Presentation - The Higher Education Academy

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How we learn versus how we think we learn Misconceptions We have a faulty mental model of ourselves as learners (human memory versus a videotape recorder) Intuition versus research: We are not, apparently, educated by the trials and errors of everyday living and learning Counterproductive attitudes and assumptions Performance indexes learning Efficient learning is easy learning Individual differences and the styles-of-learning idea
<strong>The</strong> styles-of-learning idea Why is the idea attractive? Why is it counterproductive?
Page 1 and 2: Making things hard on yourself: Des
Page 3 and 4: Learning versus performance Empiri
Page 5 and 6: Manipulations that introduce “des
Page 7 and 8: Roediger & Karpicke (2004) (Passage
Page 9 and 10: Varying the conditions of learning
Page 11 and 12: Kerr and Booth (1978): Results Abs
Page 13 and 14: Blocked versus random practice (e.g
Page 17 and 18: Simon & Bjork (2001) High Actual Er
Page 19 and 20: Simon & Bjork (2001) High Actual Pr
Page 21 and 22: Distributing/Spacing of Practice Ba
Page 24 and 25: (Mannes & Kintsch, 1987) Microbes A
Page 26 and 27: CHARACTERISTICS OF MICROBES I. BACT
Page 28 and 29: Mannes & Kintsch (1987)
Page 30 and 31: (Reder, 1987, 1988) “What is the
Page 34 and 35: Desirable-difficulties findings: Im
Page 38 and 39: Parents Of Nasal Learners Demand Od
Page 40 and 41: Which Order Is Optimal? Doing the R
Page 42: Finally, some concluding comments o
Page 48: The End

Presentation - The Higher Education Academy

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