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Learning and Memory - Coggle Diagram
Learning and Memory
Learning Strategies
Retrieval Practice
Take lots of practice tests
Write down all info you can freely recall
Make and use flashcards
Bringing learned info from LTM to WM
Elaboration
Explain to yourself or someone how and why things work as they do
Connect different ideas together
Dual Coding
Compare visual diagrams to verbal descriptions
Use your own words to describe visuals in your mind
Concrete Examples
Practice problems
Pattern recognition
Testing Effect
Taking practice tests increases final test performance
Reduces mind wandering
Reduces proactive interference
Reveals gaps in understanding
Reduces test anxiety
Judgements of Learning (JOLs)
Belief Based Cues
What the learner consciously belives about memory
Experience Based Cues
What the learner directly experiences
Metacognition
"Thinking about Thinking"
Illusions of Fluency
Easy learning =/= easy future retention and learing
Desireable Difficulties
Difficult learning makes our JOLs more accurate
Prior Knowledge
Novices
Sparse synaptic connections
Superficial connections
Little relations between connection structures
Poor pattern recognition
Organize by surface level features
Experts
Dense Connections
Meaningful Connections
Notice deeper patterns
More easily recognize patterns
Extensive prior knowledge
Helps them in problem solving
Expertise Reversal Effect
Prior knowledge can influence learning strategies
Strategies most beneficial for novices may not be effective for experts
Learning Strategies include
Schema Construction
Self Explanation
Summarizing
Imagining/enacting
Benefits of strategies increase with more prior knowledge. (Schema lowest, imagining highest)
Scheduling Strategies
Spaced Practice
Spreads activities out over time
Starts Early
Litte bit of studying every day
Review older info after reviewing recent info
Interleaving
Switching between topics while studying
Review same topics again in a different order
Helps draw connections over different disciplines