psyhcology

Provide learners with meaningful strategies for retaining information when they study. These strategies should require effort because there is a long-term retention advantage for effortful processing

• Organization Effects

• Feedback Effect

• Expertise Reversal Effect

• Contingency Effect

Provide learners with examples of concepts, especially examples that are selected from different academic disciplines

• Negative Feedback

• Multiple Example

• Coherence Effect

• Desirable Difficulties

A common error in the design of multimedia learning materials is to “clutter” the learning environment with extraneous information that increases the cognitive load for learners who are in the process of discovery what is important and what is decorative and distracting.

• Manageable Cognitive Load

• Giving worked example

• Providing ample explanations

Learning environments and teachers should provide challenges that put the learner in _____________ if the learning objective is to promote deep learning of the material. 

• cognitive disequilibrium

• deep questions

• difficult situations

• a positive learning environment

________________occurs when students work in teams for several hours or days trying to solve a challenging practical problem that matters to the student. The activity is linked to background knowledge of the learner on a topic that is interesting.

• Anchored Learning

• Discovery Learning

• Self-regulated Learning

• Social Emotional Learning

Design the learning materials so that information gets delivered in multiple modes, modalities, and media, but do not overwhelm the learner with too much to learn or too much to attend to, two primary causes of cognitive overload. 

• Dual Code and Multimedia Effects

• Perceptual-motor Grounding

• Spaced Effects

Spaced Effect...

• Multiple tests slow forgetting better than a single test. Formative assessment refers to the use of testing results to guide teachers in making decisions about what to teach.

• When a single test is administered immediately after learning, students obtain high scores, but long-term retention is reduced with a single immediate test relative to spaced testing.

• a course in statistics is not grounded in perceptual-motor experience when the teacher presents symbols and formulae that have no meaning to the student and cannot be visualized

• Teachers should create the expectation that there will be a final or comprehensive examination that will be administered at some future date

Learning is enhanced when learners produce answers compared to having them recognize answers. Free recall or essay tests which require the test taker to generate answers with minimal cues produce better learning than multiple choice tests in which the learner only needs to be able to recognize correct answers

• Testing Effect

• Exam Expectations

• Generation Effect

• Coherence Effect

Provide learners with examples of concepts, especially examples that are selected from different academic disciplines

• Multiple Examples

• Single Example

• Spaced Effect

• Testing Effect

When incorrect alternatives on multiple choice tests are presented, the wrong answers can be learned instead of the correct answers. This effect is also found on short answer essay questions when students do not know the answers and use their general knowledge about the field to construct a response that seems reasonable to them.

• Negative Suggestion Effects

• Desirable Difficulties

• Cognitive Disequilibrium

• Discovery Learning