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Summary ALL PROBLEMS 1-7 Human Learning CONCEPTMAPS
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Visually-pleasing concept maps for every problem 1-7 for course human learning. Contains all necessary exam content
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priming = the presence of stimulus activates 3. Germane (useful) cognitive load =memories associated with the stimulus mental ability to integrate new info with preferred for learning
existing knowledge through cognitive SCHEMAS creates superior schemata in
long-term memory -> improves info storage
a limitation = does not
sufficiently take into account 2. Extraneous cognitive load = problems must be kept to a
individual differences NOT related to task e.g. noisy roomate minimum duhh prompts students to process relevant
working memory = currently active diagrams in working memory
-> when this becomes INACTIVE =
long-term memory
1. Intrinsic cognitive load = must be managed by
all memory is in an active complexity of task + skills of individual e.g. the teacher prior knowledge
or inactive state plays a role too
won't develop nor regress
working-memory & long-term memory = The Imagination Effect = use mental memories (e.g. 1. expert with prior knowledge NO LONGER advantage =
different modes of activation visualisation/imagination) to facilitate learning. expert won't gain new knowledge when learning basics
Activation Model states that it's important to take into account
limitations of our working memory
-> in order to learn efficiently
central processor > intentional The Expertise Reversal Effect
degree of 'learning' is NOT learning / incidental learning -> 2 consequences: 2. expert is disadvantage = expert may not pay
always degree of 'processing'
attention and not absorb any new material
Criticism: Levels-of-Processing Model Alternative perspectives of
Cognitive Load = number of mental
the Dual-Store Model: memory: storing info for a period of time >
resources required to perform a task
syn. = learning + info recall
also contain procedural
'depth of processing' is a vague concept model should be taken as a knowledge = HOW to do things
simplified explanation of memory > storage = putting new info in memory
not that appropriate to talk about
Maybe 1 single
memory as two drastically different
aspect vs dual important concepts: most knowledge is declarative =
parts. Encoding = modifying stored info: changing how things are, were or will be
its form e.g. adding/simplifying
2. it doesn't explain why some things go straight 1. Are they separate entities?
into long-term memory without rehearsal (e.g. Retrieval = finding stored info this is done in form is SCHEMAS = a cognitive
events with strong emotional connection like Problem 1: learning & memory construct that allows many elements of info to be
getting bitten by a dog or sth.) combined in one single element
Control processes = cognitive processes that
directly affect memory's functioning where new knowledge is mixed
interference can play a role limitations:
with current knowledge
1. Capacity: Large Sensory register
Dual-store model of memory
Long-term memory
involves active thinking as a
2. Forms: same place as it's store e. form of consciousness
g. visual > in visual area 1. Capacity: unlimited
when it needs to
cognitively processed Working memory (aka Cocktail Party Phenomenon = focus on 1 thing,
short-term memory) Interconnectedness = related
unconsciously ignore the rest
3. Duration: few seconds pieces are better associated
1. capacity: very limited
-> 7 units for 30 sec Factors that influence attention > P.E.S.S.I.M.I.N.
Personal meaning
Control system: 3 processes that affect Explicit knowledge/memories = info that
functioning of W.M. : Emotion 2. forms of storage: people can tell and explain
Visuospatial sketchpad = 2. Forms:
figure-ground = focussed on details of core of info >
visual & spatial info often language-based >
auditory object (figure), you cannot see other things Size implicit knowledge/memories = info that influences
1. Organisation: structure around it (ground)
people's behaviour
Social causes
Phonological loop =
auditory & verbal info 3. Duration: short > 2. Retrieval: often easy & automatic > limited processing capacity = number of
less than 30 sec Intensity
depends on amount of info is here stimuli that can receive (part) of your 3. Duration: remains permanently >
attention, according to how many cognitive not ALL info tho cuz you forget shit
Movement
processes are required for each stimulus (retrieval problem)
3. Remembering: maintenance rehearsal > e.g.
Episodic buffer = an integrated representation of: saying things out loud = repetition Incongruity
phono loop + visuo sketchpad + long-term memory that's why you can drive &
talk at the same time lol Novelty
central executive: controls &
one's effectiveness of this monitors the flow/use of info from but NOT, when you're
= effortful control memory having driving lessons
, Determining
what's important 1) Appropriate Tasks focus on understanding.
can be: cognitive (summarising), metacognitive (e.g. Did I understand?) , or behavioural (e.g. setting a timer)
NOT remembering
Summarising 3 condition needed to
inactive learning: ineffective apply strategies: believing that learning strategies
2) Appreciation of learning
achieve certain goals
most commonly used Underlining & highlighting Learning Strategies (include
MAIN problem with learning strategies aka PRODUCTION
procedural knowledge)
= inability to APPLY them DEFICIENCES believe that commitment ensure
3) Commitment & Effectiveness better results + have basic
for students with poor working applied properly? -> knowledge on subject
Taking notes
memory -> ineffective promotes learning
Metacognition = one's awareness/understanding of their
processes include: attention, repetition,
strengthens neural own thinking and learning processes + regulation of aka: executive control processes
Visual aids for organisation concept maps: works organisation, imagery, elaboration & practice
connections processes -> to improve learning & memory
better vs reading
e.g. mock exams one of BEST Retrieval Practice
2. CAPS 1) Planning = deciding how
3 essential skills:
much time to spend on task
Review headings and subheadings 1. READS 2 Reading strategies
Who are the Characters?
comprises 3 forms
Examine boldface words comprehension monitoring =
of knowledge: 2) Monitoring = awareness of how it' s done
What is the Aim of the story? "Did I understand?"
Ask: What do I expect to learn?
What Problem happens?
3) Evaluating = judgements about
Do it-read knowledge & skills: processes & outcomes
How is the problem Solved?
Summarise in your own words
skills develop
works best when tasks are around age of 5 to 7
completed? Self-efficacy + challenging, but NOT too difficult teacher should focus on helping students
Motivation increases 1. Declarative knowledge = factors internalise reasonable standards that will help
that influence learning & memory + them become good self-regulators at each stage, student
the needed strategies reflects & evaluates
inform students about learning process contain multiple objectives & 1. Complex Tasks -> not too difficult
CUZ: require deep & extensive thinking e.g. knowing effective strategies: e.g.
for long period of time (frustration) -> design, not difficulty.
meaningful learning is more effective than
2. Procedural knowledge = knowing HOW to use strategies and the cycle continues
rote learning (repetition)
more likely to participate -> more teacher could allow 2. Control: over learning 3. Self-regulatory knowledge = knowing WHEN and WHY Phase 3: Reflection Phase = you look back
motivation -> perform well students to make choices process & difficulty for teacher: 4 factors to apply procedures and strategies on the implementation
important for developing SR in students:
3. Self-Evaluation: discover mistakes & monitoring or
Phase 2: Performance Phase = perf. the task
grow personally -> adjust when necessary self-observation is
& using the strategies
used
3 Models of
complexity of task -> involves a lot of 4. Collaboration: more likely to take Self-Regulated Zimmerman: example of social cognitive model Phase 1: Forethought phase = setting goals
Designing classrooms + some strategies for achieving them
metacognition -> develops self-regulation on challenging tasks together. Problem 2: Monitor Learning Learning
for self-regulation
Meichenbaum: Cognitive Behaviour Modification about developing private speech,
control gradually passes fun fact: in lower classes, girls which is used in metacognition
from teacher (external role are often better at SR
models) to the individual
self-regulated learners = addresses learner-teacher interaction, modelling,
Self-Regulation = process of using skills to regulate thoughts, behaviour & emotions gradual discovery, motivation strategies, feedback,
Development of metacognitive, motivated to Manning & Payne
SR learned though observation of others -> to achieve goals and other components of effective learning
Self-Regulation learn and strategic
(involves higher levels of Self Control)
4 skills that improve student learning:
Measured with e.g. MSLQ: Motivated Strategies for 5 steps:
learning? = Self-regulated learning listening, planning, working & checking
Learning Questionnaire
suppressed in time of stress; ill General Model of
Self-Regulation have a combo of academic learning
health; emotional health; when skills, self-awareness, self-control &
tasks are too challenging Factors of Self-Regulation: teacher could improve cognitive self-instruction by e.g.
motivation to learn 1. Cognitive Modelling = when an adult talks to himself,
putting up posters with questions relating to these 4 skills
he is observed by the child
also involves 3 main executive cognitive functions: 2 social processes that includes metacognitive knowledge = 2. Overt external guidance = child is openly guided by a model e.g. parents
confirm this development: 1. Knowledge: about oneself, task, subject, posters should remind students to "talk"
Grit = personality trait -> knowing which learning approaches are
learning strategies & context themselves through process
provides perseverance to preferred; skills and abilities they have; etc
1. Inhibitory Control = 3. Overt Self-Guidance = no external guidance given, child talks to himself
achieve long term goals
suppressing impulsive desires 1. Co-regulation = transitional phase -> gradually internalise
self-regulated learning + skills through modelling, teaching, 2. Motivation: primarily intrinsically motivated
e.g. listening -> "Does this make sense?" 4. Faded overt self-guidance = child whispers & becomes quieter,
2. Working Memory = keeping info in mind feedback & coaching
guidance becomes more internalised
while performing other mental acts 3. Willpower: aka Volition -> influenced by
consists of: 1. self-control & 2. Grit = the protection of opportunities
2. Shared Regulation = when students work together to feeling of control over achievement of goal 5. Covert self-instruction = full private speech, talking in the head
to achieve goals
regulate each other through e.g. reminders e.g. planning -> "Have I got it all together now?"
3. Cognitive Flexibility = see sth
from multiple perspectives criticism: MORE factors play a
needed to overcome resitance
role in performance !!
,
compared to NO images = no Decorative graphics do NOT
difference measured AFFECT performance
1. It's necessary to educate pupils
+ stimulate
more consequences: about NEG effects of M
EXTERNAL
compared to NO images = marginal Seductive graphics result in cognitive load
2. by knowing this, we can e.g. teachers choose not seductive details effect is measured POORER performance
eliminate M behaviour use laptops in class
claim: ability to cognitively process + stimulate
Negative consequences
multiple resources of info simultaneously. compared to NO images = Instructive graphics relevant cognitive
of multitasking: 3. technology should not be completely removed
= Aka: Multitasking multimedia effect is measured IMPROVE performance load
from education -> use right tools
Problem: human brain is ONE core 1. It's not beneficial for learning & accuracy. -> more satisfaction for ALL most satisfied with
cognitive system like a computer mistakes made + takes longer to absorb study material types or POSITIVE decorative graphics
distinction between outcomes of
1. performance & 2. satisfaction
2. It leads to lower GPA -> time lost that could' ve been spent on learning. 1. Instructive graphics: relevant facilitate understanding -> e.g. picture
Thus: a person must be able + even watching someone else's screen hinders ! pics to learning objective of Adolf Hitler about WWII
to switch quickly.
3. students who M a lot were LESS sensitive to visual changes + less able to voluntarily restrict their method: 4 variations 2. Seductive graphics: interesting but NOT relevant e.g. picture of movie star in a
+ more prone to false memories & slower to switch tasks attention to task-relevant info lesson about maths
term coined by Prensky (2001)
-> based on observations, 3. Decorative graphics: neutral images NOT relevant
NOT scientific research 4. Sanbonmatsu: ppl M cuz they're LESS able to + students prone to this e.g. waterfall in a
block out distractions & focus on single task. -> lower GPA's lesson about maths
4. No image
other names: net generation; 5. those who spent more time on socials cognitively neutral -> creates pleasant
Generation I; Google Generation; -> area of brain responsible for
-> SMALLER density of grey matter Article Sung et al (2012): Graphics in online classes atmosphere, not distracting
App Generation regulating executive function
(in anterior cingulate cortex)
bottleneck theory of attention = attention can ONLY be focussed
Digital immigrants = on 1 task at a time. -> stimuli enter through a 'bottleneck' in
Digital natives = aka Homo Zapiens: someone multimedia principle = one learns better
those born before 1984 which only 1 item can be processed.
who grew up in the digital age (from 1984) form text + pictures vs text alone
media M accelerates the depletion
2 assumptions about D.N. Article Kirschner et al. (2017): future research is needed for generalisation -> to determine of this resource > reducing
Myths of the Digital Native and the Multitasker when POS motivational effects of images outweigh NEG performance on original task
DN Consequences: Problem 3: Learning in the Digital Age
cognitive effects + to establish relevance of images
attention is a limited resource
1. Teachers should NOT assume pupils
1. DN's have specific & unique have these skills when they don't.
Article May and Elder (2018): Effects of media 2 theories on consequences of 1. Scattered attention hypothesis = MOST consistent
characteristics -> different from states brain manages mental resources
multitasking on academic performance media multitasking: with results of
generations before them e.g. little evidence students have to complete tasks.
2. The gap between natives & immigrants is NOT various studies
as claimed + gap can be bridged. demanded for new tech that
teachers/uni's cannot meet working memory theories = assume a 2. Trained attention hypothesis =
limited capacity of working memory states that frequent media use can train
2. DN's have advanced technical digital Implications: some studies show
3. Digital literacy: teachers MUST learn how to and improve cognitive control
skills & learning preferences -> traditional all studies SHORT TERM: potential validity
deal with (online) info & teach about it
education does not cater for Long term effects unknown
1. classroom environment has an
influence on multitasking visual working memory can only retain
4. Education must NOT be
changed with DN as excuse a limited amount of visual info thus working memory is a
no difference in moderate text msg group BUT:
longer responses -> better results e.g. structured/specific tasks predictor of multitasking skills
-> M is less frequent
multitasking inside Perceptions of multitasking
trying to learn & simultaneously using media 'high text messaging' group -> and self-regulation evidence: self-regulation of media use is NOT
the classroom: multitasking 2. complex tasks encourage the use of laptops
-> detrimental effect on learning reduced score of 10.6% effectively applied by students
outside classroom
3. students with a clear goal and sufficient
motivation multitask LESS possible explanation: M hinders application of
negative effects seen in performance, grades, ppl continue to media appropriate leaning strategies
comprehension, recall & taking notes Using media during school-related world outside
multitask anyway
-> LOWER grades + LOWER self-efficacy for 4. a clear policy can also reduce media M in class
self-regulated learning & academic achievement Thus: media M reduces
students often do not realise metacognition & self-regulation
effect thus similar 5. informing students about media M will promote
the effects on learning
self-awareness & self-regulation
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