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 [ 2D ] Fact 2 Fact 2 1:07, Fact 2 Facts [1]



🌟 [ 2 ]   Fact 2 Fact 2 1:07, Fact 2 [ @ ]






( 19797 viewed : 1245 like : 88 comments ) Scientific research often requires us to rethink how things work. Here a four facts that get us thinking the right way about how learning works.

00:00 Fact 1
1:07 Fact 2
3:13 Fact 3
5:06 Fact 4
6:53 A cool thing to do

My giveinternet.org link: [ 🔗 Click here 🌐 ‼️ ] have a course in my learning community where I go into much more depth about the research on learning. Learn more here: [ 🔗 Click here 🌐 ‼️ ] up to my (infrequent, free) newsletter here: www.benjaminkeep.com

Edited by Presage Media: [ 🔗 Click here 🌐 ‼️ ]ia/

References

On the testing effect:

Karpicke, J. D. (2012). Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning. Current Directions in Psychological Science, 21(3), 157–163. [ 🔗 Click here 🌐 ‼️ ] S. C., & Rickard, T. C. (2018). Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological Bulletin, 144(7), 710–756. [ 🔗 Click here 🌐 ‼️ ] (testing effects do transfer)

Jensen, J. L., McDaniel, M. A., Kummer, T. A., Godoy, P. D. D. M., & St. Clair, B. (2020). Testing Effect on High-Level Cognitive Skills. CBE—Life Sciences Education, 19(3), ar39. [ 🔗 Click here 🌐 ‼️ ] (testing effect works for “high-level” questions; not just low-level questions)

On the deceptiveness of immediate measures, see:

Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the real world: Essays illustrating fundamental contributions to society, 2(59-68).

On the importance of prior knowledge and for an interesting overview of how learning works:

John Bransford, Nancy Vye, Reed Stevens, Pat Kuhl, Daniel Schwartz, et al.. Learning Theories
and Education: Toward a Decade of Synergy. P. Alexander & P. Winne. Handbook of Educational
Psychology (2nd Edition), Mahwah, NJ: Erlbaum., 95 p., 2005. ffhal-00190628f. [ 🔗 Click here 🌐 ‼️ ]ence/hal-00190628/document

On the fraction study:

Patel, R., Liu, R., & Koedinger, K. R. (2016). When to Block versus Interleave Practice? Evidence Against Teaching Fraction Addition before Fraction Multiplication. In CogSci.

For other ideas about ordering effects, see:

Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognition and instruction, 16(4), 475-5223. [ 🔗 Click here 🌐 ‼️ ] E. R., DeCaro, M. S., & Rittle‐Johnson, B. (2014). An alternative time for telling: When conceptual instruction prior to problem solving improves mathematical knowledge. British journal of educational psychology, 84(3), 502-519. [ 🔗 Click here 🌐 ‼️ ] [ 2024-12-18T15:26:00Z ] :flashminiupdate:2024-12-27 :::: Check it out >> [ 🔗 Click here 🌐 ‼️ ]


[ 2D ] Fact 2 Fact 2 1:07, Fact 2 Facts [1]

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