learning notes asldjalskdjlfkajer

8/10/2019 Learning Notes asldjalskdjlfkajer

1/3

Learning Notes

1) Making Things Hard on Yourself, But in a Good Way

a) Learning versus Performance

i) Performance is what we can observe and measure during instruction or training

ii) Learning is change in knowledge or understanding that is something we must try to

infer

iii)Learning without performance

(1)Considerable learning could happen across a period when no change was apparent

in performance

(2)Animals with periods of free exploration of a maze seemed uninterested. Reward

produced considerable learning.

iv)Performance without learning

(1)Improvements in performance across practice or training sessions can occur

without significant learning

v) Storage Strength VS Retrieval Strength

(1)Storage strength reflects how entrenched a memory representation is with related

knowledge and skills

(2)Retrieval strength reflects the current accessibility of that representation and is

heavily influenced by factors such as situational cues

(3)

CONDITIONS THAT MOST RAPIDLY INCREASE RETRIEVAL

STRENGTH DIFFER FROM THE CONDITIONS THAT MAXIMIZE THE

GAIN OF STORAGE STRENGTH

b) Desirable Difficulties to Enhance Learning and Instruction


2/3

i) Desirable difficulties are desirable because they trigger encoding and retrieval

processes that support learning, comprehension, and remembering.

ii) Varying the Conditions of Practice

(1)Instructions under conditions that are constrained and predictable, learning tends

to become contextualized. Learning does not support later performance.

(2)Variation increases performance

c) Spacing Study or Practice Sessions

i) Mass practice supports short-term performance. Effective for rapid gains in learning.

ii)

Spacing practice supports long-term performance

d) Interleaving VS Blocking Instruction on Separate To-Be-Learned Tasks

i) Under random testing conditions, participants who had practiced under interleaved

conditions performed far better than the blocked-practiced participants.

ii) Under blocked testing conditions, performance was essentially the same for both

groups

iii)

If required to do A, then B, then C, and then A again, for example, the memory for

how to do A must be reloaded a second time, whereas doing A and then A again does

not involve the same kind of reloading.

e) Generation Effects and Using Tests as Learning Events

i) Any time that a learner looks up an answer that he could have generated himself, he is

robbing himself of a powerful learning opportunity.

ii) Retrieval is a powerful memory modifier

iii)Testing as a learning event is underappreciated since it is typically viewed as a

vehicle of assessment, not learning


3/3

2) Using Testing to Improve Learning and Memory

a) Rereading was NO MORE EFFECTIVE in improving learning than a single, initial

reading

b) Repeated retrieval is the key to long-term retention

c) Test Enhanced Learning

i) Those who were tested on material were better able to recall things

d) The Importance of Feedback

i) Delaying feedback a bit after a question is more effective than giving it immediately

e)

Does Testing Work in the Classroom?

i) Students could not memorize answers but had to know the whole fact

f) Practical Implications for How to Study

i) Strategies

(1)Previewlook at headings and figures to see what topics will be covered

(2)Question, Readmake key terms and questions if there are none explicitly stated

(3)

ReflectConvert headings into questions that will be answered

(4)Recite, ReviewRead carefully and review the key terms

ii) Read over your notes after class

iii)Test yourself on key terms and definitions

learning notes asldjalskdjlfkajer

Documents