory. Strengthens memory and interrupts forgetting. • Flashcards
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Trying to solve a problem...?
Successful in unfamiliar situations when? |
Before being taught the solution leads to better learning. Even when errors are made. You're adept at extracting the underlying principles or rules that differentiate problems. |
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Testing is a good tool for?
Learning requires a foundation of? |
Identifying weaknesses.
Foundation of prior knowledge. |
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Every time you learn something new? |
• You are changing the brain.
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Failure is?
Misconceptions of learning?
Actuality? |
A badge of effort and source of useful information. Making mistakes and correcting them builds bridges of learning.
• rereading burns stuff into your memory. • if learning is easier and faster it will be better.
• when learning is harder, it's stronger and lasts longer. • mass practice gains are transitory and melt away
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Tips for studying? |
• memorise the key concepts and definitions. • convert main points into questions and test yourself. • rephrase main ideas into your own words. • relate them to what you already know. • look at examples out of the text. |
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Mastery consists of? |
• gradual accretion of knowledge. • conceptual understanding. • judgement. • skill. |
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Benefits of retrieval learning? |
• tells you what you know and don't. • reconsolidates memory, making recall connections stronger. |
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How does spaced retrieval practice work? |
• allows some forgetting between tests. • leads to stronger long-term memory retention. • effortful retrieval. |
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Rapid fire practice works for? |
• Short term memory. |
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Different types of performance strength?
How big to make intervals between practice? |
• momentary strength • underlying habit strength
• long enough to avoid mindless repetition and allow forgetting to set in |
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Flashcard order? Natural features of how we conduct our lives? |
• need to change it, shuffle them. • spacing. • interleaving. • variability. |
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Desirable difficulties? |
Short term impediments that make learning stronger, more precise and enduring. |
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How does learning occur? I.e. the processes. |
• Encoding: convert perceptions into chemical and electrical changes that form a mental representation aka memory traces of what was observed. • Consolidation: the process of strengthening these mental representations for long-term memory. Brain reorganises and stabilises memory traces. • Retrieval: |
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Easier knowledge is to retrieve?
Ways of making retrieval more difficult? |
• less your retrieval practice will benefit.
• spacing, interleaving and mixing up practice. I.e. the more you've forgotten about it. |
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Limit to making learning difficult? |
• if the difficulty completely obscures the meaning or cannot be overcome. |
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Retrieval definition? |
• recalling recently learned knowledge to the mind. |
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Working memory? |
• amount of information you can hold in the mind while working through a problem, especially when distracted. |
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Undesirable difficulty when? eg?
Desirable difficulties when? eg? (5) |
• you can't overcome the impediments. • Anxiety • if the additional effort required to overcome the deficit does not contribute to more robust learning.
• difficulty must be something learners can overcome through increased effort. - testing - spacing - interleaving - variation - generation |
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Metacognition?
Systems of knowing? |
• monitoring your own thinking.
System 1 (automatic system): • unconscious, intuitive and immediate. • draws on our senses and memories to quickly size up a situation.
System 2 (controlled system): • slower process of conscious analysis and reasoning. • thinking when considering choices, makes decisions and exerts self-control. • use it to train system 1 to recognise and respond to situations demanding reflexive action. |
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Large part of improving judgement? Leads to? |
• learning when to trust your intuition and when to question it. • keeping your thinking aligned with reality. |
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When surprising things happen? Types of memory distortion? |
• we search for an explanation. • imagination inflammation. • suggestion. • interference. |
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The curse of teaching?
Hindsight bias? Aka? |
• our tendency to underestimate how long it will take someone to learn something we've already mastered.
• knew it all along effect. • view things as having been more predictable than before they occurred. |
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False consensus effect?
Analogy of mental models? Need the ability to discern when...? Ref to mental models |
• predisposed to assume others share their beliefs.
• smartphone apps in the brain. • mental models aren't working. |
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Dunning-Kruger effect? |
• when incompetent people lack the skills to improve • unable to distinguish between incompetence and competence. • people that overestimate their competence fail to mismatch their performance and what's desirable. • therefore see no need to improve |
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Reasons why learners never realise their poor performance? |
• no negative feedback. • some people cannot read the performance of others well. |
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Apprenticeships relationship good for? |
• calibrating judgement and learning. |
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Memory plays a central role in...?
Two examples of complex cognitive tasks?
Counterproductive study habits? |
cognitive task ability.
• applying knowledge to new problems. • drawing inference from known facts.
Highlighting, rereading cramming, single minded repitition, gains fade quickly. |
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Underlying premise for learning styles?
Differences that matter the most for learning? |
• people receive and process information differently.
• reading ability. • language fluency. |
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Dyslexia? |
- results from anomalous neural development. - interferes with the brains ability to link letters to their sounds. Which is essential for word recognition. |
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More appropriate approach than learning styles? |
- the mode of instruction matching the nature of the subject being taught e.g. visual for geometry. |
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Two most accepted forms of intelligence? |
• Fluid intelligence: - ability to reason - see relationships - think abstractly - hold information in the mind while working on the problem.
• Crystallised intelligence: - ones accumulated knowledge of the world. - procedures or mental models developed from past learning and experience. |
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IQ?
Can't measure? |
- Intelligence Quotient. - measures logical and verbal potential. - the ratio of mental age to physical age times 100.
- the ability to engage in cognitively complex forms of multivariate reasoning. |
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Gardners Eight types of intelligence?
Limitations? |
• Logical-mathematical Intelligence: - think critically - work with numbers and abstractions • Spatial Intelligence: - ability to work with words and languages • Kinesthetic Intelligence: - physical dexterity and control of body • Musical Intelligence: - sensitivity to sounds, rhythms, tones and music. • Interpersonal Intelligence: - ability to read and work with other people effectively. • Intrapersonal Intelligence: - ability to understand ones self - ability to make accurate judgements of ones knowledge, abilities and effectiveness. • Naturalistic Intelligence: - ability to discriminate and relate to ones natural surroundings
• No supporting empirical research
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Sternberg's model of intelligence? |
- Analytical: ability to complete problem solving tasks e.g. tests. - Creative: ability to synthesise and apply existing knowledge and skills to deal with new and unusual situations. - Practical: ability to adapt to everyday life, to understand what needs to be done in a specific setting and then do it i.e. street smarts or environment based. |
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Dynamic testing? Dynamic testing steps? Advantages compared to standard testing? |
- determining the state of ones expertise. - refocus learning on areas of low performance. - follow up testing to measure the improvement and refocus learning to keep raising expertise. 1. Test e.g. an experience or paper exam. Shows where you are lacking in knowledge or a skill. 2. Become more competent using reflection, practice, spacing etc. 3. Test yourself again, see what's better and what still needs work - weaknesses are not fixed, can be remedied. - focuses on areas to be brought up rather than accomplishments. - measures progress from test to test. |
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Structure building?
Two types of learner? |
- with new material, extracting the salient ideas and constructing a coherent mental framework out of them
- Example learner: memorise examples rather than the underlying principles. - Rule learners: abstract the underlying principles that differentiate the examples being studied
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Synapse?
White matter?
Grey matter?
Myelin? |
- connection between neurons
- the wiring.
- neural cell bodies
- wrap some axons - maturation of connections is the thickening of the myelin sheath. - thickness correlates with ability. - practice builds greater myelin along related pathways, improving strength and performance of pathways |
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Basal ganglia?
Hippocampus?
Key things to do? |
- Brain region responsible for habit
- where learning and memory are consolidated
- retreival practice - spacing - rehearsal - rule learning - constructing mental models |
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Strategies that serve as cognitive multipliers? |
- Growth mindset - practising like an expert - constructing memory cues |
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Growth mindset?
Also to do with a response to? Fixed mindset?
Difference in goals? |
- the belief that intelligence, ability and performance is in your own control and can be improved.
- failure. Some think it's because they're not intelligent while others believe they put in insufficient effort. - Belief that a person's talents are set in stone.
- performance goals. - learning goals. |
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Mnemonics? Tip for making them? |
- help you retrieve what you've learned and to hold arbitrary information in the memory. - mental file cabinets. - handy way to store information and find it again when needed. - mental tools to help hold material in memory, cued for recall. - needs to be deeply familiar and whose elements can be easily linked to the target information to be remembered. |
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Examples of mnemonic devices? |
- Memory palace - rhyme scheme - the peg method for lists - each number from 1 to 20 is paired with a rhyming concrete image. - after 10 add penny one and have three syllable words eg penny-one setting sun. - number scheme, travel route, floor plan, song, acronym |
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Deliberate practice?
Memory palace? |
- goal directed, often solitary, consists of repeated striving to reach higher performance.
- complex type of mnemonic device useful for organising and holding larger volumes of material in the memory. |
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Tips for memory palace? |
- Reduce lecture material into key ideas, not whole sentences - form a plan for the essay - select the site for the memory palace - Tie each idea to a location in the palace so you can visualise it. - populate each location with something crazy that links to a key idea. |
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Qualities for complex mastery? |
- self-discipline - grit - persistence |
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Ask yourself when learning? |
- what are the key ideas? - what terms or ideas are new to me? - how would I define them? - how do these relate to what I already know? |
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Elaboration? Example? |
- process of finding additional layers of meaning in new material. - express it in your own words - connecting and relating it with what you already know. - metaphors or visual images for the new material. - explaining how it relates to life outside of class. |
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Generation?
Explanation?
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• attempt to answer a question or solve a problem without the solution. • rephrasing key ideas into your own words. • answering questions at the end of a chapter.
• strengthen a route to fill the gap in your learning. When answer is provided, connections are made. |
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Calibration? |
- using an objective instrument to clear away illusions and adjust your judgement to better reflect reality. • frequent use of testing and retrieval practice eg cumulative quizzing. • peer instruction: read lecture material beforehand and be tested on it in lecture. |
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Free recall? |
- sit with a blank piece of paper and see how much you can remember about a topic, focus on what you can't remember. |
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Reflection?
Questions to ask? |
- combination of retrieval practice and elaboration. - taking a few minutes to review learning and asking yourself questions.
• what are the key ideas? • what are some examples? • how do these relate to what I already know? |
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Mental models?
How do you make them?
Analogy? |
• forms of deeply entrenched and highly efficient skills or knowledge structures, that (like habits) can be applied in varied circumstances.
• Extract underlying principles and key ideas from new material and organise them into a mental model and connect that model to prior knowledge.
- like smartphone apps for the brain |
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Fluid intelligence aka?
Principles for improving fluid intelligence? |
1. Seek Novelty 2. Challenge Yourself 3. Think Creatively 4. Do Things The Hard Way 5. Network |
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Seeking novelty? |
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Challenge yourself? |
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Think creatively? |
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Do things the hard way? |
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Network? |
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Cognitive flexibility? |
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Important findings on fluid intelligence? |
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Multimodal learning? |
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Types of memory? |
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Working memory? |
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Sensory memory? |
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Long-term memory? |
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Schematic of the thinking process? |
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