Journal of the Society for Accelerative Learning and Teaching, 1994. SPONS AGENCY Society for Accelerative Learning and Teaching, Inc
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An Undergraduate Thesis the Influence of Using Rote
AN UNDERGRADUATE THESIS THE INFLUENCE OF USING ROTE LEARNING STRATEGY ON THE STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADERS OF SMPN 1 PUNGGUR IN THE ACADEMIC YEAR OF 2017/2018 By : AMALIA ROHMI Student Number: 13106507 Tarbiyah and Teacher Training Faculty English Education Department STATE INSTITUTE OF ISLAMIC STUDIES OF METRO 1439 H / 2017 M AN UNDERGRADUATE THESIS i THE INFLUENCE OF USING ROTE LEARNING STRATEGY ON THE STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADERS OF SMPN 1 PUNGGUR IN THE ACADEMIC YEAR OF 2017/2018 Presented as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) in English Education Department By : AMALIA ROHMI Student Number: 13106507 Tarbiyah and Teacher Training Faculty English Education Department Sponsor : Dra. Umi Yawisah, M.Hum. Co-Sponsor : Trisna Dinillah Harya, M.Pd. STATE INSTITUTE OF ISLAMIC STUDIES OF METRO 1439 H / 2017 M ii iii iv v vi THE INFLUENCE OF ROTE LEARNING STRATEGY ON THE STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADERS OF SMPN 1 PUNGGUR IN THE ACADEMIC YEAR OF 2017/2018 ABSTRACT By: AMALIA ROHMI The purpose of this research is to determine whether the use of rote learning strategy can improve students’ vocabulary mastery at the eighth graders of SMPN 1 Punggur in the Academic Year of 2017/2018. In this research, researcher gave test in the form of pre-test to determine students’ vocabulary mastery and a post-test to find out the result of students’ vocabulary mastery after treatment by using rote learning strategy. This research was conducted by using quantitative research. The subject of this research are 33 students at the eighth graders of SMPN 1 Punggur in the academic year of 2017/2018. -
Compare and Contrast Two Models Or Theories of One Cognitive Process with Reference to Research Studies
! The following sample is for the learning objective: Compare and contrast two models or theories of one cognitive process with reference to research studies. What is the question asking for? * A clear outline of two models of one cognitive process. The cognitive process may be memory, perception, decision-making, language or thinking. * Research is used to support the models as described. The research does not need to be outlined in a lot of detail, but underatanding of the role of research in supporting the models should be apparent.. * Both similarities and differences of the two models should be clearly outlined. Sample response The theory of memory is studied scientifically and several models have been developed to help The cognitive process describe and potentially explain how memory works. Two models that attempt to describe how (memory) and two models are memory works are the Multi-Store Model of Memory, developed by Atkinson & Shiffrin (1968), clearly identified. and the Working Memory Model of Memory, developed by Baddeley & Hitch (1974). The Multi-store model model explains that all memory is taken in through our senses; this is called sensory input. This information is enters our sensory memory, where if it is attended to, it will pass to short-term memory. If not attention is paid to it, it is displaced. Short-term memory Research. is limited in duration and capacity. According to Miller, STM can hold only 7 plus or minus 2 pieces of information. Short-term memory memory lasts for six to twelve seconds. When information in the short-term memory is rehearsed, it enters the long-term memory store in a process called “encoding.” When we recall information, it is retrieved from LTM and moved A satisfactory description of back into STM. -
Brain Disorders and Therapy the Composition of Visual Memory and the Impact of Emotions: the Color of Memory
Brain Disorders and Therapy Extended Abstract The composition of visual memory and the impact of emotions: the color of memory Nydia J Gutierrez ABSTRACT between DE and VR are disparate. It is important to remember that in many visual memory tasks the guess factor in DE is Art therapy creates an implicit memory that helps to reduce smaller than that observed (e.g., 50 percent guess rate for Faces stress and anticipates emotional cognitive changes and in WMS – III). behavior. It creates a regular function between peripheral nervous system, autonomic nervous system, and the somatic nervous system. This model is represented as a neural Long-term memory is a central component of human learning algorithm that defines brain functions and models. The that allows for a range of abilities and behaviors that are also model represents a brain relation, behavior, and correlation to essential to survival. While this core competency for human thought and the human mind. In the peripheral procedural and declarative memory has been widely nervous system we find dividend between the autonomic established, it remains uncertain if specific mechanisms nervous system and the somatic nervous system. subserve basic sensory or perceptual processes. Here we use a visual learning model to demonstrate how people are prepared The model design and created in this research presents daily to look for Different visual features in the environment functioning cognitive variables that serve as a unity to reduce contribute to consistent performance changes over consecutive stress and negative emotional experiences. There is an days but, oddly, the subsequent ability to learn similar visual increase of variation and stimulation that carries effects and features is removed. -
US 1.Fm.Ipl.EA2530 ID=43005
Wissenschaftskolleg zu Berlin INSTITUTE FOR ADVANCED STUDY JAHRBUCH 2003/ 2004 HERAUSGEGEBEN VON DIETER GRIMM MIT BERICHTEN UND BEITRÄGEN VON Gil Anidjar ◆ Patrick Bahners ◆ Ken Cheng ◆ Zhiyuan Cui ◆ Stephan Epstein Egon Flaig ◆ Pascal Grosse ◆ Rossitza Guentcheva ◆ Luca Giuliani Stephen Greenblatt ◆ Peter A. Hall ◆ Ulrich Herbert ◆ Christoph Horn James H. Hunt ◆ Janellen Huttenlocher ◆ Susan James ◆ Bernhard Jussen Ousmane Kane ◆ Daniela Koleva ◆ Isidor Levin ◆ Jacques Lévy ◆ Stefan Litwin Sandra D. Mitchell ◆ Ashis Nandy ◆ Helga Nowotny ◆ Pál Nyíri ◆ Heike Paul Dominique Pestre ◆ Robert Pippin ◆ David Poeppel ◆ Christof Rapp Amnon Raz-Krakotzkin ◆ Klaus Reichert ◆ John J. Rieser ◆ Beate Rössler Cosima Rughinis¸ ◆ Eberhard Schmidt-Aßmann ◆ Helmuth Schulze-Fielitz Sara J. Shettleworth ◆ Quentin Skinner ◆ Ramie Targoff ◆ Christo Todorov Hans-Heinrich Trute ◆ Jacques Waardenburg ◆ Rudolph Wagner ◆ ◆ ◆ Herman Vanˆ der Wee Hans-Ulrich Wehler Jörg Widmann Stefan Wild Ines G.Z upanov Wissenschaftskolleg zu Berlin INSTITUTE FOR ADVANCED STUDY JAHRBUCH 2003/ 2004 © 2005 by Wissenschaftskolleg zu Berlin – Institute for Advanced Study Berlin – Alle Rechte, auch das der fotomechanischen Wiedergabe, vorbehalten Redaktion: Angelika Leuchter Gesamtherstellung: Buch- und Offsetdruckerei H. Heenemann, Berlin Printed in Germany 2005 ISBN 3-934045-06-5 ISSN 0724-326-X INHALTSVERZEICHNIS 11 . VORWORT DES HERAUSGEBERS ARBEITSBERICHTE 14 . HATE GIL ANIDJAR 17 . DER HISTORISCHE AUGENBLICK PATRICK BAHNERS 23 . INTEGRATING WORK AND LIFE AT WIKO: POW-WOWS, LESESTUNDEN, POTLUCKS KEN CHENG 27 . AN IMPORTANT TRANSITION PERIOD IN MY LIFE ZHIYUAN CUI 29 . A NEW BENCHMARK FOR THE HISTORY OF SCIENCE AND TECHNOLOGY STEPHAN EPSTEIN 34 . PARAPHYSIK DES SPRINGENS: PRAKTISCHE ÜBUNGEN EGON FLAIG 38 . ERKUNDUNGEN PASCAL GROSSE 41 . MOBILITY AND ART ROSSITZA GUENTCHEVA inhaltsverzeichnis 5 45 . ADJUSTMENT PATHS PETER A. -
Internal Attention to Features in Visual Short-Term Memory Guides Object Learning ⇑ ⇑ Judith E
Cognition 129 (2013) 292–308 Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/COGNIT Internal attention to features in visual short-term memory guides object learning ⇑ ⇑ Judith E. Fan , Nicholas B. Turk-Browne Green Hall, Department of Psychology, Princeton University, Princeton, NJ 08540, United States article info abstract Article history: Attending to objects in the world affects how we perceive and remember them. What are Received 11 October 2012 the consequences of attending to an object in mind? In particular, how does reporting the Revised 1 April 2013 features of a recently seen object guide visual learning? In three experiments, observers Accepted 20 June 2013 were presented with abstract shapes in a particular color, orientation, and location. After viewing each object, observers were cued to report one feature from visual short-term memory (VSTM). In a subsequent test, observers were cued to report features of the same Keywords: objects from visual long-term memory (VLTM). We tested whether reporting a feature Features and objects from VSTM: (1) enhances VLTM for just that feature (practice-benefit hypothesis), (2) Memory encoding Memory retrieval enhances VLTM for all features (object-based hypothesis), or (3) simultaneously enhances Selective attention VLTM for that feature and suppresses VLTM for unreported features (feature-competition Visual short-term memory hypothesis). The results provided support for the feature-competition hypothesis, whereby Visual working memory the representation of an object in VLTM was biased towards features reported from VSTM and away from unreported features (Experiment 1). This bias could not be explained by the amount of sensory exposure or response learning (Experiment 2) and was amplified by the reporting of multiple features (Experiment 3). -
Scaling up Visual Attention and Visual Working Memory to the Real World
CHAPTER TWO Scaling up visual attention and visual working memory to the real world Timothy F. Brady*, Viola S. Stormer,€ Anna Shafer-Skelton, Jamal R. Williams, Angus F. Chapman, Hayden M. Schill Department of Psychology, University of California, San Diego, La Jolla, CA, United States *Corresponding author: e-mail address: [email protected] Contents 1. Introduction 30 2. Visual attention 31 2.1 Introduction 31 2.2 From simple features to multi-feature objects: Principles of attentional selection 32 2.3 Attentional selection at the level of real-world objects and semantic categories 35 2.4 Attention to, and processing of, “ensembles” and groups of objects 39 2.5 Cross-modal influences on perception and attention: Real-world objects make sounds 42 2.6 Visual attention conclusion 46 3. Visual working memory 47 3.1 Introduction 47 3.2 Visual working memory stores not just individual items, but ensemble information 48 3.3 The world has more than objects: Scenes and surfaces in visual memory 52 3.4 We have knowledge about the objects we wish to remember: Learning and knowledge in visual working memory 54 3.5 Expertise and visual working memory 58 4. Conclusion 59 References 60 Abstract Both visual attention and visual working memory tend to be studied either with very simple stimuli and low-level paradigms, which are designed to allow us to understand the representations and processes in detail, or with fully realistic stimuli that make such precise understanding difficult but are more representative of the real world. In this chapter we argue for an intermediate approach in which visual attention and visual # Psychology of Learning and Motivation, Volume 70 2019 Elsevier Inc. -
Auditory and Visual Memory Skills in Normal Children
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1977 Auditory and visual memory skills in normal children Joanne Mae Moulton The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Moulton, Joanne Mae, "Auditory and visual memory skills in normal children" (1977). Graduate Student Theses, Dissertations, & Professional Papers. 4956. https://scholarworks.umt.edu/etd/4956 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. AUDITORY AND VISUAL MEMORY SKILLS IN NORMAL CHILDREN By Joanne M. Moulton B.A., University of Montana, 1973 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1977 Approved by: an, Graduate Schoo. UMI Number: EP40420 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the uniikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Oisssrtatteft PsiMisMng UMI EP40420 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. -
Metaphors of Memory a HISTORY of IDEAS ABOUT the MIND
Metaphors of Memory A HISTORY OF IDEAS ABOUT THE MIND DOUWE DRAAISMA Translated by Paul Vincent published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge cb2 1rp, United Kingdom cambridge university press The Edinburgh Building, Cambridge, cb2 2ru, United Kingdom www.cup.cam.ac.uk 40 West 20th Street, New York, ny 10011–4211, USA www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia Ruiz de Alarcón 13, 28014 Madrid, Spain Originally published in Dutch as De Metaforenmachine – een geschiedenis van het geheugen by Historische Uitgeverij 1995 and © Douwe Draaisma 1995, 2000 First published in English by Cambridge University Press 2000 as Metaphors of Memory: A History of Ideas About the Mind English translation © Cambridge University Press 2000 Printed in Great Britain at the University Press, Cambridge This translation was supported by a grant from the Netherlands Organization for Scientific Research Typeface Swift 10/13 pt. System QuarkXPress™ [se] A catalogue record for this book is available from the British Library Library of Congress cataloguing in publication data Draaisma, D. [Metaforenmachine een geschiedenis van het geheugen. English] Metaphors of memory: a history of ideas about the mind / Douwe Draaisma. p. cm. Includes bibliographical references and indexes. isbn 0 521 65024 0 1. Memory – History. I. Title. bf371.d6813 2000 153.1Ј2–dc21 99-088502 isbn 0 521 65024 0 hardback Contents List of illustrations page x Acknowledgements xiv Introduction 1 1 The Mystic Writing-Pad -
The Cognitive Neuroscience of Human Memory Since H.M
NE34CH12-Squire ARI 13 May 2011 12:29 The Cognitive Neuroscience of Human Memory Since H.M. Larry R. Squire1,2,3,4 and John T. Wixted4 1Veterans Affairs Healthcare System, San Diego, California 92161 2Department of Psychiatry, 3Department of Neurosciences, and 4Department of Psychology, University of California, San Diego, La Jolla, California 92093; email: [email protected], [email protected] Annu. Rev. Neurosci. 2011. 34:259–88 Keywords First published online as a Review in Advance on medial temporal lobe, hippocampus, neocortex, anterograde amnesia, March 29, 2011 retrograde amnesia by University of California - San Diego on 09/02/11. For personal use only. The Annual Review of Neuroscience is online at neuro.annualreviews.org Annu. Rev. Neurosci. 2011.34:259-288. Downloaded from www.annualreviews.org Abstract This article’s doi: Work with patient H.M., beginning in the 1950s, established key prin- 10.1146/annurev-neuro-061010-113720 ciples about the organization of memory that inspired decades of experi- Copyright c 2011 by Annual Reviews. mental work. Since H.M., the study of human memory and its disorders All rights reserved has continued to yield new insights and to improve understanding of 0147-006X/11/0721-0259$20.00 the structure and organization of memory. Here we review this work with emphasis on the neuroanatomy of medial temporal lobe and dien- cephalic structures important for memory, multiple memory systems, visual perception, immediate memory, memory consolidation, the locus of long-term memory storage, the concepts of recollection and famil- iarity, and the question of how different medial temporal lobe structures may contribute differently to memory functions. -
Retrieval-Based Learning: Active Retrieval Promotes Meaningful
Current Directions in Psychological Science Retrieval-Based Learning: Active 21(3) 157 –163 © The Author(s) 2012 Reprints and permission: Retrieval Promotes Meaningful Learning sagepub.com/journalsPermissions.nav DOI: 10.1177/0963721412443552 http://cdps.sagepub.com Jeffrey D. Karpicke Purdue University Abstract Retrieval is the key process for understanding learning and for promoting learning, yet retrieval is not often granted the central role it deserves. Learning is typically identified with the encoding or construction of knowledge, and retrieval is considered merely the assessment of learning that occurred in a prior experience. The retrieval-based learning perspective outlined here is grounded in the fact that all expressions of knowledge involve retrieval and depend on the retrieval cues available in a given context. Further, every time a person retrieves knowledge, that knowledge is changed, because retrieving knowledge improves one’s ability to retrieve it again in the future. Practicing retrieval does not merely produce rote, transient learning; it produces meaningful, long-term learning. Yet retrieval practice is a tool many students lack metacognitive awareness of and do not use as often as they should. Active retrieval is an effective but undervalued strategy for promoting meaningful learning. Keywords retrieval processes, learning, education, metacognition, meaningful learning If you know something, or if you have stored informa- understanding learning, coupled with the importance of active tion about an event from the distant past, and never use retrieval for producing learning, is referred to as retrieval- that information, never think of it, your brain is func- based learning. tionally equivalent to that of an otherwise identical brain that does not “contain” that information. -
CHEP 2018 Proceedings Final.Pdf
2018 CONFERENCE ON HIGHER EDUCATION PEDAGOGY PROCEEDINGS H o s t e d by t h e C e n t e r f o r E x c e l l e n c e i n Te a c h i n g a n d L e a r n i n g ( f o r m e rl y C I D E R ) 10th Annual Conference on Higher Education Pedagogy February 14-16, 2018 The Inn at Virginia Tech and Skelton Conference Center Virginia Tech, Blacksburg, Virginia Corporate Sponsors The Center for Excellence in Teaching and Learning thanks all of the sponsors for their value of and commitment to higher education pedagogy. Conference on Higher Education Pedagogy 2018 ii Table of Contents Conversation Sessions ................................................................................................................. 1 Practice Sessions....................................................................................................................... 77 Research Sessions ................................................................................................................... 197 Poster Sessions........................................................................................................................ 253 CONVERSATION SESSIONS A CONVERSATION ON EXAMINING HIGH IMPACT PRACTICES LIKE REACTING TO THE PAST .................................. 2 AND ITS IMPACTS ON STUDENTS AND FACULTY THOMAS CHASE HAGOOD, UNIVERSITY OF GEORGIA; C. EDWARD WATSON, ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES; NAOMI J. NORMAN, UNIVERSITY OF GEORGIA; DAWN MCCORMACK A CONVERSATION: FROM BRICK AND MORTAR TO CYBER SPACE: ADDRESSING FEARS AND RESISTANCE -
Active Learning Notetaking with Pizzazz!
Active Learning Notetaking with pizzazz! Well..okay..maybe not pizzazz, but certainly more success Active vs Passive Learning Active Learning Passive Learning Listening, not just hearing Copy instructor’s Frequent review of words material Rote memory Taking responsibility for how much you Cramming for tests learn Lack of regular Asking questions review Making connections between concepts Why take notes? o Organized notes will help identify the core of important ideas in the lecture o A permanent record will help you to remember later o Lecture usually contains info not available elsewhere. o Lecture is where you learn what prof thinks is important - useful on exams! o Class assignments are usually given & explained in the lecture o The underlying organization & purpose of the lecture will become clear through note taking Notetaking from Lectures 1. Before the lecture begins: Do readings Preview previous notes Listen to the content not the delivery Listening well is a matter of paying close attention. Be prepared to be open-minded to what the lecturer may say even though you may disagree with it. Notetaking from Lectures 2. During the Lecture: Date & # each page Leave margins for later info Pick out main themes & outline in the intro Watch & listen for prof’s cues & organization of info recognize main ideas by signal words Highlight headings, subheadings & new words Jot down details or examples that support the main ideas Notetaking from Lectures Match note style to content: graphs, diagrams, charts, bullets, indents, Write down the point, not the exact words Use lecture summary to check if you’ve got the main ideas Incorporate your own knowledge Ask questions Notetaking from Lectures Cornell note taking system Outline Psychology example and English example Cornell Note- taking Features of Cornell Note-taking The Cornell Note-taking System is characterized by two features: 1.