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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. -
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 -
Year 12 SELF Cognition Memory
Year 12 SELF Cognition Memory U3ATPSY Except where indicated, this content © Department of Education Western Australia 2020 and released under Creative Commons CC BY NC Before re-purposing any third party content in this resource refer to the owner of that content for permission. Year 12 SELF | Cognition Memory | © Department of Education WA 2020 U3ATPSY Year 12 SELF – Cognition Memory Syllabus points covered: • psychological concepts and processes associated with memory and their relationship to behaviour • multi store model of memory – Atkinson and Shiffrin, 1968 • sensory register o duration, capacity, encoding • short-term memory (working memory) o duration, capacity and encoding o working memory model – Baddeley and Hitch, 1974 • long-term memory o duration, capacity and encoding o procedural memory o declarative memory – semantic and episodic • recall, recognition, re-learning • forgetting: retrieval failure, interference, motivated forgetting, decay. Instructions: Carefully read and make notes on the following material. Complete all activities. Except where indicated, this content © Department of Education Western Australia 2020 and released under Creative Commons CC BY NC Before re-purposing any third party content in this resource refer to the owner of that content for permission. 1 U3ATPSY MEMORY Memory is the organisation, storage and retrieval of information. There are three main ways of measuring what a person has remembered: • recall – retrieving information from memory without prompts • recognition – identifying information from a number of alternatives (recognition is easier than recall – e.g. multiple choice questions easier than short answer questions) • relearning – involves relearning information previously learned. If the information is learned quickly it is assumed that some information has been retained from previous learning. -
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. -
A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 7, pp. 1451-1457, July 2015 DOI: http://dx.doi.org/10.17507/tpls.0507.18 A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context Touran Ahour Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Sepideh Berenji Department of Public and Basic Science, Osku Branch, Islamic Azad University, Osku, Iran Abstract—Effective learning in foreign language settings depends on acquiring a large number of vocabularies. This study intended to compare two vocabulary learning methods known as loci and rehearsal methods to find out which one leads to better retention and recalling of words. Employing a quasi-experimental research, 80 learners from two intact classes in Islamic Azad University, Osku Branch, Iran, were randomly selected as the experimental and control groups. For the purpose of vocabulary learning, the experimental group trained in loci method while rehearsal strategy training was used in the control group. At the end of each session of the treatment, multiple-choice vocabulary tests were used to measure whether the participants can recall the lexical items from their short-term memory. A delayed multiple-choice posttest of vocabulary was also used in order to compare vocabulary learning among two groups four weeks after the treatment. Implementing Independent Samples t-test, the results indicated that experimental group was better than control group in retention and recalling of lexical items in immediate posttest. It was also found that the loci method was more effective than rehearsal in permanency of lexical items in long term memory. -
Dynamic Internal States Shape Memory Retrieval Hannah Tarder-Stoll1†*, Manasi Jayakumar1†*, Halle R
Dynamic internal states shape memory retrieval Hannah Tarder-Stoll1†*, Manasi Jayakumar1†*, Halle R. Dimsdale-Zucker1, Eren Günseli1, Mariam Aly1,2 1Department oF Psychology, Columbia University 2AfFiliate Member, Zuckerman Mind Brain Behavior Institute, Columbia University Abstract Why do we sometimes easily retrieve memories, but other times appear to Forget them? We oFten look to our external environment For retrieval cues, but another way to optimize memory retrieval is to be in a mental state, or mode, that prioritizes access to our internal representation oF the world. Such a ‘retrieval mode’ was proposed by Endel Tulving (1983), who considered it a neurocognitive state in which one keeps the goal oF memory retrieval in mind. Building on Tulving’s proposal, we review converging evidence From multiple lines oF research that emphasize the importance oF internal states in the instantiation oF retrieval modes that optimize successful remembering. We identiFy three key Factors that contribute to a retrieval mode by modulating either the likelihood or the content oF retrieval: (1) an intention to remember or Forget (either in the present or the Future), (2) attentional selection oF goal-relevant memories and suppression oF distractors, and (3) Fluctuating levels oF acetylcholine in the hippocampus. We discuss empirical evidence that these internal states individually inFluence memory retrieval and propose how they may interact synergistically. Characterizing these dynamic internal Factors may be a key to unlocking our understanding oF the organization and accessibility oF our memories. Keywords: episodic memory; goal states; neuromodulation; goal-directed attention; medial temporal lobe; preFrontal cortex * These authors contributed equally to this work † Corresponding authors. -
Marketing Applications of the Learning Process
MARKETING APPLICATIONS OF THE LEARNING PROCESS Puiu Carmen University of Craiova, Faculty of Economy and Business Administration, Dr.Tr.Severin, str.Oituz nr.35, bl.2, sc.2, ap.3, email: [email protected], tel.0745087609 Abstract: Understanding consumer behaviour is an important task for marketers in their attempt to offer consumers greater satisfaction. Each individual consumer is influenced by his or her perceptions, motivations, learning, attitudes and personality. Learning refers to changes in a person’s behaviour caused by information and experience. Learning can occur through simple associations between a stimulus and a response, or as a result to a complex series of cognitive activities. There are two basic types of learning – conditioning (classical conditioning and instrumental conditioning) and cognitive learning Key words: classical conditioning, operant conditioning, cognitive learning, incidental learning, marketing wareout The learning process For an even more complete understanding of the mechanism behind the consumer’s behaviour, the variable known as the learning is of great importance. It is considered that learning is the base of the perception mechanism and of the consumer’s motivation to buy or not buy a certain product or service. The learning is essential for the process of consuming if we take into account the fact that the buying behaviour is a learnt behaviour. Learning may occur in situation of high involvement (when the consumer has reason to learn) or of low involvement (when the consumer is very poorly or not at all motivated to learn). Learning can represent a noticeable or unnoticeable change in a consumer’s behaviour due to the consequences of experience and it leads to the increase of the probability that a behavioural act to be repeated. -
How to Teach Mathematics Third Edition Steven G
How to Teach Mathematics Third Edition Steven G. Krantz How to Teach Mathematics Third Edition http://dx.doi.org/10.1090/mbk/089 How to Teach Mathematics Third Edition Steven G. Krantz Providence, Rhode Island 2010 Mathematics Subject Classification. Primary 97D40, 97Q60, 97U20, 97U50, 97U70. Cover 4 author photograph courtesy of Steven G. Krantz. For additional information and updates on this book, visit www.ams.org/bookpages/mbk-89 Library of Congress Cataloging-in-Publication Data Krantz, Steven G. (Steven George), 1951- How to teach mathematics / Steven G. Krantz. –Third edition. pages cm. Includes bibliographical references and index. ISBN 978-1-4704-2552-4 (alk. paper) 1. Mathematics–Study and teaching. I. Title. QA11.K776 2015 510.711—dc23 2015021663 Copying and reprinting. Individual readers of this publication, and nonprofit libraries acting for them, are permitted to make fair use of the material, such as to copy select pages for use in teaching or research. Permission is granted to quote brief passages from this publication in reviews, provided the customary acknowledgment of the source is given. Republication, systematic copying, or multiple reproduction of any material in this publication is permitted only under license from the American Mathematical Society. Permissions to reuse portions of AMS publication content are handled by Copyright Clearance Center’s RightsLink service. For more information, please visit: http://www.ams.org/rightslink. Send requests for translation rights and licensed reprints to [email protected]. Excluded from these provisions is material for which the author holds copyright. In such cases, requests for permission to reuse or reprint material should be addressed directly to the author(s). -
Motivated to “Forget”
Article Social Psychological and Personality Science 4(6) 730-737 Motivated to ‘‘Forget’’: The Effects of ª The Author(s) 2013 Reprints and permission: In-Group Wrongdoing on Memory and sagepub.com/journalsPermissions.nav DOI: 10.1177/1948550613482986 Collective Guilt spps.sagepub.com Katie N. Rotella1 and Jennifer A. Richeson1 Abstract Reminders of in-group wrongdoing can prompt defensive responses that affect intergroup relations. Across two studies, American participants were randomly assigned to have their American identity increased (or not), then read a passage describing the negative treatment of Native American Indians by perpetrators described as either early Americans (i.e., in-group members) or European settlers (i.e., out-group members). Memory for the content of the passage and feelings of collective guilt were assessed. Participants demonstrated poorer memory when the perpetrators were framed as in-group (Americans), rather than out-group (Europeans), members. Further, participants in the in-group perpetrator condition whose American identification was primed experienced less collective guilt compared with participants in the in-group perpetrator condition whose American identification was not primed. Implications for intergroup relations and the understanding of collective memory are discussed. Keywords social identity threat, memory, collective guilt How intergroup events are remembered can cause controversy to reminders of past transgressions is vital. The present work decades and even centuries after the events. The perceived -
PROBABILISTIC MODELS of LEARNING and MEMORY Working Memory & Episodic Memory
PROBABILISTIC MODELS OF LEARNING AND MEMORY Working memory & episodic memory MÁTÉ LENGYEL Computational and Biological Learning Lab Department of Engineering University of Cambridge MULTIPLE INTERACTING MEMORY SYSTEMS Probabilistic models of learning and memory — Working memory and episodic memory CEU, Budapest, 22-26 June 2009 http://www.eng.cam.ac.uk/~m.lengyel 2 MULTIPLE INTERACTING MEMORY SYSTEMS ✓ ✓ ✓ Probabilistic models of learning and memory — Working memory and episodic memory CEU, Budapest, 22-26 June 2009 http://www.eng.cam.ac.uk/~m.lengyel 2 MULTIPLE INTERACTING MEMORY SYSTEMS ✓ ✓ ✓ Probabilistic models of learning and memory — Working memory and episodic memory CEU, Budapest, 22-26 June 2009 http://www.eng.cam.ac.uk/~m.lengyel 2 MULTIPLE INTERACTING MEMORY SYSTEMS ✓ ✓ ✓ Probabilistic models of learning and memory — Working memory and episodic memory CEU, Budapest, 22-26 June 2009 http://www.eng.cam.ac.uk/~m.lengyel 2 LONG TERM MEMORY → SHORT-TERM MEMORY Probabilistic models of learning and memory — Working memory and episodic memory CEU, Budapest, 22-26 June 2009 http://www.eng.cam.ac.uk/~m.lengyel 3 60 CHASE AND SIMON 24 60 CHASE AND SIMON 16 24 LONG TERM MEMORY → SHORT-TERM MEMORY 60 CHASE AND SIMON 16 24 16 I 2 3 4 5 b 7 TRIALS FIG. 1. Learning curves of the master ( M ), class A player (A), and beginner (B) for the middle-game and random middle-game positions. The brackets are standard errors on five positions. of their poorer ilrst-trial performance, had much more room for im- I 2 3 4 5 b 7 provement than did M; this difference disappears when the learning TRIALS curve reaches the level of M’s first-trial performance. -
Learning to Dialogue: Towards a Critical Pedagogy for Public Finance and Accounting Management Practice
Learning to Dialogue: Towards a Critical Pedagogy for Public Finance and Accounting Management Practice Dr Andrew Armitage Anglia Ruskin Unversity Journal of Finance and Management in Public Services. Volume 9 Number 2 1 Learning to Dialogue: Towards a critical pedagogy for public finance and accounting management practice Dr Andrew Armitage Abstract Critical accounting sees the world as socially constructed and intrinsically linked to organisational, social and political contexts. Whereas mainstream accounting historians study accounting history in terms of the progressive development of modern techniques and practices, a Foucauldian analysis challenges the very notion of its historical progress (Ryan et al, 2002). Hopwood (1987) in his comments concerning the archaeology of accounting systems has questioned the traditional notion of its historical progress showing how research into its practices has become ‘what it is not’. Miller and O’Leary (1987) have also discussed the ‘governable person’, showing how standard costing and budgeting are part of the complex social and organisational management practices that have developed to regulate individual action in the name of economic efficiency (Ryan et al, 2002). Further, the public finance and accountancy management professions have not adopted what might be termed a “critical stance” towards its practices, being trapped within a modernist target setting culture (Armitage and Keeble-Allen, 2009 and 2010). As such, I will discuss the context in which financial management and accountancy operates