9 Matching Annotations
  1. Feb 2019
  2. docdrop.org docdrop.org
    How People Learn Brain, Mind, Experience, and School: Expanded Edition
    1
    1. brockaneez 05 Feb 2019
      worked extensively with a college student for well over ayear, increasing his capacity to remember digit strings (e.g., 982761093 . . .). Asexpected, at the outset he could remember only about seven numbers. Afterpractice, he could remember 70 or more; see Figure 3.1. How? Did he developa general skill analogous to strengthening a “mental muscle?” No, what hap-pened was that he learned to use his specific background knowledge to “chunk”information into meaningful groups.

      This reminds me a lot of Elaboration from last week's reading. It's as though we assign a meaningful idea to a string of numbers, a skill, or a bit of information to help commit it to memory. This helps me remember things, so it is no surprise to me that it helps others, even transitioning from almost 40 years ago to now, in the age of technology. In middle school, I participated in a study which included a test like this, without the practice, and I remember being above average, but I distinctly remember that after the results were published, that the average was about seven.

    Visit annotations in context

    Annotators

    URL

    docdrop.org/download_annotation_doc/HPL1---Ch-3-Learning-and-Transfer-eopew.pdf
  3. docdrop.org docdrop.org
    Sweller, van Merrienboer, and Paas
    1
    1. brockaneez 05 Feb 2019
      Why should memory of board configurations result in superior playingskill? Skilled chess players recognize most of the board configurations theyencounter, and they have learned the basic move associated with each con-figuration. Unlike less-skilled players, they do not have to search for goodmoves using limited working memory. Rather, they use knowledge of boardconfigurations and the appropriate moves associated with those configura-tions.

      I wonder if/how these skills transfer outside of chess? Obviously this depth of understanding of the game takes tons of repetition and commitment to memory. Teaching someone these move sets or board configurations would take ages so obviously it takes some outside commitment from the individual, which teaching in a school setting does not necessarily, but would likely be beneficial for both parties,

    Visit annotations in context

    Annotators

    URL

    docdrop.org/static/drop-pdf/Sweller-van-Merrienboer-and-Paas-1998--irRHF.pdf
  4. Jan 2019
  5. docdrop.org docdrop.org
    HPL1 - Ch 2 How Experts Differ from Novices
    2
    1. brockaneez 29 Jan 2019
      In sum, although the students scored very well on facts about history,they were largely unacquainted with modes of inquiry with real historicalthinking. They had no systematic way of making sense of contradictoryclaims.

      To me, this demonstrates the difference between knowing and understanding. They know the material they are taught, but they do not have the level of understanding necessary to elaborate on it.

    2. brockaneez 29 Jan 2019
      Experts notice features and meaningful patterns of information thatare not noticed by novices.2. Experts have acquired a great deal of content knowledge that isorganized in ways that reflect a deep understanding of their subject matter.3. Experts’ knowledge cannot be reduced to sets of isolated facts orpropositions but, instead, reflects contexts of applicability: that is, the knowl-edge is “conditionalized” on a set of circumstances.4. Experts are able to flexibly retrieve important aspects of their knowl-edge with little attentional effort

      Dare we assume they use a complex form of elaboration?

    Visit annotations in context

    Annotators

    URL

    docdrop.org/download_annotation_doc/HPL1---Ch-2-How-Experts-Differ-from-Novices-WrMHD.pdf
  6. andrewch.pages.iu.edu andrewch.pages.iu.edu
    E is for Elaboration, G is for Generation
    1
    1. brockaneez 28 Jan 2019
      Sandra realized she had utterly for­gotten the phone number she had just been repeating so successfully

      Not to speak for everyone, but I think this is likely a relatable situation for all of us. I have done this many times in my own life and rarely ever do I use elaboration to help commit it to memory. From what I understand, our brains are inherently creative, so by repeating the same knowledge over and over again, our brain just thinks "well this is nothing new", and we forget it easily, whereas if we utilize elaboration, it's like we are rephrasing the same information in a new way and are more likely to remember it.

    Visit annotations in context

    Annotators

    URL

    andrewch.pages.iu.edu/p254_readings/Elaboration_Schwartz_etal2016.pdf
  7. s3.us-central-1.wasabisys.com s3.us-central-1.wasabisys.com
    Behaviorism - Emerging Perspectives on Learning, Teaching and Technology
    1
    1. brockaneez 28 Jan 2019
      Cueing may be as simple as providing a child with a verbal or non-verbal cue

      This is something that is taught heavily in my area (physical education). cueing and modeling are both extremely useful in activity-based situations such as P.E.

    Visit annotations in context

    Annotators

    URL

    s3.us-central-1.wasabisys.com/docdrop-annotations-prod/Standridge2002-tTFmM.pdf
  8. docdrop.org docdrop.org
    Untitled document
    3
    Visit annotations in context

    Annotators

    URL

    docdrop.org/static/drop-pdf/EDUC-P254_Syllabus_Chartrand_Spring_2018-u1vmI.pdf