Getting It Wrong: Surprising Tips on How to Learn: Scientific American - The Diigo Meta page

• 29 Nov 09
  

  Ava Erickson

  Scientific American making mistakes learning education memory how-to-learn

• 20 Nov 09
  

  athena preston

  New research makes the case for hard tests, and suggests an unusual technique that anyone can use to learn

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• 16 Nov 09
  

  Lois Lindell

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• 29 Oct 09
  

  Lawrence Shelton

  The latter part suggests simple strategies for increasing learning.

  Learning Expression Strategies

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  Bob Rowan

  shared by Kathy Walker/Magi Koch, 10/29/2009, "In light of several conversations we’ve had this year about encouraging kids to allow themselves to make mistakes, this article has a pretty interesting take on the value of mistake sin learning."

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  • learning becomes better if conditions are arranged so that students make errors
• 28 Oct 09
  

  Andi Vida

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  Elizabeth Koh

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• 26 Oct 09
  

  Bonnie Lee

  New research makes the case for hard tests, and suggests an unusual technique that anyone can use to learn

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  Patti Porto

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  Phil Taylor

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  Jean Potter

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  Joseph Alvarado

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• 25 Oct 09
  

  Lise Bofinger

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• 

  Tero Toivanen

  Research by Nate Kornell, Matthew Hays and Robert Bjork at U.C.L.A. that recently appeared in the Journal of Experimental Psychology: Learning, Memory and Cognition reveals that this worry is misplaced. In fact, they found, learning becomes better if conditions are arranged so that students make errors.

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  • research by Nate Kornell, Matthew Hays and Robert Bjork at U.C.L.A. that recently appeared in the Journal of Experimental Psychology: Learning, Memory and Cognition reveals that this worry is misplaced. In fact, they found, learning becomes better if conditions are arranged so that students make errors.
  • People remember things better, longer, if they are given very challenging tests on the material, tests at which they are bound to fail. In a series of experiments, they showed that if students make an unsuccessful attempt to retrieve information before receiving an answer, they remember the information better than in a control condition in which they simply study the information. Trying and failing to retrieve the answer is actually helpful to learning. It’s an idea that has obvious applications for education, but could be useful for anyone who is trying to learn new material of any kind.
• 24 Oct 09
  

  elke das

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  Lois Lindemann

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  William Russo

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  • People remember things better, longer, if they are given very challenging tests on the material, tests at which they are bound to fail. In a series of experiments, they showed that if students make an unsuccessful attempt to retrieve information before receiving an answer, they remember the information better than in a control condition in which they simply study the information. Trying and failing to retrieve the answer is actually helpful to learning.
• 

  scabw Wbacs

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  Betzi Bateman

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  Linda Cahall
• 23 Oct 09
  

  Jon Marshall

  Great article on learning through failure! Share with AP Psych students.

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• 

  f g

  education learning memory how-to-learn pedagogy podcast english

• 

  Arne van Elk

  Je onthoudt zaken beter wanneer je er eerst flink ZELF mee aan de slag gaat en fouten maakt, dan wanneer je het goede antwoord op een presenteerblaadje krijgt. Is dat nieuw?

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  • The idea embedded in this approach is that if students make errors, they will learn the errors and be prevented (or slowed) in learning the correct information. But research by Nate Kornell, Matthew Hays and Robert Bjork at U.C.L.A. that recently appeared in the Journal of Experimental Psychology: Learning, Memory and Cognition reveals that this worry is misplaced. In fact, they found, learning becomes better if conditions are arranged so that students make errors.

    
    

    People remember things better, longer, if they are given very challenging tests on the material, tests at which they are bound to fail. In a series of experiments, they showed that if students make an unsuccessful attempt to retrieve information before receiving an answer, they remember the information better than in a control condition in which they simply study the information. Trying and failing to retrieve the answer is actually helpful to learning. It’s an idea that has obvious applications for education, but could be useful for anyone who is trying to learn new material of any kind.

• 22 Oct 09
  

  Cochin Blogger

  brain education

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  Manoj Chandrasekharan

  education learning memory how-to-learn pedagogy

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  Susan Nugent

  education learning memory how-to-learn pedagogy

• 

  Rob Wall

  Never underestimate the power of a good mistake.

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• 

  Carol Furchner

  Get it wrong to get it right - trying to guess an answer before you study the material improves later retention, at least for some types of materials

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  • In a series of experiments, they showed that if students make an unsuccessful attempt to retrieve information before receiving an answer, they remember the information better than in a control condition in which they simply study the information. Trying and failing to retrieve the answer is actually helpful to learning.
• 

  Kat Barber

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• 

  Jeff Bordogna
  • People remember things better, longer, if they are given very challenging tests on the material, tests at which they are bound to fail. In a series of experiments, they showed that if students make an unsuccessful attempt to retrieve information before receiving an answer, they remember the information better than in a control condition in which they simply study the information. Trying and failing to retrieve the answer is actually helpful to learning. It’s an idea that has obvious applications for education, but could be useful for anyone who is trying to learn new material of any kind.
• 

  Terry Elliott
• 

  Leo

  New research makes the case for hard tests, and suggests an unusual technique that anyone can use to learn

• 

  Scott Monahan

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  Erudite

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  • Trying and failing to retrieve the answer is actually helpful to learning. It’s an idea that has obvious applications for education, but could be useful for anyone who is trying to learn new material of any kind.
• 

  Caitlin Cahill

  education learning memory pedagogy

  • But research by Nate Kornell, Matthew Hays and Robert Bjork at U.C.L.A. that recently appeared in the Journal of Experimental Psychology: Learning, Memory and Cognition reveals that this worry is misplaced. In fact, they found, learning becomes better if conditions are arranged so that students make errors.
  • In fact, they found, learning becomes better if conditions are arranged so that students make errors
  • 1 more annotations...
  • • People remember things better, longer, if they are given very challenging tests on the material, tests at which they are bound to fail.
• 

  bibliologue

  learning memory

• 21 Oct 09
  

  Rhonda Roysden
• 

  Tom Liam Lynch

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• 

  Roger Zuidema

  New research makes the case for hard tests, and suggests an unusual technique that anyone can use to learn

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• 

  d major

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• 20 Oct 09
  

  barb dybwad

  "The idea embedded in this approach is that if students make errors, they will learn the errors and be prevented (or slowed) in learning the correct information. But research by Nate Kornell, Matthew Hays and Robert Bjork at U.C.L.A. that recently appeared in the Journal of Experimental Psychology: Learning, Memory and Cognition reveals that this worry is misplaced. In fact, they found, learning becomes better if conditions are arranged so that students make errors."

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• 

  Shrutarshi Basu

  "New research makes the case for hard tests, and suggests an unusual technique that anyone can use to learn"

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  Isk Aldur

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Page Comments

• 
  Casserole Egg on 2009-10-22
  well thats interesting...

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