How people learn panel
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How People Learn Panel. Kimberly Fenn Department of Psychology Michigan State University April 27 , 2012. Topics. Memory Consolidation Embodied Cognition in the Classroom Test-enhanced Learning. Memory Consolidation. Offline memory processing during sleep Strengthen/stabilize memory

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How People Learn Panel

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How people learn panel

How People Learn Panel

Kimberly Fenn

Department of Psychology

Michigan State University

April 27, 2012


Topics

Topics

  • Memory Consolidation

  • Embodied Cognition in the Classroom

  • Test-enhanced Learning


Memory consolidation

Memory Consolidation

  • Offline memory processing during sleep

    • Strengthen/stabilize memory

    • Inoculate learning against loss

    • Increase generalization or transfer of skill learning

  • Performance benefits seen in the absenceof further practice

Learning doesn’t stop when students leave the classroom


Memory consolidation1

Memory Consolidation

  • Efficacy of time of test, in relation to learning event

  • When can you best measure actual ability?

Learning doesn’t stop when students leave the classroom


Embodied cognition in the classroom

Embodied Cognition in the Classroom

  • Motor processing is involved with basic cognitive processing

The hockey player finished the shot.


Embodied cognition in the classroom1

Embodied Cognition in the Classroom

  • Motor processes not only affect cognition, but also affect learning

  • Learning can be improved by overt actions

    • Memory is stronger when tasks are performed than when the same information is studied

  • Learning can be improved via the observationof action (e.g. hand gesture)

    • Math learning in children is improved if instruction includes gesture

  • Involving the motor system in instruction can increase learning and memory


Test enhanced learning

Retrieval Practice

Test-enhanced Learning

  • Practicing the skill of retrieval leads to greater stability in memory

  • Foreign language vocabulary learning

    • Study and Test on all material (4x)

    • Continue testing on all material (4x) but stop studying once correct response was obtained

    • Continue studying all material (4x) but stop testing once correct response was obtained

    • Study and Test on all material once, but stop both once correct response obtained

Karpicke & Roediger, 2008


How people learn panel

Retrieval Practice

  • Study and test on all material (4x)

  • Continue testing on all material but stop studying

  • Continue studying all material but stop testing

  • Study and Test on all material 1x, but stop both

Karpicke & Roediger, 2008


How people learn panel

Retrieval Practice

  • Practicing retrieval leads to greater long-term retention than additional studying

  • Related studies have found that students do not believe that this form of practice will increase performance

  • More frequent classroom assessments can increase

  • overall memory performance


How people learn panel

Learning doesn’t stop when students leave the classroom

  • Involving the motor system in instruction can increase learning and memory

  • More frequent classroom assessments can increase

  • overall memory performance


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