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Learning From Mistakes Only Works After Age 12, Study Suggests

"Eight-year-old children have a radically different learning strategy from twelve-year-olds and adults. Eight-year-olds learn primarily from positive feedback ('Well done!'), whereas negative feedback ('Got it wrong this time') scarcely causes any alarm bells to ring. Twelve-year-olds are better able to process negative feedback, and use it to learn from their mistakes. Adults do the same, but more efficiently. "

Tags: brain on 2008-10-16 and saved by8 people -All Annotations (8) -About

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Connections Between Vision And Movement, As They Relate To Perceived Threats, Autism

Tags: autism, sensory-processing, brain on 2008-10-16 -All Annotations (1) -About

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The Truth about False Memories

Tags: brain, memory on 2008-09-09 -All Annotations (0) -About

more fromwww.ucop.edu

Can food improve brain health?

"Several components of diet seem to have a positive effect on brain function."

Tags: food, brain, health on 2008-09-09 -All Annotations (0) -About

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Students Remember...What They Think About

Tags: memory, brain on 2008-08-21 and saved by2 people -All Annotations (0) -About

more fromwww.aft.org

Cognitive science has shown that what ends up in a learner’s memory is not
simply the material presented--it is the product of what the learner thought
about when he or she encountered the material. This principle illuminates
one important origin of shallow knowledge and also suggests how to help
students develop deep and interconnected knowledge.
The notion that education should
emphasize meaning is deeply ingrained in our system and has been for a
generation or more. There cannot be many teachers who ask their students to
learn facts without concern for a larger picture. So how do students end up
with shallow knowledge?
shallow knowledge is simply a step
on the way to deep knowledge.
Clearly the sort of deep knowledge we
want our students to have is objectively harder to obtain than shallow
knowledge, because knowledge of the facts and knowledge of the
conclusion and knowledge of their interrelationships are prerequisite
to it. We want students to know how the different levels of hierarchy relate
to one another; it’s not enough to have memorized each level in isolation of
the others. That connected knowledge will inevitably be the last thing that
the student acquires. Thus, some students’ knowledge will be shallow simply
because they are not far enough along yet.
Other students may effectively quit learning before they
reach the deep understanding that is our goal for them. A student may learn
the facts about Pearl Harbor and think "All right, I’ve learned a lot about
this stuff.
Despite what was offered to students in the teacher’s
lesson, the students attended to (thought about) something different--and
that’s what they remembered.
advocates of discovery
learning often point out that children learn to use some computer software
rapidly and effectively merely by "playing around with it." That may be
true, but that learning environment is also quite structured in that
profitless actions are immediately discouraged by the system not working. In
effect, the system is so structured that profitless discoveries are
impossible; but few classroom activities can achieve this kind of structure.
How much anatomy will students learn by "playing around" with frog
dissection? Can one anticipate the thoughts of students who dissect frogs
with little direction? Although discovery learning may be powerful in highly
structured contexts that make the correct discovery virtually inevitable, in
others it is likely to prove unproductive.
Lessons should be directed so
that students are very likely to think (or can’t help but think) about the
goal of the lesson.
The goal of the Underground Railroad lesson was not
really about biscuits--it was to encourage students to consider the
experience of escaped slaves. Therefore, a more effective starting point for
that lesson would be to ask students leading questions that encourage
consideration of what escaped slaves’ experiences would be like, which might
include questions of how they would obtain food, and what the constraints
were on the food they could get (inexpensive, cooked rapidly, etc.).

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Why Students Think They Understand—When They Don’t

"Our Mind Is Fooled When We Know Part of the Material or Related Material"

Tags: brain, misunderstanding, inference, hastiness, familiarity, discuss on 2008-08-21 -All Annotations (0) -About

more fromwww.aft.org

“Familiarity” Fools Our Mind into Thinking We
Know More than We Do
Familiarity is the knowledge of having seen or otherwise
experienced some stimulus before, but having little information associated
with it in your memory. Recollection, on the other hand, is characterized by
richer associations. For example, a young student might be familiar with
George Washington (he knows he was a President and maybe that there’s a
holiday named after him), whereas an older student could probably recollect
a substantial narrative about him.
Although familiarity and recollection are different,
an insidious effect of familiarity is that it can give you the feeling that
you know something when you really don’t. For example, it has been shown
that if some key words of a question are familiar, you are more likely to
think that you know the answer to the question
Our Mind Is Fooled When We Know
Part of the Material or Related Material
The results showed that whether or not they could
actually recognize the right answer, people gave higher feeling-of-knowing
judgments to questions using many-example categories (e.g., “Who composed
the music for the ballet Swan Lake?”) than to questions using few-example
categories (e.g., “Who choreographed the ballet Swan Lake?”). The
experimenters argued that when people see the composer question, the answer
doesn’t come to mind, but the names of several composers do. This related
information leads to a feeling of knowing. Informally, we could say that
subjects conclude (consciously or unconsciously), “I can’t retrieve the Swan
Lake composer right now, but I certainly seem to know a lot about composers.
With a little more time, the answer to the question could probably be
found.” On the other hand, the choreographer question brings little
information to mind and, therefore, no feeling of knowing.
How Students End Up with “Familiarity” and
“Partial Access” to Material

If a student believes that he knows material, he will likely divert
attention elsewhere; he will stop listening, reading, working, or
participating.
1. Rereading. To prepare for an examination,
a student rereads her classnotes and textbook. Along the way, she encounters
familiar terms (“familiar” as in she knows she’s heard these terms before),
and indeed they become even more familiar to her as she rereads. She thinks,
“Yes, I’ve seen this, I know this, I understand this.” But feeling that you
understand material as it is presented to you is not the same as being able
to recount it yourself.
2. Shallow Processing. A teacher may prepare
an excellent lesson containing a good deal of deep meaning. But this deep
meaning will only reside in a student’s memory if the student has actively
thought about that deep meaning (see “Students Remember...What They Think
About,” American Educator, Summer 2003,

www.aft.org/american_educator/summer2003/cogsci.html).
3. Recollecting Related Information.
Sometimes students know a lot of information related to the target topic,
and that makes them feel as though they know the target information.

AFT - Publications - American Educator - Spring 2006 - How Knowledge Helps

Tags: brain, learning on 2008-08-21 and saved by2 people -All Annotations (0) -About

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Critical Thinking : Why is it so hard to teach? (PDF)

"There’s no such thing as critical thinking “skills.” There are strategies that aid critical thinking—but these can only take one’s thinking to the precipice, no further. Then what? Critical thinking depends on knowing relevant content very well—and thinking about it, repeatedly, in critical ways."

Tags: critical-thinking, brain on 2008-08-21 -All Annotations (0) -About

more fromwww.aft.org

AFT: Publications: American Educator: Winter 2002: Ask the Cognitive Scientist

Tags: brain on 2008-08-21 and saved by2 people -All Annotations (0) -About

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University of California - Science Today | Brain Researcher Looks into Strength Handedness

Tags: brain on 2008-08-19 -All Annotations (0) -About

more fromwww.ucop.edu

www.danielwillingham.com - Daniel T. Willingham

Tags: brain, learning, critical-thinking on 2008-08-11 and saved by4 people -All Annotations (0) -About

more fromwww.danielwillingham.com

Tag Archive for ‘Daniel T. Willingham’ at The Core Knowledge Blog

Tags: critical-thinking, brain on 2008-08-11 -All Annotations (0) -About

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Jay Mathews - The Thinking Behind Critical Thinking Courses - washingtonpost.com

"The processes of thinking are intertwined with the content of thought (that is, domain knowledge)," Willingham says. "Thus, if you remind a student to 'look at an issue from multiple perspectives' often enough, he will learn that he ought to do so, but if he doesn't know much about an issue, he can't think about it from multiple perspectives."

Tags: critical-thinking, brain, thinking on 2008-08-11 -All Annotations (0) -About

more fromwww.washingtonpost.com

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Wisely 's Bookmarks tagged brain → View Popular

Learning From Mistakes Only Works After Age 12, Study Suggests

Connections Between Vision And Movement, As They Relate To Perceived Threats, Autism

The Truth about False Memories

Can food improve brain health?

Children With A.D.D. - 2 Lectures

Between the Bible and Brain Scans: Understanding Depression

Traumatic Brain Injury: Turning Your Captivity into Coming Home

Students Remember...What They Think About

Why Students Think They Understand—When They Don’t

AFT - Publications - American Educator - Spring 2006 - How Knowledge Helps

Critical Thinking : Why is it so hard to teach? (PDF)

AFT: Publications: American Educator: Winter 2002: Ask the Cognitive Scientist

University of California - Science Today | Brain Researcher Looks into Strength Handedness

www.danielwillingham.com - Daniel T. Willingham

Tag Archive for ‘Daniel T. Willingham’ at The Core Knowledge Blog

Jay Mathews - The Thinking Behind Critical Thinking Courses - washingtonpost.com

Neurogenesis and Brain Plasticity in Adult Brains

Understanding the Biochemistry of Neurodegenerative Disease

Remedial Instruction Rewires Dyslexic Brains, Provides Lasting Results, Study Shows

YouTube - Test Your Awareness: Do The Test

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