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How do Learning Styles Affect Learning Predictions?

How do Learning Styles Affect Learning Predictions?

Students learned one list at a time. While the students were learning the lists, they were asked to make a judgment of learning (JOL). A JOL is just a prediction about how well they think they have learned the material. In this case, they were asked to rate the likelihood that they would remember the…
Digest #160: Neurodiversity Celebration Week

Digest #160: Neurodiversity Celebration Week

By Megan SumerackiThis week, March 21-27, 2022, is Neurodiversity Celebration Week. Siena Castellon founded Neurodiversity Celebration in 2018. In Siena’s words, the week was founded because “I wanted to change the way learning differences are perceived. As a teenager who is autistic and has ADHD, dyslexia, and dyspraxia, my experience has been that people often…
Pedagogy vs. Andragogy: What’s the Difference?

Pedagogy vs. Andragogy: What’s the Difference?

References:(1) Roediger III, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological science, 17(3), 249-255.(2) Karpicke, J. D., & Bauernschmidt, A. (2011). Spaced retrieval: absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(5), 1250.(3) McDaniel, M. A., Agarwal, P. K.,…
Expanding Retrieval Practice for Preschoolers

Expanding Retrieval Practice for Preschoolers

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By Megan SumerackiToday’s post features a set of experiments conducted by Catherine Fritz and colleagues (1) with preschool children. We have actually cited this paper a few times on our blog, when we covered why the spacing effect has failed to make it into mainstream practice (Part 1, Part 2), and when I wrote about…
Interleaving: A Classroom Experiment

Interleaving: A Classroom Experiment

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The learning phase took place over 9 weeks in the classroom. During this time, the students received their normal lessons and assignments. There were four different types of problems that were a part of the experiment, and the students’ assignments were constructed so that across the nine weeks they saw 12 different problems of each…
Digest #156: Learning (More) About Neurodiversity

Digest #156: Learning (More) About Neurodiversity

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By Megan SumerackiI have been learning a lot about neurodiversity and the way we think about divergence vs. disorders. I have appreciated learning about these areas so much, and have appreciated the opportunities to hear experts and those who have experience with neurodiversity (many different types of experiences!) discuss these issues. For example, our most…
Catering to Learning Styles Isn’t Just Ineffective: It Can Harm Learning

Catering to Learning Styles Isn’t Just Ineffective: It Can Harm Learning

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And the latter is exactly what they found. When they looked at the results of Experiment 2, learning style no longer mattered. Strategy mattered. The way they students studied mattered. When their study strategy (verbalizing landmarks or visually drawing them) matched the way they were assessed (either on their verbal recognition of landmarks or their…
Retrieval Practice and Processing Load

Retrieval Practice and Processing Load

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The ExperimentsIn both Experiments 1 and 2, Hungarian undergraduate students learned randomly paired Hungarian-Swahili word pairs. Using word pairs allowed the researchers to present multiple discrete trials (40 pairs in total) and to be able to clearly determine students’ accuracy on each trial. This is particularly important with physiological data, like pupillometry. Randomly pairing the…
Unlearning Neuromyths

Unlearning Neuromyths

References:(1) Macdonald, K., Germine, L., Anderson, A., Christodoulou, J., & McGrath, L. M. (2017). Dispelling the myth: raining in education or neuroscience decreases but does not eliminate beliefs in neuromyths. Frontiers in Psychology, 8, 1314.(2) Lithander, M. P., Geraci, L., Karaca, M., & Rydberg, J. (2021). Correcting neuromyths: A comparison of different types of refutations.…
How Much do Babies Really Learn from Videos?

How Much do Babies Really Learn from Videos?

How much did the babies learn? The babies who watched the video, either alone or with a parent, did not learn any more new words than those in the control condition without any intervention, despite watching the video 20 times over the course of a month. This means that the video did not teach the…

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