Presentation by Shahin Sobhani, President, SwissVBS, on how Mobile Training Reinforcement improves learner retention and performance to maximize training ROI.
Overcoming the Forgetting Curve with Mobile ReinforcementAdam Gallotta
With so much competing for our attention, 70 percent of what we learn is forgotten within 24 hours, and 90 percent within a week. So how do we reinforce training once it is done? How do we increase knowledge retention, improve on-the-job performance, and maximize our return on investment?
Send in the Reinforcements: How to Overcome the Forgetting CurveAdam Gallotta
With so much competing for our attention, 70 percent of what we learn is forgotten within 24 hours, and 90 percent within a week. So how do we reinforce training once it is done? How do we increase knowledge retention, improve on-the-job performance, and maximize our return on investment?
The document discusses how a child's brain learns and outlines four pillars to improve brain health and learning:
1) Healthy nutrition, 2) aerobic exercise, 3) regulating stress, and 4) truly exercising the brain. It provides examples of each pillar and suggests families identify practices to change to create a more brain-friendly environment.
Brain based learning implications for the elementary classroomJohara Domato
This document summarizes a thesis titled "Brain-based Learning: Implications for the Elementary Classroom" by Brenda Van Roekel. The thesis examines brain-based learning strategies, which are teaching methods based on recent discoveries in neuroscience about how the brain learns best. Specifically, it looks at the model of an enriched environment, the effect of emotion on learning, and sensitive periods of learning. It explores the validity of these brain-based strategies and their implications for classroom practice. The thesis also addresses criticisms of brain-based learning from researchers like John Bruer who question whether current neuroscience provides enough evidence to transform education.
The document discusses how neurotransmitters, exercise, sleep, nutrition, and technology impact learning and brain development. It explains that neurotransmitters like acetylcholine, serotonin, and dopamine allow neural communication and influence memory, cognition, and movement. Exercise increases blood flow and the release of proteins that stimulate neural growth. Adequate sleep is needed to consolidate memories from short-term to long-term storage. Certain nutrients support healthy brain cell growth, while moderate technology use that balances screen time with other activities is best for young learners.
The document describes several experiments on mental rotation of 3D objects. It found that response times increased linearly with the degree of rotation of objects, suggesting people mentally rotate objects to compare them. Males performed better than females on accuracy and response time. Training can improve mental rotation skills over time by decreasing response times. The number of axes and direction of rotation also impact response times. Future work could explore these effects in more populations and with refined experiments.
Assistive Cognitive Technology for EldersVivek Misra
Assistive technology aims to improve the functional capabilities of people with disabilities or cognitive impairments. As the population ages, cognitive assistive technologies and cognitive rehabilitation interventions become increasingly important. Cognitive enhancement therapy combines computer-based cognitive training with group therapy to improve functions like attention, memory, and problem solving. Neuromodulation techniques combined with cognitive enhancement therapy may prolong the effects. Neuroplasticity enables the brain to compensate for injury and disease through new connections formed via experience-dependent rehabilitation programs. Both low-tech and high-tech memory aids can be used.
Overcoming the Forgetting Curve with Mobile ReinforcementAdam Gallotta
With so much competing for our attention, 70 percent of what we learn is forgotten within 24 hours, and 90 percent within a week. So how do we reinforce training once it is done? How do we increase knowledge retention, improve on-the-job performance, and maximize our return on investment?
Send in the Reinforcements: How to Overcome the Forgetting CurveAdam Gallotta
With so much competing for our attention, 70 percent of what we learn is forgotten within 24 hours, and 90 percent within a week. So how do we reinforce training once it is done? How do we increase knowledge retention, improve on-the-job performance, and maximize our return on investment?
The document discusses how a child's brain learns and outlines four pillars to improve brain health and learning:
1) Healthy nutrition, 2) aerobic exercise, 3) regulating stress, and 4) truly exercising the brain. It provides examples of each pillar and suggests families identify practices to change to create a more brain-friendly environment.
Brain based learning implications for the elementary classroomJohara Domato
This document summarizes a thesis titled "Brain-based Learning: Implications for the Elementary Classroom" by Brenda Van Roekel. The thesis examines brain-based learning strategies, which are teaching methods based on recent discoveries in neuroscience about how the brain learns best. Specifically, it looks at the model of an enriched environment, the effect of emotion on learning, and sensitive periods of learning. It explores the validity of these brain-based strategies and their implications for classroom practice. The thesis also addresses criticisms of brain-based learning from researchers like John Bruer who question whether current neuroscience provides enough evidence to transform education.
The document discusses how neurotransmitters, exercise, sleep, nutrition, and technology impact learning and brain development. It explains that neurotransmitters like acetylcholine, serotonin, and dopamine allow neural communication and influence memory, cognition, and movement. Exercise increases blood flow and the release of proteins that stimulate neural growth. Adequate sleep is needed to consolidate memories from short-term to long-term storage. Certain nutrients support healthy brain cell growth, while moderate technology use that balances screen time with other activities is best for young learners.
The document describes several experiments on mental rotation of 3D objects. It found that response times increased linearly with the degree of rotation of objects, suggesting people mentally rotate objects to compare them. Males performed better than females on accuracy and response time. Training can improve mental rotation skills over time by decreasing response times. The number of axes and direction of rotation also impact response times. Future work could explore these effects in more populations and with refined experiments.
Assistive Cognitive Technology for EldersVivek Misra
Assistive technology aims to improve the functional capabilities of people with disabilities or cognitive impairments. As the population ages, cognitive assistive technologies and cognitive rehabilitation interventions become increasingly important. Cognitive enhancement therapy combines computer-based cognitive training with group therapy to improve functions like attention, memory, and problem solving. Neuromodulation techniques combined with cognitive enhancement therapy may prolong the effects. Neuroplasticity enables the brain to compensate for injury and disease through new connections formed via experience-dependent rehabilitation programs. Both low-tech and high-tech memory aids can be used.
Send in the Reinforcements: How to Overcome the Forgetting CurveShahin Sobhani
Presentation by Shahin Sobhani, President, SwissVBS, on how Mobile Training Reinforcement improves learner retention and performance to maximize training ROI.
Micro Video is Training - Learn How to Make the Most of It | Webinar 07.21.15BizLibrary
In this session, you’ll learn about some of the latest emerging neuroscience and behavioral science about how humans really learn. What the empirical data tells us is there are amazing connections between the reality of learning and video, especially micro-video. Some of what we think we know about human learning is simply mistaken.
We’ll go over actual case studies and the findings proving how results change when learning practices are tied to the realities of human learning.
In this session, we will go through some best practices tips and suggestions showing how you can leverage these amazing data-driven findings to improve the rates of employee learning in your organization, and by extension, drive ever higher levels of performance and business results.
www.bizlibrary.com
The document discusses how to make employee training more effective by applying the science of learning. It notes that most training programs are ineffective, with 70% of information being forgotten after a day and 90% forgotten within a month. It recommends chunking content into small segments to reduce cognitive load, spacing out practice and retrieval over time to facilitate long-term retention, adding difficulty to content to promote deeper learning, and using testing to support the encoding and consolidation of knowledge in long-term memory. The document advocates applying research on learning science to improve training outcomes and get the best results from training investments.
Learning new skills in one month can be achieved through effective learning techniques backed by science. These include saying information out loud to improve memory recall, taking handwritten notes which enhances comprehension, and spacing out study sessions over time which makes information easier to retain. Testing yourself frequently, modifying your practice methods, exercising regularly, sleeping more, interleaving different subject learning, teaching others, and relating new knowledge to existing knowledge are other effective strategies supported by research to accelerate learning.
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.
Describe how you would identify bottlenecks in your value stream .docxtheodorelove43763
Describe how you would identify bottlenecks in your value stream? How would you ensure sustained flow through those bottlenecks?
Answer:
The term ‘bottleneck’ (capacity constraint) comes from the area at the top of the bottle that limits the flow coming out. It doesn’t matter how big the rest of the bottle is—liquid will only flow out as fast as the size of the neck will allow.
There are two main types of bottlenecks:
· Short-term bottlenecks – These are caused by temporary problems.
· Long-term bottlenecks – These occur all the time.
Bottleneck identification in value stream:
The simplest and most logical way to identify process bottlenecks is to look for the biggest causes of stress. Consider these questions:
· Is there a routine or system that has a high level of employee stress involved in it? If there is, then it is not a well-laid out system.
· Is work continually delayed because employees are waiting for reports, products, more information or other resources?
· Is there too much work piled up at one end of the production (or service) cycle and not enough at the other end?
· Are certain departments always late in delivering needed items to both internal and external customers?
· Perform simulation of system according to flow chart of value chain
Way to eliminate bottleneck for sustained flow:
Once you identify the root cause of your bottleneck, try one or more of these ideas to improve workflow:
· Increase quality of input.-zero defect feed at bottlenecks
· Reorganize workflow
· Assign your best teams & technology at bottlenecks
· Add capacity.
· Accept partial delivery
References
http://www.qmpls.org/KnowledgeCentre/Newsletter/CurrentIssue/tabid/88/entryid/153/Default.aspx
http://www.slideshare.net/dutconsult/eliminating-the-production-bottlenecks
Describe the importance of process mapping in a supply chain flow? How would you use process maps? How do you know what to focus on when creating a process map?
Answer
Supply chain mapping allows a company to identify bottlenecks by:
· providing visibility into how processes are carried out;
· identifying where the processes are executed;
· identifying who is doing what within the processes;
· revealing how processes affect other processes;
· determining why a process is being executed
· identify activities within a process that are not adding value;
Process maps are also known as flowcharts, flow diagrams, relationship maps or blueprints. Process maps can be used to create virtual model of system and performing simulations. Which will be used for analyzing bottlenecks in system , Rework pattern, Time consumption for at rework, cycle time, Inventory at various stages of system. They Can also be used to train new employees or to brief consultant about business process. Process maps can be created by Microsoft visio and eVSM add in for manufacturing unit.
When creating process maps:
· Identify All Value adding process/ activities
· Identifies value add points
· Identifies value.
The document discusses challenges with change and learning new things. It explains that change activates areas of the brain associated with fear and stress. To cope, the brain will try to return to familiar patterns to reduce this unpleasant feeling. Effective learning requires overcoming this resistance to change by engaging the prefrontal cortex and encouraging learners to take on new perspectives. The document also outlines different learner types and principles for instructional design, including problem activation, demonstration, application, and integration.
Information Processing and Motor Skill PerformanceJohn John
The document discusses information processing and its impact on motor skill learning and performance. It explains that the central nervous system processes both external and internal information. The brain has limited resources and can only process a few tasks at a time without degradation of performance. Memory, attention, and intention are key elements of the information processing that underlies motor learning. Attention involves both conscious and subconscious allocation of mental resources and can be directed internally or externally. Placing attention externally generally facilitates motor skill learning and performance more than internal attention. Techniques like using cues, focusing on key components, and addressing stress/anxiety can help improve attention and information processing. Intention serves to direct attention and effort during learning and influences the physiological effects of practice.
Forum 5 Memory and Language DevelopmentThink back over your.docxalisoncarleen
Forum 5: Memory and Language Development
Think back over your childhood. What informal, (outside of school), literacy and math experiences did you have while growing up? Based on what you’ve learned, how do you think those experiences contributed to your academic progress after you started school? Which concepts and/or strategies, from the lesson, did you use in school? Which strategy you could use now? How?
Initial post
Analyzed the question(s), fact(s), issue(s), etc. and provided well-reasoned and substantive answers.
20
Supported ideas and responses using appropriate examples and references from texts, professional and/or academic websites, and other references. (All references must be from professional and/or academic sources. Websites such as Wikipedia, about.com, and others such as these are NOT acceptable.)
Post meets the 250 word minimum requirement and is free from spelling/grammar errors
Cognitive Development (Information Processing Perspective) and Language Development
The topics for this week are information processing and language development. We will explore the information processing approach to cognitive development. Additionally, We will examine the theories of language development, along with pre-linguistic, phonological, semantic, grammatical, and pragmatic development. We will study the development of metalinguistic awareness and bilingualism.
Topics to be covered include:
Model for Information-Processing
Attributes of Attention and Memory Development and Their Effect on Cognition
Information Processing and Academic Learning
Case Studies Related to Information Processing
Stages of Language Development
General Model for Information Processing Perspective
Information-processing research seeks to understand how children develop the attention, memory, and self-management skills to succeed with complex tasks. Those who study this approach compare the human mind to a computer, or an intricate, symbol-manipulating system through which information flows.
THE STORE MODEL
Research that occurred in the late 1960s and early 1970s led to the adoption of a term known as the store model. This model assumes that we store information in three parts of a mental system for processing: the sensory register, the short-term memory store, and the long-term memory store. As information moves from one part to the next, individuals use strategies to retain and effectively utilize the information.
Imagine stepping into a room at a museum, looking around for a minute, and then closing your eyes. Your sensory register has just been activated. It took in a wide variety of new information; however, the majority of this information will be lost in just a moment. If you did not use a mental tactic to focus on a particular feature of the room, it is likely that what you saw will not move to the subsequent part of the mental system, the short term memory store.
Working Memory and Long-Term Memory
WORKING MEMORY
LONG-TERM M ...
Have you ever wondered how to become smarter, or even "Can you become smarter?" Science has studied that question. Here are tips you can use starting today. Scientific sources are included.
This paper discusses three key concepts from a course on learning: procrastination, focused vs diffuse thinking modes, and mindset. It ties these concepts to Csikszentmihalyi's theory of "flow" and theories of time management to develop a strategic learning plan. The paper argues that achieving a state of flow is necessary for realizing learning potential. It then discusses strategies to address procrastination, make effective use of thinking modes, and implement spaced learning sessions as part of time management. The discussion notes potential downsides of prolonged flow states but argues that successful flow management is essential for satisfaction in learning and life.
1. Learning requires developing effective methodologies and habits to optimize how the brain acquires knowledge. While focused, intensive work is important, it is equally important to allow for sufficient rest and breaks to allow knowledge to transfer to long-term memory.
2. Both focused, deep work on a topic as well as more diffuse, creative thinking are important for learning. Taking breaks between intensive study sessions allows the brain to make new connections and see things from different perspectives.
3. Sleep is essential for the brain to consolidate learning, remove toxins, and form new neural connections. Procrastination can be addressed by starting with less appealing tasks, planning the next day's schedule before bed, and actively participating in discussions rather than
The Science of Learning How to Study Smarter Not Harderkenalilyschool
Studying is a critical part of the learning process, but it doesn't have to be difficult or frustrating. By understanding the science of learning and implementing effective study techniques,
This document outlines objectives for a presentation on applying principles from neuroscience and learning to educational practices. It discusses key definitions and principles of mind, brain, and education (MBE) as a transdisciplinary field. Six evidence-based classroom practices are described that align with six MBE principles related to brain plasticity, memory, attention, and individual differences. Another six practices are presented for refuting common neuromyths. The document reviews the information and asks educators to evaluate what they learned. The overall summary provides an overview of the presentation's focus on applying neuroscience research to establish effective, student-centered educational practices.
The document discusses various topics related to learning and assessment, including:
1. Different types of assessment such as diagnostic, formative, and summative assessment and their purposes. Formative assessment provides feedback to help students improve, while summative assessment awards grades.
2. What can be assessed, including factual knowledge, skills, understanding, and aptitude. Most school tests assess factual knowledge which is easy to measure.
3. Theories of learning from behaviorism, cognitivism, humanism, and social perspectives and how they view the learning process and educator's role.
4. Approaches to learning including surface, deep, and approaches derived from Marton and Sä
This document discusses neuroeducation and provides information on neuromyths and neurofacts. It begins by outlining several common neuromyths such as the myth that we only use 10% of our brains. It then discusses several neurofacts supported by research, including that learning is enhanced by an appropriate level of challenge and inhibited by threat, attention determines what is encoded in long-term memory, and reflection is required to integrate new concepts into long-term memory. The document encourages discussion of how these neurofacts can inform course design and concludes by noting emerging disruptive technologies may impact neuroeducation.
The study of human memory has been a subject of science and philosophy for thousands of years and has become one of the major topics of interest within cognitive psychology.
But what exactly is memory? How are memories formed? The following overview offers a brief look at what memory is, how it works and how it is organized.
This document provides a summary of 50 facts related to corporate training based on research. It includes an introduction by the author, Ashutosh Sharma, who has over 10 years of experience in leadership development, talent management, and training. The document is divided into sections with each fact discussing a different topic to help trainers improve the effectiveness of their training programs. Some of the facts discussed include how human beings are lazy thinkers, the importance of curiosity and previous knowledge, how natural light and allowing trainees to commit errors can improve learning.
This document discusses various techniques for improving memory in elderly adults. It describes several methods that have been shown to be effective, such as spaced retrieval techniques, incremented difficulty techniques, mnemonics, and face-name association techniques. While some medications and supplements show promise, more research is still needed to determine their efficacy for memory enhancement. Overall, acquiring memory skills relies more on long-term memory rather than short-term memory processes. Improving memory through remediation approaches should target strengthening long-term memory.
Digital Marketing with a Focus on Sustainabilitysssourabhsharma
Digital Marketing best practices including influencer marketing, content creators, and omnichannel marketing for Sustainable Brands at the Sustainable Cosmetics Summit 2024 in New York
Understanding User Needs and Satisfying ThemAggregage
https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
• Introduce a taxonomy for user goals with real world examples
• Present the Onion Diagram, a tool for contextualizing task-level goals
• Illustrate how customer journey maps capture activity-level and task-level goals
• Demonstrate the best approach to selection and prioritization of user-goals to address
• Highlight the crucial benchmarks, observable changes, in ensuring fulfillment of customer needs
More Related Content
Similar to Overcoming the Forgetting Curve with Mobile Training Reinforcement
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Presentation by Shahin Sobhani, President, SwissVBS, on how Mobile Training Reinforcement improves learner retention and performance to maximize training ROI.
Micro Video is Training - Learn How to Make the Most of It | Webinar 07.21.15BizLibrary
In this session, you’ll learn about some of the latest emerging neuroscience and behavioral science about how humans really learn. What the empirical data tells us is there are amazing connections between the reality of learning and video, especially micro-video. Some of what we think we know about human learning is simply mistaken.
We’ll go over actual case studies and the findings proving how results change when learning practices are tied to the realities of human learning.
In this session, we will go through some best practices tips and suggestions showing how you can leverage these amazing data-driven findings to improve the rates of employee learning in your organization, and by extension, drive ever higher levels of performance and business results.
www.bizlibrary.com
The document discusses how to make employee training more effective by applying the science of learning. It notes that most training programs are ineffective, with 70% of information being forgotten after a day and 90% forgotten within a month. It recommends chunking content into small segments to reduce cognitive load, spacing out practice and retrieval over time to facilitate long-term retention, adding difficulty to content to promote deeper learning, and using testing to support the encoding and consolidation of knowledge in long-term memory. The document advocates applying research on learning science to improve training outcomes and get the best results from training investments.
Learning new skills in one month can be achieved through effective learning techniques backed by science. These include saying information out loud to improve memory recall, taking handwritten notes which enhances comprehension, and spacing out study sessions over time which makes information easier to retain. Testing yourself frequently, modifying your practice methods, exercising regularly, sleeping more, interleaving different subject learning, teaching others, and relating new knowledge to existing knowledge are other effective strategies supported by research to accelerate learning.
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.
Describe how you would identify bottlenecks in your value stream .docxtheodorelove43763
Describe how you would identify bottlenecks in your value stream? How would you ensure sustained flow through those bottlenecks?
Answer:
The term ‘bottleneck’ (capacity constraint) comes from the area at the top of the bottle that limits the flow coming out. It doesn’t matter how big the rest of the bottle is—liquid will only flow out as fast as the size of the neck will allow.
There are two main types of bottlenecks:
· Short-term bottlenecks – These are caused by temporary problems.
· Long-term bottlenecks – These occur all the time.
Bottleneck identification in value stream:
The simplest and most logical way to identify process bottlenecks is to look for the biggest causes of stress. Consider these questions:
· Is there a routine or system that has a high level of employee stress involved in it? If there is, then it is not a well-laid out system.
· Is work continually delayed because employees are waiting for reports, products, more information or other resources?
· Is there too much work piled up at one end of the production (or service) cycle and not enough at the other end?
· Are certain departments always late in delivering needed items to both internal and external customers?
· Perform simulation of system according to flow chart of value chain
Way to eliminate bottleneck for sustained flow:
Once you identify the root cause of your bottleneck, try one or more of these ideas to improve workflow:
· Increase quality of input.-zero defect feed at bottlenecks
· Reorganize workflow
· Assign your best teams & technology at bottlenecks
· Add capacity.
· Accept partial delivery
References
http://www.qmpls.org/KnowledgeCentre/Newsletter/CurrentIssue/tabid/88/entryid/153/Default.aspx
http://www.slideshare.net/dutconsult/eliminating-the-production-bottlenecks
Describe the importance of process mapping in a supply chain flow? How would you use process maps? How do you know what to focus on when creating a process map?
Answer
Supply chain mapping allows a company to identify bottlenecks by:
· providing visibility into how processes are carried out;
· identifying where the processes are executed;
· identifying who is doing what within the processes;
· revealing how processes affect other processes;
· determining why a process is being executed
· identify activities within a process that are not adding value;
Process maps are also known as flowcharts, flow diagrams, relationship maps or blueprints. Process maps can be used to create virtual model of system and performing simulations. Which will be used for analyzing bottlenecks in system , Rework pattern, Time consumption for at rework, cycle time, Inventory at various stages of system. They Can also be used to train new employees or to brief consultant about business process. Process maps can be created by Microsoft visio and eVSM add in for manufacturing unit.
When creating process maps:
· Identify All Value adding process/ activities
· Identifies value add points
· Identifies value.
The document discusses challenges with change and learning new things. It explains that change activates areas of the brain associated with fear and stress. To cope, the brain will try to return to familiar patterns to reduce this unpleasant feeling. Effective learning requires overcoming this resistance to change by engaging the prefrontal cortex and encouraging learners to take on new perspectives. The document also outlines different learner types and principles for instructional design, including problem activation, demonstration, application, and integration.
Information Processing and Motor Skill PerformanceJohn John
The document discusses information processing and its impact on motor skill learning and performance. It explains that the central nervous system processes both external and internal information. The brain has limited resources and can only process a few tasks at a time without degradation of performance. Memory, attention, and intention are key elements of the information processing that underlies motor learning. Attention involves both conscious and subconscious allocation of mental resources and can be directed internally or externally. Placing attention externally generally facilitates motor skill learning and performance more than internal attention. Techniques like using cues, focusing on key components, and addressing stress/anxiety can help improve attention and information processing. Intention serves to direct attention and effort during learning and influences the physiological effects of practice.
Forum 5 Memory and Language DevelopmentThink back over your.docxalisoncarleen
Forum 5: Memory and Language Development
Think back over your childhood. What informal, (outside of school), literacy and math experiences did you have while growing up? Based on what you’ve learned, how do you think those experiences contributed to your academic progress after you started school? Which concepts and/or strategies, from the lesson, did you use in school? Which strategy you could use now? How?
Initial post
Analyzed the question(s), fact(s), issue(s), etc. and provided well-reasoned and substantive answers.
20
Supported ideas and responses using appropriate examples and references from texts, professional and/or academic websites, and other references. (All references must be from professional and/or academic sources. Websites such as Wikipedia, about.com, and others such as these are NOT acceptable.)
Post meets the 250 word minimum requirement and is free from spelling/grammar errors
Cognitive Development (Information Processing Perspective) and Language Development
The topics for this week are information processing and language development. We will explore the information processing approach to cognitive development. Additionally, We will examine the theories of language development, along with pre-linguistic, phonological, semantic, grammatical, and pragmatic development. We will study the development of metalinguistic awareness and bilingualism.
Topics to be covered include:
Model for Information-Processing
Attributes of Attention and Memory Development and Their Effect on Cognition
Information Processing and Academic Learning
Case Studies Related to Information Processing
Stages of Language Development
General Model for Information Processing Perspective
Information-processing research seeks to understand how children develop the attention, memory, and self-management skills to succeed with complex tasks. Those who study this approach compare the human mind to a computer, or an intricate, symbol-manipulating system through which information flows.
THE STORE MODEL
Research that occurred in the late 1960s and early 1970s led to the adoption of a term known as the store model. This model assumes that we store information in three parts of a mental system for processing: the sensory register, the short-term memory store, and the long-term memory store. As information moves from one part to the next, individuals use strategies to retain and effectively utilize the information.
Imagine stepping into a room at a museum, looking around for a minute, and then closing your eyes. Your sensory register has just been activated. It took in a wide variety of new information; however, the majority of this information will be lost in just a moment. If you did not use a mental tactic to focus on a particular feature of the room, it is likely that what you saw will not move to the subsequent part of the mental system, the short term memory store.
Working Memory and Long-Term Memory
WORKING MEMORY
LONG-TERM M ...
Have you ever wondered how to become smarter, or even "Can you become smarter?" Science has studied that question. Here are tips you can use starting today. Scientific sources are included.
This paper discusses three key concepts from a course on learning: procrastination, focused vs diffuse thinking modes, and mindset. It ties these concepts to Csikszentmihalyi's theory of "flow" and theories of time management to develop a strategic learning plan. The paper argues that achieving a state of flow is necessary for realizing learning potential. It then discusses strategies to address procrastination, make effective use of thinking modes, and implement spaced learning sessions as part of time management. The discussion notes potential downsides of prolonged flow states but argues that successful flow management is essential for satisfaction in learning and life.
1. Learning requires developing effective methodologies and habits to optimize how the brain acquires knowledge. While focused, intensive work is important, it is equally important to allow for sufficient rest and breaks to allow knowledge to transfer to long-term memory.
2. Both focused, deep work on a topic as well as more diffuse, creative thinking are important for learning. Taking breaks between intensive study sessions allows the brain to make new connections and see things from different perspectives.
3. Sleep is essential for the brain to consolidate learning, remove toxins, and form new neural connections. Procrastination can be addressed by starting with less appealing tasks, planning the next day's schedule before bed, and actively participating in discussions rather than
The Science of Learning How to Study Smarter Not Harderkenalilyschool
Studying is a critical part of the learning process, but it doesn't have to be difficult or frustrating. By understanding the science of learning and implementing effective study techniques,
This document outlines objectives for a presentation on applying principles from neuroscience and learning to educational practices. It discusses key definitions and principles of mind, brain, and education (MBE) as a transdisciplinary field. Six evidence-based classroom practices are described that align with six MBE principles related to brain plasticity, memory, attention, and individual differences. Another six practices are presented for refuting common neuromyths. The document reviews the information and asks educators to evaluate what they learned. The overall summary provides an overview of the presentation's focus on applying neuroscience research to establish effective, student-centered educational practices.
The document discusses various topics related to learning and assessment, including:
1. Different types of assessment such as diagnostic, formative, and summative assessment and their purposes. Formative assessment provides feedback to help students improve, while summative assessment awards grades.
2. What can be assessed, including factual knowledge, skills, understanding, and aptitude. Most school tests assess factual knowledge which is easy to measure.
3. Theories of learning from behaviorism, cognitivism, humanism, and social perspectives and how they view the learning process and educator's role.
4. Approaches to learning including surface, deep, and approaches derived from Marton and Sä
This document discusses neuroeducation and provides information on neuromyths and neurofacts. It begins by outlining several common neuromyths such as the myth that we only use 10% of our brains. It then discusses several neurofacts supported by research, including that learning is enhanced by an appropriate level of challenge and inhibited by threat, attention determines what is encoded in long-term memory, and reflection is required to integrate new concepts into long-term memory. The document encourages discussion of how these neurofacts can inform course design and concludes by noting emerging disruptive technologies may impact neuroeducation.
The study of human memory has been a subject of science and philosophy for thousands of years and has become one of the major topics of interest within cognitive psychology.
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Overcoming the Forgetting Curve with Mobile Training Reinforcement
1. OVERCOMING THE
FORGETTING CURVE
With
Mobile
Reinforcement
Presenta(on
by
Shahin
Sobhani,
President,
SwissVBS
DevLearn,
Las
Vegas
November
16,
2016
swissvbs.com/echo
6. Agenda
• The
Learning-‐Performance
Gap
• Learning
Reinforcement
Plans
(LRPs)
vs.
Relearning
• Science
Behind
Reinforcement
• Anatomy
of
LRPs
• GE
Case
Study
7. The Learning-Performance Gap
30%
of
what
is
actually
taught
transfers
to
the
job
in
a
way
that
enhances
performance.*
*
Source:
Broad,
M.,
Newstrom,
J.
W.
(1992).
Transfer
of
Training:
Ac(on
packed
strategies
to
ensure
high
payoff
from
training
investments.
Reading,
MA:
Addison
Wesley.
8. What Creates the Gap? -- The Forgetting Curve
100%
80%
60%
40%
20%
0%
1 2 3 4 5 6 7 8
MEMORYRETENTION
DAYS AFTER TRAINING
10. The Solution: Retrieval Practices
What
does
the
research
in
Cogni(ve
Psychology
say
about
Reinforcement?*
Six
principles
that
are
key
ingredients
of
a
successful
Learning
Reinforcement
Plan
(LRP)
comprised
of
retrieval
prac(ces.
*Peter
C.
Brown,
Henry
L.
Roedinger
III,
and
Mark
A.
McDaniel,
Make
It
S)ck:
The
Science
of
Successful
Learning
(Cambridge,
MA:
Harvard
University
Press,
2014).
DAYS AFTER TRAINING
MEMORYRETENTION
100%
80%
60%
40%
20%
0%
1 2 3 4 5 6 7 8
Ini(al
Learning
LRPs
11. Relearning
is
not
as
effec(ve
as
retrieval
prac(ces.
The
challenge
with
relearning
is
that
it
is
both
(me
consuming
and
doesn’t
necessarily
result
in
long-‐term
memory
reten(on.
But
more
importantly,
we
some(mes
mistake
fluency
for
mastery.
We
deceive
ourselves
into
thinking
we
know
the
material,
but
in
reality
we
are
just
familiar
with
it
–
we
haven’t
really
internalized
it.
Journal
of
Experimental
Psychology:
Learning,
Memory
and
Cogni)on
39
(2013),
940–945
1. Retrieval Practice is Better than Relearning
12. We
are
all
familiar
with
cramming
before
a
final
exam.
We
are
also
familiar
with
how
quickly
what
we
have
learned
fades
away.
Cramming
is
great
for
short-‐term
memory
but
does
very
lihle
for
long-‐term
reten(on.
Psychological
Science
17
(2006),
249–255
2. Retrieval Practice is Better than Massed
Learning (Cramming)
13. When
learning
is
harder,
it
lasts
longer.
Think
of
a
muscle
–
the
more
we
expose
it
to
stress,
heavy
liiing,
exercise,
the
stronger
it
gets.
It’s
the
same
with
memory.
When
more
cogni(ve
effort
is
required
to
retrieve
knowledge,
greater
reten(on
results.
Even
a
single
retrieval
prac(ce
can
produce
a
large
improvement
in
reten(on
if
it
is
efforjul.
J.
Mestre
&
B.
H.
Ross
(eds.),
Psychology
of
Learning
and
Mo)va)on
(San
Diego:
Elsevier
Academic
Press,
2012)
3. Effort is Needed
14. The
passage
of
(me
is
a
cri(cal
ingredient
for
memory
reten(on
as
the
space
between
retrieval
prac(ces
allows
for
greater
memory
reten(on
and
growth.
Properly
spaced
knowledge
checks
that
allow
for
some
forgekng
to
occur
require
greater
effort
which
in
turn
strengthen
memory.
Psychological
Bulle)n
132
(2006),
354–380
4. Your Memory Needs Time to Breathe
15. The
benefits
of
providing
feedback
is
self-‐evident.
When
we
know
what
we
don’t
know
then
we
can
work
harder
to
learn
from
it.
But
what
cogni(ve
psychology
has
also
demonstrated
is
that
delaying
that
feedback
is
even
more
beneficial
than
providing
immediate
feedback.
Delaying
feedback
briefly,
produces
beher
long-‐term
learning
than
immediate
feedback.
Memory
&
Cogni)on
36
(2008),
604–616
5. Feedback is Critical but Should be Delayed
16. In
a
retrieval
prac(ce,
when
two
or
more
topics
are
interspersed,
our
ability
to
remember
them
increases.
The
act
of
interleaving
provides
the
spacing
component
men(oned
previously
and
steers
us
away
from
the
concept
of
massed
prac(ces.
Instruc)onal
Science
35
(2007),
481–498
6. Retrieval Practices Need to be Interleaved
17. BI
Cloud
Mobile
LRPs
Smart
Tips
Retrieval
Prac(ces
Flash
Cards
Awards
MLMs
Dynamic
/
Adap(ve
Leverage
Mobile
Push
Competency
Based
Measurable
ENABLING
TECHNOLOGIES
TOOLS
FEATURES
Anatomy of LRPs
18. Interested in reading a case study?
Visit
http://www.swissvbs.com/echo
to learn more about
the award-winning ECHO platform and
to receive the GE case study.