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bk:how_we_think_and_learn

How we think and learn

Ch 1. The General Nature of Human Cognition and Learning: Probably Not Quite What You Think It Is

Cognition and thinking

Many animals can learn, but humans are unique in that:

  • complex language
  • repository of knowledge - culture/society
  • metacognition

Our memory is not like a camera

  1. it is incomplete
  2. it is inaccurate - interpreted rather than literature
  3. it is not permanent

Teaching and learning

  • we do not naturally know how to learn and remember
  • we do not naturally know how to teach

Strategies

  • Self
    • don't try to remember all
  • look for patterns
  • fit existing knowledge
  • Teaching
    • provide framework
  • provide reason

Ch3. Cognition and Learning as Constructive Processes: Finding Order in Chaos

  • Encoding information
    • verbal labels
    • symbols
    • behaviours
    • imagery
    • gist/ ubuntu
  • Construction of meaning
    • self -gestalt –> closure —— — –
    • co-construction of meaning
      • mostly good, some bad (e.g. conspiracy theories)
  • Organizing our thoughts
    • concepts
    • schema
    • scripts (for events)
    • personal theories
    • world views
  • Self strategies
    • realize we may be wrong
    • seek out other perspectives
  • Instructional strategies
    • explicitly teach new concepts

Ch 4. Key components of memory

2020-09-01

  • Brain functions as integrated system, but useful to consider different components/ functions of memory
  • coding, storage, retrieval
  • Types
    • Storage register 2-3 s, unencoded
  • needs attention
    • Working (short-term) memory, 7 numbers/4 items, 30s
    • LT memory: limitless
    • declarative vs procedures (+/- conditional) knowledge
  • Central executive - in pre-frontal cortex as “manager”
  • There is also “implicit” learning vs “explicit”:
    • apples / apricots more common
    • horses found in field/ shops
  • self-strategies: focus on need to know vs nice to know; attention
  • instruction: keep attention

Ch 6 Remembering, Forgetting, misremembering

  • Long term memory - size is large BUT
  • Retrieval is one problem
    • retrieval cues - internal vs external
    • context is important
  • Semantic vs episodic memory
  • Decay - if not used
  • Reconstruction when retrieving memory - may be “misremembering”
  • “Prospective memory” – need to remember sometime at some specific time
  • Interference e.g. capital of Turkey
  • “incubate a problem”

History

  • 2020-08-26 created
  • 2020-08-28 added Chapter 3
  • 2020-09-19 added Chapter 6
bk/how_we_think_and_learn.txt · Last modified: 2020/09/19 10:11 by admin