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 thisContinue reading Can drawing enhance learning?
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 weContinue reading What is test expectancy?
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 itContinue reading Why do we forget what we learned at school?
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 interactsContinue reading The Problem with Blank Slates
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,Continue reading The problem with gist
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 theirContinue reading Is there a learning personality?
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 ‘theContinue reading From Novice to Expert: The Role of Long-term Working Memory
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 andContinue reading Cognition and Emotion: A complicated relationship
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 serveContinue reading The Importance of Looking Away
Creating Good Habits
(Adapted from Becoming Buoyant, 2020, Chapter 5) Do you like popcorn? For the sake of argument let’s assume that you do. Not only do you like popcorn, you are also an avid cinema goer and like nothing more than a large tub of popcorn to enhance the experience. This is a routine that operates likeContinue reading Creating Good Habits
Collaborative learning and Cognitive load
Collaborative learning can be described as two or more learners actively pursuing and contributing to a shared goal, or trying to share the effort required to reach that goal. It has become a mainstay of educational practice. During my time as a teacher there was always an expectation that most lessons would involve some elementContinue reading Collaborative learning and Cognitive load
The problem with positive & negative emotions
(Adapted from Chapter 3 of The Emotional Learner, 2017) In The Emotional Learner I presented the hypothesis that some emotions help towards the achievement of academic goals by expanding our thought processes and allowing us to invest in psychological capital. Other emotions, on the other hand, restrict these options, leading us into either-or situations (theContinue reading The problem with positive & negative emotions
Cognitive load and cognitive offloading
I’ve stated elsewhere that working memory is limited and that these limitations can hamper our ability to learn new things and carry out complex tasks. I’m implying here that learning and remembering are either the same or very similar, so I’m referring to learning in a rather narrow way, but stay with me on this.Continue reading Cognitive load and cognitive offloading
Cognitive Load, emotion and buoyancy
In his 2019 review of twenty years of Cognitive Load Theory, John Sweller explores several avenues of further investigation. One such avenue relates to emotions, stress and uncertainty and how these factors influence cognitive load. Within the education community aspects of cognition in learning are often starkly separated from seemingly non-cognitive factors. Curiously, the formerContinue reading Cognitive Load, emotion and buoyancy
What do we really mean by cognitive Load?
The term cognitive load has been around for a long time but definitions have tended to shift and often depend on theoretical positions. Early researchers rarely attempted to define cognitive load at all. In a 1966 paper, Levine describes cognitive load as the amount of information that the observer is required to store in memoryContinue reading What do we really mean by cognitive Load?
Does information in short-term memory decay?
The very fact that I’ve posed this as a question rather than a statement probably gives some indication that the answer isn’t exactly straightforward. The notion of decay is a vital component of the short-term/long-term memory distinction, so even asking the question risks casting doubt on an assumption that is almost as old cognitive psychologyContinue reading Does information in short-term memory decay?
What is Latent learning?
According to Soderstrom and Bjork, latent learning refers to “learning that occurs in the absence of any obvious reinforcement or noticeable behavioural changes” (Soderstrom and Bjork, 2015 p177). Most often associated with the work of Edward Tolman in the 1930s, latent learning is viewed as hidden (or behaviourally silent) because it is only when reinforcementContinue reading What is Latent learning?
What is Working Memory?
The answer to this question is both very simple and incredibly complex. Simple because it’s very straightforward to demonstrate working memory in action; complex because to fully grasp the nature of working memory we really need to understand how it’s related to other types of memory. Let us then get the easy explanation out ofContinue reading What is Working Memory?
Learning: The importance of timing
I’ve written elsewhere about how British psychologists at the MRC Applied Psychology Unit, now the MRC Cognition and Brain Sciences Unit, worked with the British Post Office to design the most memorable system of postcodes in the world. The Unit was also involved in other projects for the Post Office, primarily concerned with changes takingContinue reading Learning: The importance of timing
The Forgetting Curve: How useful is it?
In recent years, the phenomenon dubbed the forgetting curve has tweaked the interest of a growing number of teachers and other educationalists motivated by the application of cognitive psychology to learning. Put simply, the forgetting curve states that newly learned information will fade quickly unless returned to regularly. This makes intuitive sense; if I learnContinue reading The Forgetting Curve: How useful is it?
The Emotional Learner 