-
That’s all folks!
I began The Emotional Learner in 2017 as a companion to my book of the same name. But times, and my life, have changed and I feel it’s time to let this one go. Hopefully, I’ve managed to inform and educate to some degree, or simply to share with you something you’ve found useful. If…
-
Can drawing enhance learning?
We can view learning as multi-representational. We might, for example, learn through reading or listening, but we may also use diagrams, charts, schematics or video. When describing the working memory model I can refer to the different systems, such as the phonological loop and central executive and explain what they are for. But, in this…
-
What is test expectancy?
According to some descriptions, (e.g. Craik and Lockhart, 1972) memory is nothing more than a by-product of processing. The depth at which information is processed determines the strength of the memory trace and how easily we can recall it later. Information can be viewed as the raw material for creating knowledge, but the operations we…
-
Why do we forget what we learned at school?
Do you remember what you learned at school? Chances are you have a vague idea but the details are a bit fuzzy. Or you might not recall anything. Surely, however, if learning really is an ‘alteration in long-term memory’ then we shouldn’t forget what we’ve learned? So, perhaps, we forgot because we didn’t learn it…
-
The Problem with Blank Slates
Summary: Blank Slate (Tabula Rasa) views of human development erroneously claim that we are born devoid of innate mental content. From birth, humans already have in place the systems required for rapid learning. These systems include those related to object recognition, language, numbers and intentions of others. They are then fine-tuned as the infant interacts…
-
The problem with gist
The term ‘gist memory’ usually refers to less detailed long-term memories, often (but not exclusively) episodic memories. However, our semantic memories often rely on these memories of events as we use situational cues to help us recall them. It then follows that errors here can have a knock on effect. When we read a book,…
-
Is there a learning personality?
We tend to identify different personalities intuitively. Some people we might describe as ‘live wires’ while others are more contemplative; others, still, might be prone to worry or are avidly curious. We often describe these differences using folk theories with a light smattering or psychology, so we might call the quiet people introverts and their…
-
From Novice to Expert: The Role of Long-term Working Memory
The Dutch psychologist Adriaan de Groot doesn’t always get the same kind of recognition as other cognitive psychologists, his name often restricted to paragraph or two in psychology textbooks or a brief citation in the work of others such as Anders Ericsson, Alan Baddeley and John Sweller. Nevertheless, De Groot has been described as ‘the…
-
Cognition and Emotion: A complicated relationship
Emotion is certainly one of the most neglected influencers in teaching and learning, despite its impact on many learning related processes. While we may discuss at length the role of anxiety, other facets of emotion remain all but absent from the conversation. When emotion is discussed, its role is invariably linked to mental health and…
-
The Importance of Looking Away
You might have noticed that when you’re talking to someone, it’s often difficult to maintain eye contact. Teachers might have noticed that when children are addressing the class or attempting to answer a challenging question, they will avert their gaze away from their audience. Psychologists call this behaviour gaze aversion and it’s thought to serve…
Got any book recommendations?
The Emotional Learner 