Learning
- Created by: Philosophy Emma
- Created on: 22-11-19 16:45
Elaborative interrogation
Not just repeating facts, but explaining why they are true
It works because it integrates new information with existing information
You delve into your own understanding and connect new information with things you already know
Activates schemas, which promotes effective recall
Reliant on prior knowledge, so if you’re just starting out, you won’t do as well
Not particularly time-consuming
Not sure if its effective after a delay and unclear how it generalises to more complex material that isn’t just lists of facts
A moderate utility technique
Only effective if you have prior knowledge and for certain information
Self-explanation
Explaining to yourself some aspect of your processing during learning
Similar to EL, connecting existing information to new information
Lack of clarity as to the underlying explanation which causes experimental consistency because different studies ask different things, such as why did you do this, how did you do that
The explanations have to come from the learner
Helps the transfer of knowledge
Takes a long time, adds on a lot of extra time to studying, is very time consuming
Results may be due to the extra time it requires and not just the technique
A moderate utility technique
Effective when done well, but takes so long you might be better off doing something else
Highlighting and underlining
Has to do with levels of processing, leads to deep processing
In order to pick out the most important sections, you must consider the meaning
Reading others’ highlights is not effective because you didn’t engage in the deep processing
No evidence if this works, not more effective than just rereading
The more you highlight, the worse you tend to do
Highlighting can be thought of as chunking stuff, and if you chunk too much, you have more stuff to deal with
When you highlight, you pick out individual bits of information, which makes it difficult to make a coherent narrative and construct a whole
Low utility technique
Better if you make meaningful, few highlights
Isolation effect
we are more likely to remember unique items
Keyword mnemonic
Any device that can help you remember stuff
Mainly used for learning vocabulary
Rhymes, acronyms, first letter mnemonics, mental imagery (method of loci, visualisation, interactive imagery)
Dual coding (picture + word) and creating connections
Is effective for a range of materials in learners of different ages
Long-term benefits are not established
Hugely time-consuming
Difficult for abstract concepts
Low utility technique because they take so long to do even though they are very effective
Inefficient use of time
Rereading
Reading the same thing over and over again
Quantitative hypothesis = if you are exposed to information more its more likely to stick
Qualitative hypothesis = on first reading we have a more shallow connection, rereading places emphasis on conceptual organisation and processing of main ideas
Rereading improves performance only until the second read
Distinction between massed and spaced reading; spaced reading outperforms massed reading
Huge issues with ecological validity, how applicable is it to the real world?
Little knowledge of the impact of prior knowledge
Low utility technique
Has beneficial effects, but don’t read the same thing more than twice
Practice testing
Anything that makes you retrieve the information from your own memory
MCQ tests, practice essays, flashcards
Active recall of a fact from within is better than its impression from without
Triggers elaborative retrieval processe and you also retrieve related information
Lots of evidence shows that it improves recall
There is no bad way to do practice testing, has an effect if you do it up to 5 to 7 times
Difficult retrieval aids learning more
Free recall is most effective
Research findings are consistent and ecologically valid
High utility technique
Distributed practice
More a schedule of learning
The opposite of cramming, doing a little bit every week instead of all in a day
High utility technique
Spacing effects
Spacing as compared to mass practice
Lag effects
Lag is the time in between practice sessions
Deficient processing
if the second learning session is too close, you won’t need to work as hard to retrieve the information, which makes it less effective
If it's too easy it doesn’t work
Interleaved practice
alternate practice of different kinds of items or problems
It helps students discriminate between related content
Forces retrieval from long-term memory
No benefit for vocabulary learning
Most effective when discrimination is needed and problem-based learning
Moderate utility technique
Effective only for particular types of learning
The evidence isn’t hugely strong
Blocked study
all content from one subtopic is studied before moving on to the next
Habituation
· decline in an organism’s response to a stimuli
· repeated exposure to the same stimulus makes us respond to it less
· sensitive to the pattern stimuli presentation
Dishabituation
· an increase in response caused by a change in something familiar
Classical conditioning
When a stimulus evokes a response because of being paired with a stimulus that naturally evokes a response
· Unconditioned response (UR) and stimulus (US)
- US = naturally occurring stimulus that elicits UR (food, a loud noise, nicotine)
- UR = naturally occurring response
· Conditioned response (CR) and stimulus (CS)
- CS = A stimulus that is originally neutral but can be conditioned into producing a response by pairing with an US
- CR = A response to a CS produced by pairing it with a US
Biological preparedness
Not all phobias occur with the same frequency, stimuli that would evolutionarily cause risk to us is more likely to become a phobia
Second-order conditioning
Conditioning where the US was earlier a CS
Extinction
Conditioned responses don’t happen immediately, takes repeated presentations
We can uncondition a response by presenting the CS without the US
Spontaneous recovery can still happen, when CR suddenly comes back
Extinction is not forgetting
We can extinguish CR quite quickly, but if you leave the subject without the CS for a period of time still results in the conditioned response
Inhibitory connection
Extinction
Excitatory connection
Learning
Blocking
Unconditioned stimulus (loud noise) -> Unconditioned response (startled)
Conditioned stimulus (sight of hoover) -> Conditioned response (hides behind TV)
Second-order conditioned stimulus (sight of brush) -> Conditioned response (hides behind TV)
Conditioned stimulus is informative of what’s about to happen
Things that happen simultaneously as the CS are not informative and helpful, so do not become CS
It’s harder to learn redundant information
One-trial learning
Conditioning normally takes repeated pairings of US and CS
Taste aversion however can occur in a single pairing
If you get sick after eating a particular food, you don’t want to have to eat it more times before realising that it’s poisonous and you shouldn’t eat it again
Operant conditioning
associate a voluntary behaviour and a consequence
The response is voluntary
The stimulus happens after the response
The learner is active
Law of effect
behaviours followed by satisfying events are repeated, behaviours followed by unpleasant events are less likely to be repeated
Positive reinforcement
Adding something good
Negative reinforcement
Taking away something bad
Positive punishment
Adding something bad
Negative punishment
Taking away something good
Primary reinforcers
naturally reinforcing for a species – food, water, sleep, sex
Secondary reinforcement
gains effectiveness by learner association with primary reinforcers – money
Primary punishment
method of decreasing behaviour if directly related to organism’s survival – beating a prisoner for trying to escape, threat to life or injury
Secondary punishment
method of decreasing behaviour is undesirable but not life threatening – taking away prisoner’s recreational privileges for trying to escape, effective but maybe not as effective
Premack principle
pairing of a useful reinforcer with a non-preferred activity
Relatively reinforcing
The effect the reinforcer has is dependent on the situation
Overjustification effect
if you are rewarded for something you already enjoy doing then when the reward is removed you lose your intrinsic motivation
Unconscious incompetence
I don’t know that I don’t know how to do it
Conscious incompetence
I know that I don’t know how to do it
Conscious competence
I know how to do it and am are of how I am doing it
Unconscious competence
I know how to do it, but am no longer aware how
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