This chapter discusses memory strategies and metacognition. It covers topics like spacing and testing effects, mnemonic devices, prospective memory, metamemory, metacomprehension, and regulating study strategies. Regarding metacognition, the document notes that people can accurately predict their memory performance on an item-by-item basis but may overestimate their total score. It also discusses how students allocate study time, focusing more on easy rather than difficult material under time pressure.
This chapter discusses how the six levels of the New Taxonomy interact with the three knowledge domains of information, mental processes, and psychomotor processes. In contrast to Bloom's Taxonomy, the New Taxonomy explicitly defines how each of its six levels applies to each of the three knowledge domains. Level 1, knowledge retrieval, involves recalling or executing knowledge. For information, this means recalling details or organizing ideas. For mental and psychomotor procedures, it means recalling skills or processes and being able to execute them. Level 2, comprehension, requires students to identify and represent the most important aspects of knowledge through synthesis and representation.
The document discusses theories of intelligence and cognitive development from an information processing perspective. It describes 3 key theories:
1) Sternberg's triarchic theory proposes intelligence involves information processing skills, experience with tasks, and ability to adapt to contexts.
2) Gardner's theory of multiple intelligences suggests there are 8 types of intelligence including linguistic, logical-mathematical, and interpersonal.
3) The factor analytic approach proposes intelligence involves a general factor (g) and specific factors (s) related to particular tasks. Intelligence testing aims to predict performance but can only infer capacity from tests.
YusoffGulam Information Processing TheoryYusoffGulam
Information Processing Theory seeks to understand how people acquire, store, and recall information. It also examines how prior knowledge influences new learning. The theory proposes that people process information in stages, and there are limitations to how much can be processed at each stage. Previously learned information affects current learning. Mnemonics and graphic organizers are teaching devices that can aid information processing. Mnemonics use memory tools like rhymes or images to help organize and retrieve information. Graphic organizers visually show relationships to improve recall and build on background knowledge.
Information Processing_Implications for Adult Education Practices by Jane WhiteJane Christine White
This document summarizes a seminar paper on the implications of information processing for adult education practices. The paper reviewed literature on human cognitive architecture and theories of cognition and learning. It discussed how information is processed through sensory memory, working memory, and long-term memory according to information processing theory. It also described Cognitive Load Theory and the three types of cognitive load: intrinsic, extraneous, and germane. The paper concluded that understanding cognitive structures and how information is processed can help improve instructional design and enhance learning, especially for adult students in healthcare fields who must learn large amounts of complex information.
An informative and descriptive title for your literature survey John Wanjiru
The document summarizes research on developing artificial intelligence that can master the game of Go. It describes how researchers at DeepMind used a combination of deep neural networks and Monte Carlo tree search to create the AlphaGo agent. The AlphaGo agent uses a policy network trained through supervised and reinforcement learning to select moves, and a value network trained through reinforcement learning to evaluate board positions. Researchers found that AlphaGo was able to defeat human champions by a wide margin, demonstrating that its approach had achieved a level of play beyond human expertise.
General PsychologyChapter 8: Thinking and IntelligenceMostafa Ewees
1. Thinking involves not just remembering information but applying it by making decisions, solving problems, judging things, or creating things.
2. Concepts in our thoughts come from both natural experiences and artificial experiences based on rules. Concepts are often based on prototypes that represent general characteristics rather than specific examples.
3. Both automatic, habitual thinking and controlled, effortful thinking occur, but controlled thinking tends to lead to better outcomes through analyzing biases and considering multiple perspectives.
The document discusses various concepts related to creativity, thinking, and problem solving. It defines creativity as turning ideas into reality through imagination and action. It also discusses lateral thinking, myths of creativity, critical thinking, creative thinking, convergent/divergent thinking, multiple intelligences, problem solving steps, analytical thinking, quantitative reasoning, and numerical reasoning.
The document discusses various aspects of cognition and intelligence, including:
1. It defines key cognitive concepts like concepts, propositions, schemas, and images.
2. It examines reasoning processes like deductive, inductive, and dialectical reasoning.
3. It explores theories of intelligence including IQ testing and Sternberg's triarchic theory of intelligence, and discusses research on animal cognition.
This chapter discusses how the six levels of the New Taxonomy interact with the three knowledge domains of information, mental processes, and psychomotor processes. In contrast to Bloom's Taxonomy, the New Taxonomy explicitly defines how each of its six levels applies to each of the three knowledge domains. Level 1, knowledge retrieval, involves recalling or executing knowledge. For information, this means recalling details or organizing ideas. For mental and psychomotor procedures, it means recalling skills or processes and being able to execute them. Level 2, comprehension, requires students to identify and represent the most important aspects of knowledge through synthesis and representation.
The document discusses theories of intelligence and cognitive development from an information processing perspective. It describes 3 key theories:
1) Sternberg's triarchic theory proposes intelligence involves information processing skills, experience with tasks, and ability to adapt to contexts.
2) Gardner's theory of multiple intelligences suggests there are 8 types of intelligence including linguistic, logical-mathematical, and interpersonal.
3) The factor analytic approach proposes intelligence involves a general factor (g) and specific factors (s) related to particular tasks. Intelligence testing aims to predict performance but can only infer capacity from tests.
YusoffGulam Information Processing TheoryYusoffGulam
Information Processing Theory seeks to understand how people acquire, store, and recall information. It also examines how prior knowledge influences new learning. The theory proposes that people process information in stages, and there are limitations to how much can be processed at each stage. Previously learned information affects current learning. Mnemonics and graphic organizers are teaching devices that can aid information processing. Mnemonics use memory tools like rhymes or images to help organize and retrieve information. Graphic organizers visually show relationships to improve recall and build on background knowledge.
Information Processing_Implications for Adult Education Practices by Jane WhiteJane Christine White
This document summarizes a seminar paper on the implications of information processing for adult education practices. The paper reviewed literature on human cognitive architecture and theories of cognition and learning. It discussed how information is processed through sensory memory, working memory, and long-term memory according to information processing theory. It also described Cognitive Load Theory and the three types of cognitive load: intrinsic, extraneous, and germane. The paper concluded that understanding cognitive structures and how information is processed can help improve instructional design and enhance learning, especially for adult students in healthcare fields who must learn large amounts of complex information.
An informative and descriptive title for your literature survey John Wanjiru
The document summarizes research on developing artificial intelligence that can master the game of Go. It describes how researchers at DeepMind used a combination of deep neural networks and Monte Carlo tree search to create the AlphaGo agent. The AlphaGo agent uses a policy network trained through supervised and reinforcement learning to select moves, and a value network trained through reinforcement learning to evaluate board positions. Researchers found that AlphaGo was able to defeat human champions by a wide margin, demonstrating that its approach had achieved a level of play beyond human expertise.
General PsychologyChapter 8: Thinking and IntelligenceMostafa Ewees
1. Thinking involves not just remembering information but applying it by making decisions, solving problems, judging things, or creating things.
2. Concepts in our thoughts come from both natural experiences and artificial experiences based on rules. Concepts are often based on prototypes that represent general characteristics rather than specific examples.
3. Both automatic, habitual thinking and controlled, effortful thinking occur, but controlled thinking tends to lead to better outcomes through analyzing biases and considering multiple perspectives.
The document discusses various concepts related to creativity, thinking, and problem solving. It defines creativity as turning ideas into reality through imagination and action. It also discusses lateral thinking, myths of creativity, critical thinking, creative thinking, convergent/divergent thinking, multiple intelligences, problem solving steps, analytical thinking, quantitative reasoning, and numerical reasoning.
The document discusses various aspects of cognition and intelligence, including:
1. It defines key cognitive concepts like concepts, propositions, schemas, and images.
2. It examines reasoning processes like deductive, inductive, and dialectical reasoning.
3. It explores theories of intelligence including IQ testing and Sternberg's triarchic theory of intelligence, and discusses research on animal cognition.
This presentation talks about Tali Sharot's research on flashbulb memories formed after the 9/11 incident.
It also has a video which shows both the aircrafts crashing into the World Trade Center.
This document summarizes research on flashbulb memories. Flashbulb memories are highly vivid and accurate memories of learning about a shocking event. Three key studies are discussed:
1) Brown and Kulik (1977) found people had detailed memories of learning about the JFK assassination. However, they did not verify memory accuracy.
2) Neisser and Harsh (1992) found major differences between initial accounts and a 2.5 year follow-up of memories of the Challenger explosion, questioning the accuracy of flashbulb memories over time.
3) Phelps et al. (2006) found those who witnessed 9/11 up close had more emotional memories and brain activity related to the event compared to
El documento describe las teorías de Jerome Bruner sobre la percepción y la representación. Bruner argumenta que la percepción está influenciada por factores cognitivos y motivacionales como las hipótesis y necesidades del individuo. Los niños pasan de representar el mundo de forma icónica a hacerlo de forma simbólica a través del lenguaje. La conservación, o la capacidad de mantener constantes ciertas propiedades cuando cambia la forma, emerge cuando los niños desarrollan representaciones simbólicas en lugar de icónicas.
According to memory expert Dominic O'Brian, there are three principles to effective memorization: association, location, and imagination. Specific techniques include association, organization through chunking and categorization, using visual aids like chained images or the method of loci, and verbal methods like stories, acronyms, acrostics, rhymes and songs. Placing information in a vivid location and forming connections between items are important for effective memorization.
Memory involves three main processes: encoding, storage, and retrieval of information over various time periods. There are three main types of memory based on duration: sensory memory (milliseconds), short-term memory (seconds to minutes), and long-term memory (relatively permanent storage). Memories can also be classified based on the nature of the information (declarative vs procedural) and the temporal direction of retrieval (retrospective vs prospective). Several models have been proposed to explain memory processes and storage structures, including the modal model, working memory model, levels of processing model, and Tulving's model. Factors like emotion, depth of processing, rehearsal and associations can influence memory formation and retrieval.
The document summarizes research on flashbulb memories, which are highly vivid and accurate memories of learning about emotionally arousing events. Several studies examined the accuracy and consistency of flashbulb memories over time. While initial studies found high accuracy, later work found inconsistencies in memory details within a few years. Factors like media engagement and discussions can impact memory confidence even if not accuracy. Overall, flashbulb memories are subject to the reconstructive nature of memory and inconsistencies, though the core experience may be remembered emotionally.
This document discusses theories of memory and forgetting. It describes the multi-store model of memory including sensory memory, short-term memory (STM), and long-term memory (LTM). It summarizes studies that investigated the capacity and duration of each store. The document also discusses theories of memory processing including levels of processing theory and the working memory model. Finally, it summarizes several theories of forgetting, including interference, failure of consolidation, absence of retrieval cues, and repression.
Memory can be defined as the ability to store, retain, and recall information and experiences. There are different types of memory based on how long information is retained. Sensory memory only lasts up to 500 milliseconds. Short-term or working memory briefly stores information for up to 20 seconds through rehearsal before transferring it to long-term memory. Long-term memory can store information for lifetimes and is divided into explicit and implicit memory. Explicit memory includes episodic memory of personal experiences and semantic memory of facts, while implicit memory involves unconscious procedural skills and habits. Information is retrieved from long-term memory through processes like recall, recognition and relearning. There are several theories for why we forget, including decay, interference, encoding and
This document discusses the issue of corporal punishment in schools in India. It provides several headlines of incidents where teachers physically abused students, such as beating them with belts or cutting their hair. The document defines corporal punishment and outlines its negative effects on children's physical and mental health as well as cognitive development. It discusses how corporal punishment violates children's fundamental rights under the Indian constitution and can constitute criminal offenses under the Indian Penal Code. The document concludes by advocating for positive disciplinary approaches in schools that do not involve physical or emotional abuse of children.
This lecture slide concerns the accuracy report of eye witness testimony. How accurate are eye-witness testimonials? And how can we interview witness so that their reports can be more accurate? It identifies the 'Cognitive Interview Model' which is a interview approach for increasing accuracy of reports while minimizes false information. One of the main mistake of interviewers are asking misleading questions. For instance, 'did you see the gun?' as opposed to 'did you see 'a' gun?' First part was misleading because it implies that a gun was witnessed when in fact there may not have been a gun present.
Add your comments and questions below.
This chapter discusses human memory and how information is encoded, stored, and retrieved from memory. It covers the main components of memory including sensory memory, short-term memory, and long-term memory. It also discusses how memory works based on information processing theories and explores different ways that memories can be improved or lost over time through processes like encoding, storage, retrieval, and forgetting. Key areas covered include levels of processing, working memory components, explicit and implicit memory systems, interference theory of forgetting, and techniques for improving memory recall.
Motivation is directed by instincts, drives to fulfill biological needs, arousal to maintain activity levels, incentives to obtain goals, and cognitions like expectations. Approaches to motivation include drive-reduction, arousal, incentive, and cognitive theories. Maslow's hierarchy proposes needs for food, affiliation, achievement and power. Emotions involve physiological and cognitive feelings that influence behavior and are classified in various ways according to different theories.
1. The multi-store model of memory proposes that memory consists of three main stores: sensory memory, short-term memory, and long-term memory.
2. Sensory memory briefly stores sensory information, short-term memory can hold information for seconds to minutes, and long-term memory stores information indefinitely.
3. The working memory model updated the multi-store model by proposing two slave systems - the phonological loop and visuospatial sketchpad - that actively maintain information in short-term memory under the control of a central executive.
The document discusses several factors that influence long-term memory (LTM) encoding and storage. It explains that encoding requires strategies like organization, imagery, and constructive processes. Organization involves arranging input into logical categories. Imagery involves forming mental images of concrete words. Constructive processes modify input through inference and accentuating details. Retrieval of stored memories involves cues and reconstruction. The document also discusses types of forgetting, amnesia, and their causes.
The document provides 5 tips for improving memory: exercising regularly and getting enough sleep to boost brain health; spending time with friends and family and engaging in laughter to strengthen social connections; managing stress through activities like meditation; eating a diet rich in omega-3s and antioxidants; and mentally stimulating the brain through new challenges. Regular exercise, adequate sleep, social interaction, stress relief, brain-healthy nutrition, and cognitive exercises are all recommended to enhance memory and learning abilities.
Learn how to learn. Hear are some simple tools and techniques to become an effective learner. Practice the techniques to boost your memory power. Contributed by Moncy Varghese, TOP Academy, Kochi, Kerala, India
The document summarizes key findings from several books on cognitive psychology and effective learning strategies. Some of the main points include:
1) Effortful and active learning is better than passive reading for long-term retention. Techniques like retrieval practice, spacing out study sessions, interleaving topics, and self-testing aid in deeper learning.
2) Contextual variations, like studying in different environments or with background noise, can improve memory consolidation compared to consistent conditions.
3) Taking breaks from challenging problems allows for incubation and percolation, leading to insights and solutions emerging after rest. Interrupting tasks also prolongs their memory compared to completing them in one sitting.
What do you want them to learn today? Learning goals and formative assessmentStephanie Chasteen
Students will understand the
concept of force.
Improved L.G.
Students will be able to define force and
distinguish between the different types of
forces: gravitational, normal, friction. They
will be able to apply Newton's laws to solve
for unknown forces in simple systems.
Metacognition: What is it? Why is it crucial for success?Eric Weinstein
This document discusses metacognition, which is defined as the knowledge and capacity to understand one's own thinking. It includes an awareness of learning processes and strategies used, as well as an understanding of one's own strengths and needs. Developing metacognition is crucial for success because it allows students to think about their own thinking and learn how to learn. The document provides examples of developing metacognition through acknowledging strengths and weaknesses, discussing performance, and recognizing when to use different strategies. It also presents case studies of students with different profiles and specific metacognitive strategies tailored for each.
This document appears to be the introduction or preface section of a book about developing critical thinking skills in 20 minutes per day. It provides background on the importance of critical thinking skills for school, work, and life. It outlines some of the key components of critical thinking, such as problem solving, making observations, challenging assumptions, and understanding logic. The introduction explains how the book is structured with lessons and exercises to help the reader improve their critical thinking abilities. It also notes that standardized tests and job applications often include assessments of critical thinking skills.
This presentation talks about Tali Sharot's research on flashbulb memories formed after the 9/11 incident.
It also has a video which shows both the aircrafts crashing into the World Trade Center.
This document summarizes research on flashbulb memories. Flashbulb memories are highly vivid and accurate memories of learning about a shocking event. Three key studies are discussed:
1) Brown and Kulik (1977) found people had detailed memories of learning about the JFK assassination. However, they did not verify memory accuracy.
2) Neisser and Harsh (1992) found major differences between initial accounts and a 2.5 year follow-up of memories of the Challenger explosion, questioning the accuracy of flashbulb memories over time.
3) Phelps et al. (2006) found those who witnessed 9/11 up close had more emotional memories and brain activity related to the event compared to
El documento describe las teorías de Jerome Bruner sobre la percepción y la representación. Bruner argumenta que la percepción está influenciada por factores cognitivos y motivacionales como las hipótesis y necesidades del individuo. Los niños pasan de representar el mundo de forma icónica a hacerlo de forma simbólica a través del lenguaje. La conservación, o la capacidad de mantener constantes ciertas propiedades cuando cambia la forma, emerge cuando los niños desarrollan representaciones simbólicas en lugar de icónicas.
According to memory expert Dominic O'Brian, there are three principles to effective memorization: association, location, and imagination. Specific techniques include association, organization through chunking and categorization, using visual aids like chained images or the method of loci, and verbal methods like stories, acronyms, acrostics, rhymes and songs. Placing information in a vivid location and forming connections between items are important for effective memorization.
Memory involves three main processes: encoding, storage, and retrieval of information over various time periods. There are three main types of memory based on duration: sensory memory (milliseconds), short-term memory (seconds to minutes), and long-term memory (relatively permanent storage). Memories can also be classified based on the nature of the information (declarative vs procedural) and the temporal direction of retrieval (retrospective vs prospective). Several models have been proposed to explain memory processes and storage structures, including the modal model, working memory model, levels of processing model, and Tulving's model. Factors like emotion, depth of processing, rehearsal and associations can influence memory formation and retrieval.
The document summarizes research on flashbulb memories, which are highly vivid and accurate memories of learning about emotionally arousing events. Several studies examined the accuracy and consistency of flashbulb memories over time. While initial studies found high accuracy, later work found inconsistencies in memory details within a few years. Factors like media engagement and discussions can impact memory confidence even if not accuracy. Overall, flashbulb memories are subject to the reconstructive nature of memory and inconsistencies, though the core experience may be remembered emotionally.
This document discusses theories of memory and forgetting. It describes the multi-store model of memory including sensory memory, short-term memory (STM), and long-term memory (LTM). It summarizes studies that investigated the capacity and duration of each store. The document also discusses theories of memory processing including levels of processing theory and the working memory model. Finally, it summarizes several theories of forgetting, including interference, failure of consolidation, absence of retrieval cues, and repression.
Memory can be defined as the ability to store, retain, and recall information and experiences. There are different types of memory based on how long information is retained. Sensory memory only lasts up to 500 milliseconds. Short-term or working memory briefly stores information for up to 20 seconds through rehearsal before transferring it to long-term memory. Long-term memory can store information for lifetimes and is divided into explicit and implicit memory. Explicit memory includes episodic memory of personal experiences and semantic memory of facts, while implicit memory involves unconscious procedural skills and habits. Information is retrieved from long-term memory through processes like recall, recognition and relearning. There are several theories for why we forget, including decay, interference, encoding and
This document discusses the issue of corporal punishment in schools in India. It provides several headlines of incidents where teachers physically abused students, such as beating them with belts or cutting their hair. The document defines corporal punishment and outlines its negative effects on children's physical and mental health as well as cognitive development. It discusses how corporal punishment violates children's fundamental rights under the Indian constitution and can constitute criminal offenses under the Indian Penal Code. The document concludes by advocating for positive disciplinary approaches in schools that do not involve physical or emotional abuse of children.
This lecture slide concerns the accuracy report of eye witness testimony. How accurate are eye-witness testimonials? And how can we interview witness so that their reports can be more accurate? It identifies the 'Cognitive Interview Model' which is a interview approach for increasing accuracy of reports while minimizes false information. One of the main mistake of interviewers are asking misleading questions. For instance, 'did you see the gun?' as opposed to 'did you see 'a' gun?' First part was misleading because it implies that a gun was witnessed when in fact there may not have been a gun present.
Add your comments and questions below.
This chapter discusses human memory and how information is encoded, stored, and retrieved from memory. It covers the main components of memory including sensory memory, short-term memory, and long-term memory. It also discusses how memory works based on information processing theories and explores different ways that memories can be improved or lost over time through processes like encoding, storage, retrieval, and forgetting. Key areas covered include levels of processing, working memory components, explicit and implicit memory systems, interference theory of forgetting, and techniques for improving memory recall.
Motivation is directed by instincts, drives to fulfill biological needs, arousal to maintain activity levels, incentives to obtain goals, and cognitions like expectations. Approaches to motivation include drive-reduction, arousal, incentive, and cognitive theories. Maslow's hierarchy proposes needs for food, affiliation, achievement and power. Emotions involve physiological and cognitive feelings that influence behavior and are classified in various ways according to different theories.
1. The multi-store model of memory proposes that memory consists of three main stores: sensory memory, short-term memory, and long-term memory.
2. Sensory memory briefly stores sensory information, short-term memory can hold information for seconds to minutes, and long-term memory stores information indefinitely.
3. The working memory model updated the multi-store model by proposing two slave systems - the phonological loop and visuospatial sketchpad - that actively maintain information in short-term memory under the control of a central executive.
The document discusses several factors that influence long-term memory (LTM) encoding and storage. It explains that encoding requires strategies like organization, imagery, and constructive processes. Organization involves arranging input into logical categories. Imagery involves forming mental images of concrete words. Constructive processes modify input through inference and accentuating details. Retrieval of stored memories involves cues and reconstruction. The document also discusses types of forgetting, amnesia, and their causes.
The document provides 5 tips for improving memory: exercising regularly and getting enough sleep to boost brain health; spending time with friends and family and engaging in laughter to strengthen social connections; managing stress through activities like meditation; eating a diet rich in omega-3s and antioxidants; and mentally stimulating the brain through new challenges. Regular exercise, adequate sleep, social interaction, stress relief, brain-healthy nutrition, and cognitive exercises are all recommended to enhance memory and learning abilities.
Learn how to learn. Hear are some simple tools and techniques to become an effective learner. Practice the techniques to boost your memory power. Contributed by Moncy Varghese, TOP Academy, Kochi, Kerala, India
The document summarizes key findings from several books on cognitive psychology and effective learning strategies. Some of the main points include:
1) Effortful and active learning is better than passive reading for long-term retention. Techniques like retrieval practice, spacing out study sessions, interleaving topics, and self-testing aid in deeper learning.
2) Contextual variations, like studying in different environments or with background noise, can improve memory consolidation compared to consistent conditions.
3) Taking breaks from challenging problems allows for incubation and percolation, leading to insights and solutions emerging after rest. Interrupting tasks also prolongs their memory compared to completing them in one sitting.
What do you want them to learn today? Learning goals and formative assessmentStephanie Chasteen
Students will understand the
concept of force.
Improved L.G.
Students will be able to define force and
distinguish between the different types of
forces: gravitational, normal, friction. They
will be able to apply Newton's laws to solve
for unknown forces in simple systems.
Metacognition: What is it? Why is it crucial for success?Eric Weinstein
This document discusses metacognition, which is defined as the knowledge and capacity to understand one's own thinking. It includes an awareness of learning processes and strategies used, as well as an understanding of one's own strengths and needs. Developing metacognition is crucial for success because it allows students to think about their own thinking and learn how to learn. The document provides examples of developing metacognition through acknowledging strengths and weaknesses, discussing performance, and recognizing when to use different strategies. It also presents case studies of students with different profiles and specific metacognitive strategies tailored for each.
This document appears to be the introduction or preface section of a book about developing critical thinking skills in 20 minutes per day. It provides background on the importance of critical thinking skills for school, work, and life. It outlines some of the key components of critical thinking, such as problem solving, making observations, challenging assumptions, and understanding logic. The introduction explains how the book is structured with lessons and exercises to help the reader improve their critical thinking abilities. It also notes that standardized tests and job applications often include assessments of critical thinking skills.
Ben and Frank were just at Dartmouth Medical School taking about the science behind Gunner's approach. Check out the presentation and let us know if you like free Pizza (i.e. if you'd like us to visit your school to talk about USMLE prep, match, etc.)! :)
Metacognition in Persons with Learning DisabilityArcelle Tadena
- Cognition refers to our ability to think, while metacognition refers to our ability to think about thinking. Attention refers to our ability to concentrate.
- There are different cognitive styles such as field dependent vs field independent and reflectivity vs impulsivity that influence how individuals process information.
- Memory includes short-term memory, working memory, and long-term memory. Metacognition involves being aware of and regulating one's own cognitive processes. Students with learning disabilities often struggle with metacognitive skills.
This document discusses the concept of "habits of mind" and their importance in curriculum design. It provides examples of habits of mind from different subject areas like science, mathematics, social studies and more. Some key points made are:
1. Habits of mind emphasize attitudes, character traits and dispositions in addition to cognitive skills.
2. Explicitly teaching habits of mind builds background knowledge and gives students a sense of how disciplines are practiced.
3. Developing strong habits of mind requires opportunities for practice, modeling, and reflection over time.
4. Organizing curriculum around key habits of mind can improve thinking and learning outcomes.
To help students generate and test hypotheses about new knowledge, the document outlines seven action steps:
1. Teach students how to effectively support hypotheses through frameworks, common errors in thinking, and quantitative data analysis.
2. Engage students in experimental inquiry tasks requiring prediction testing through data collection and analysis.
3. Use problem-solving tasks in unusual contexts requiring hypothesis generation and examination of existing strategies.
4. Require decision-making among appealing alternatives and generation of evaluation criteria.
5. Design historical, definitional, or projective investigation tasks with initial predictions and information seeking.
6. Have students design their own tasks to further examine topics of interest.
7. Consider using
Reading comprehension is an active process that requires understanding the main ideas and important parts of a text, following sequences of events, and visualizing descriptions. It involves developing questions and expectations before, during, and after reading. Unfortunately, not all students enjoy reading due to difficulties with material, lack of interest, or time constraints. Choosing interesting reading materials like magazines and websites that spark enjoyment can help. Skimming is a tool to read more efficiently by focusing on general ideas and main points rather than every detail, starting with reading the first paragraphs in detail and then the first sentence of subsequent paragraphs to understand the overall structure and content.
What Do You Want Them To Learn Today? Learning Goals and Formative AssessmentStephanie Chasteen
This is the presentation on Learning Goals for FTEP at CU-Boulder by Kathy Perkins and Stephanie Chasteen, February 22 2012.
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Students don’t always learn what it is that we intend to teach them. In several science departments, faculty are addressing this gap by collaboratively deciding on just what it is that they want students to take away from a particular course or lecture. These learning goals have been valuable as a communication tool among faculty and between faculty and students so that everybody knows what the outcomes of the course are meant to be. Once these goals are written, it’s also much easier to write exams and other assessments. But writing clear learning goals takes some practice. In this interactive workshop, you’ll get that practice – in defining goals and designing assessments that address those goals. You will work in groups with faculty from similar disciplines to generate and analyze goals and questions, and will discus how to put ongoing assessment of your students into practice. You are encouraged to work on a class you are currently teaching, so you can apply the techniques immediately.
The document discusses the Big6 research model and information literacy. The Big6 model is a 6 step process for solving information problems and making decisions that includes defining tasks, seeking information, locating sources, using information, synthesizing, and evaluating. It teaches students research, critical thinking, and lifelong learning skills. The model helps students recognize when they need information and find, evaluate, and use it effectively from various sources like books, magazines, databases and websites.
This document discusses how mindsets can influence learning. It describes the difference between a fixed mindset, where intelligence is seen as static, and a growth mindset, where intelligence is viewed as malleable. Research shows students with a growth mindset achieve better academic outcomes. The document outlines how praise focused on effort rather than innate ability can foster a growth mindset. It also explains how mindsets can be changed through workshops teaching students about neuroplasticity and the role of effort in learning. The goal is to help students see challenges as opportunities to grow and remain lifelong learners.
The presentation by Klaus Gottlieb highlights human thinking tools that maintain advantages over AI, focusing on critical thinking, creativity, and problem-solving strategies. It showcases how these cognitive skills enable humans to interpret, innovate, and navigate complex scenarios more effectively than current AI capabilities, underscoring the importance of leveraging human intellect alongside technological advancements.
Keywords: Critical Thinking, Creativity, Problem-Solving, Human Intellect, Cognitive Skills, Innovation, AI Limitations.
- The document summarizes the discussant's comments on three papers presented at a symposium on machine learning in educational research.
- For each paper, the discussant provides a short summary and commentary, noting potential issues like the validity of measurements, lack of explainability, and small effect sizes of machine learning models.
- In discussion, the discussant notes challenges like balancing accuracy and explainability of models, analytical variability, and ensuring machine learning applications are grounded in theory and address issues like reproducibility, measurement, and ethics.
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4. Memory Strategies
A Comprehensive Approach to Memory
Improvement
strategies too simplistic
Douglas Herrmann's multimodal approach
physical condition
psychological well-being
repertoire of several memory-improvement techniques
Langer—mindfulness rather than
mindlessness
Cognition 7e, Margaret Matlin Chapter 6
5. Memory Strategies
Improving Prospective Memory
prospective memory—remembering what you
need to do in the future
remembering that you need to do something AND
remembering the content of what you need to do
Cognition 7e, Margaret Matlin Chapter 6
6. Comparing Prospective
and Retrospective
Memory
Distinctive encoding +
Retrospective Memory:
Prospective Memory: retrieval cues, ↑
accuracy. Remember content + ideas
Remember content + action
Time- & Event-based ↑ delay btw encoding
Semantic & Episodic
Involves planning + problem & retrieval, ↓ Significant Research
solving accuracy
High Ecological Validity Rely on frontal lobes
Visual imagery
improves recall
External memory aid
7. Memory Strategies
Research on Prospective Memory
• demanding tasks and divided attention can lead to
forgetting to complete an unrelated prospective-
memory task
• switching tasks can lead to forgetting a prospective-
memory task later on
• disrupting a customary schema, ↑ absentmindness
• use encoding specificity for where you will be when
you will need to remember to complete the
prospective-memory task
Cognition 7e, Margaret Matlin Chapter 6
8. Metacognition
metacognition—your knowledge and control of your
cognitive processes
supervises the way you select and use your memory
strategies
metamemory
metacomprehension
Cognition 7e, Margaret Matlin Chapter 6
9. Metacognition
Metamemory and the Prediction of
Memory Performance
If you are confident about your performance on
some memory task, is your memory indeed
accurate?
Cognition 7e, Margaret Matlin Chapter 6
10. Metacognition
Total-Score Basis
predict total number of correct responses
foresight bias—people overestimate the number of
correct answers they will provide on a future test
Why?
studying with the correct responses visible
Dunning and coauthors (2003)
estimate of total score after finishing exam
less competent students overestimated performance
11. Dunning et al. (2003)
Estimated Total Score vs. Actual Total Score
100
80
% Correct
60 Estimated Score
40 Actual Score
20
0
Bottom Second Third Top
Actual Performance Group
12. Metacognition
Metamemory on an Item-by-Item Basis
Metamemory can be highly accurate when we
consider people’s predictions about which
individual items they’ll remember and which
ones they'll forget (judgment of learning—JoL).
word-pairs vs. more complex material
delayed judgments more accurate
Cognition 7e, Margaret Matlin Chapter 6
13. Metacognition
Individual Differences: Metamemory
and Adults with Attention-
Deficit/Hyperactivity Disorder
People with ADHD are even more likely than
other people to overestimate their total score
on memory tasks.
Cognition 7e, Margaret Matlin Chapter 6
14. Metacognition
Individual Differences: Metamemory
and Adults with Attention-
Deficit/Hyperactivity Disorder
Knouse and coauthors (2006)
• metamemory item-by-item
• word pairs, estimate likelihood of recall, immediate vs.
delayed JoL, ADHD and non-ADHD
• people with and without ADHD did not differ in the
accuracy of their immediate judgments; both groups
reasonably accurate in predicting future recall
• no group difference after delay; both groups even more
accurate in predicting future recall
Cognition 7e, Margaret Matlin Chapter 6
15. Individual Differences:
Metamemory & ADHD
Figure 6.6a Accuracy of Predicting Which Items Will Be Correctly Recalled,
When Making Judgments of Learning Immediately After Seeing a Pair
Cognition 7e, Margaret Matlin Chapter 6
16. Individual Differences:
Metamemory & ADHD
Figure 6.6b Accuracy of Predicting Which Items Will Be Correctly Recalled,
When Making Delayed Judgments
Cognition 7e, Margaret Matlin Chapter 6
17. Metacognition
Take-home message:
People with ADHD may overestimate their
total scores on a memory test. However,
they are highly accurate in estimating their
performance on an item-by-item basis.
Cognition 7e, Margaret Matlin Chapter 6
18. Metacognition
Metamemory and the Regulation of
Study Strategies
coordinating memory and decision making
spending more time on difficult material
Cognition 7e, Margaret Matlin Chapter 6
19. Metacognition
Metamemory and the Regulation of
Study Strategies
Allocating Time When the Task is Easy
Nelson and Leonesio (1988)
• examine how students distribute their study time when they
can study at their own pace
• students allocated more study time for the items that they
believed would be difficult to master
• students spend longer than necessary studying items they
already know, and not enough time studying the items they
have not yet mastered
Cognition 7e, Margaret Matlin Chapter 6
20. Metacognition
Allocating Time When the Task is Easy
(continued)
Son and Metcalfe (2000)—students spend more time
on difficult items in studies examining relatively
easy material like learning pairs of words
Do students adopt a different strategy in other
circumstances? Difficult material?
Cognition 7e, Margaret Matlin Chapter 6
21. Metacognition
Allocating Time When the Task is
Difficult
conceptual information
limited study time
Son and Metcalfe (2000)
• test material—a series of eight encyclopedia-style
biographies
• time pressure—only 30 minutes to study
• rank the biographies in terms of difficulty
• students spent the majority of their study time on the
biographies they considered easy, rather than those they
considered difficult
Cognition 7e, Margaret Matlin Chapter 6
22. Metacognition
Allocating Time When the Task is
Difficult (continued)
Other studies—when facing time pressure, students
choose to study material that seems relatively
easy to master
Experts concentrate their time on more challenging
material, compared to novices
Cognition 7e, Margaret Matlin Chapter 6
23. Metacognition
Metacomprehension
metacomprehension—our thoughts about comprehension
Metacomprehension Accuracy
• college students are not very accurate in
metacomprehension skills--fail to spot
inconsistencies or missing information in a passage
• believe they have understood something because
they are familiar with its general topic
• fail to retain specific information
• overestimate how they will perform when tested
Cognition 7e, Margaret Matlin Chapter 6
24. Metacognition
Metacomprehension Accuracy
Pressley and Ghatala (1988)
• reading comprehension using SAT; essay followed by
multiple choice questions
• students rate how certain they were that they had
answered each question correctly
• little difference between estimates on correct and incorrect
items
• students believed that they understood the material even
when they answered the questions incorrectly
Cognition 7e, Margaret Matlin Chapter 6
25. Metacognition
Metacomprehension Accuracy
Maki and coauthors (1994)
metacomprehension accuracy and reading comprehension
scores significantly correlated
College students with low reading ability are
overconfident when they estimate their scores
on a difficult reading test; high-ability students
tend to be underconfident
Cognition 7e, Margaret Matlin Chapter 6
Ch. 6 = opportunity to learn new material and help studying for the exam
Continuing with the topics discussed in Ch. 5, our memory is not as good as we think it is.
link system requires that you first form a visual image of each item in the list (which means that the items have to be capable of being imaged), and second, associate the image for each item with the image for the next item. To use the link system in remembering these five items, you first form a visual association relating paper and tire. You might picture a car driving on paper tires, or yourself using a tire to erase writing from a paper. Next, associate tire and doctor. You might picture a tire running over a doctor, or a tire performing an operation. To associate doctor and rose, you might picture a doctor operating on a rose, or a doctor giving roses to a patient. Finally, to associate rose and ball, you might picture two people playing catch with a rose, or balls growing on a rose bush.
Examples of PM: Mail out rent check, meeting with club, taking medication, going to appt, mailing letters
Unskilled and unaware
Why would estimates be accurate for item-by-item and not overall score? Material in front of you WM vs. LTM Memory for positive events better than neg events Wishful thinking
Correlation between item difficulty and study time = +.30, why is it so high? People strategically choose which items to study or not Why so low? People still spend too much time on easier items
Zone of proximal learning Vygostsky—zone of proximal development/ Scaffolding
Guessing answer 20% to absolutely certain = 100% When students answered the question correctly, average certainty was 73%. When students answered the question incorrectly, average certainty was 64%.