Principles of Cognitive Science in Education

Published on Mar 1, 2006in APS observer
J. Metcalfe-eich51
Estimated H-index: 51
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  • Citations (7)
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The international Education for All initiative to bring about universal primary education has resulted in large enrollment increases in lower income countries but with limited outcomes. Due to scarcity in material and human resources, all but the better off often fail to learn basic skills. To improve performance within the very limited capacities of low-income educational systems, instructional interventions ought to be designed according to the ways people retain and recall information most ef...
2 CitationsSource
#1Elizabeth Ligon Bjork (UCLA: University of California, Los Angeles)H-Index: 31
#2Benjamin C. Storm (UIC: University of Illinois at Chicago)H-Index: 21
Research on how individuals monitor their level of comprehension during study paints a picture of learners as being insensitive to many of the factors or conditions of learning that can enhance long-term retention and transfer. In previous research, however, deWinstanley and Bjork (2004) demonstrated that learners—if made sensitive to the memorial benefits of generation in the context of an informative test following study of a text passage in which they had encoded both to-be-read and to-be-gen...
12 CitationsSource
#1J. Metcalfe-eich (Columbia University)H-Index: 51
#2Nate Kornell (Williams College)H-Index: 33
Last. Bridgid Finn (Columbia University)H-Index: 19
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We investigated whether the superior memory performance sometimes seen with delayed rather than immediate feedback was attributable to the shorter retention interval (orlag to test) from the last presentation of the correct information in the delayed condition. Whetherlag to test was controlled or not, delayed feedback produced better final test performance than did immediate feedback, which in turn produced better performance than did no feedback at all, when we tested Grade 6 children learning...
70 CitationsSource
Reading depends on the speed of visual recognition and capacity of short-term memory. To understand a sentence, the mind must read it fast enough to capture it within the limits of the short-term memory. This means that children must attain a minimum speed of fairly accurate reading to understand a passage. Learning to read involves “tricking” the brain into perceiving groups of letters as coherent words. This is achieved most efficiently by pairing small units consistently with sounds rather th...
32 CitationsSource
#1J. Metcalfe-eich (Columbia University)H-Index: 51
#2Nate Kornell (UCLA: University of California, Los Angeles)H-Index: 33
Last. Lisa K. Son (Barnard College)H-Index: 17
view all 3 authors...
In three experiments, learning performance in a 6- or 7-week cognitive-science based computer-study programme was compared to equal time spent self-studying on paper. The first two experiments were conducted with grade 6 and 7 children in a high risk educational setting, the third with Columbia University undergraduates. The principles the programme implemented included (1) deep, meaningful, elaborative, multimodal processing, (2) transfer-appropriate processing, (3) self-generation and multiple...
59 CitationsSource
#1Michael J. Burke (Tulane University)H-Index: 31
#2Melinda L. Scheuer (IIT: Illinois Institute of Technology)H-Index: 1
Last. Rachel J. Meredith (IIT: Illinois Institute of Technology)H-Index: 1
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Drawing on contemporary theories of learning, we discuss the theoretical role of dialogue in the development of skilled activity. More specifically, we argue for why intrapersonal and interpersonal dialogue and the action-focused reflection it can engender would be expected to (a) enhance knowledge and skill development, (b) force individuals to infer causal and conditional relations between events and actions that can alter workers' ways of thinking and acting in novel, ambiguous situations, an...
42 CitationsSource
#1J. Metcalfe-eich (Columbia University)H-Index: 51
#2Nate Kornell (UCLA: University of California, Los Angeles)H-Index: 33
Principles of cognitive science hold the promise of helping children to study more effectively, yet they do not always make successful transitions from the laboratory to applied settings and have rarely been tested in such settings. For example, self-generation of answers to questions should help children to remember. But what if children cannot generate anything? And what if they make an error? Do these deviations from the laboratory norm of perfect generation hurt, and, if so, do they hurt eno...
83 CitationsSource