Classical conditioning may be one mechanism by which people acquire phobias - association of situation involving a spider, e.g., startle, bite (US) --> fear, with a spider (NS-->CS), CR becomes anxiety or fear
Prediction of an outcome, e.g., using a pretest, and retrieval practice (testing effect) are highlighted
Mark MacDaniel, one of the authors of "Make it Stick: The Science of Successful Learning
Overview of learning style arguments
Good instructions for training roll-over using operant conditioning
A playlist of videos about learning, mostly from TED
Make sure the sound is on. Cat has clearly learned from past experience. Which schedule of reinforcement does this represent? What is the reinforcer?
o-Medieval settings, you may come away with a mistaken impression that you ...know what life in the Middle Ages was like. Plus, real history offers new ideas that you might want to incorporate into your own stories in the future.
And this is not to say that all Medieval-esque settings slip into these myths; only that many, many do.
1. Peasants were a single class of people who were more or less equal to one another.
2. Inns were public houses with big common halls below and rooms above.
3. You would never see a woman engaged in a trade such as armorer or merchant.
4. People had horrible table manners, throwing bones and scraps on the floor.
5. People distrusted all forms of magic and witches were frequently burned.
6. Men's clothing was always practical and functional.
7. Servants were all low-class people.
8. Medicine was based on pure superstition.
9. The most powerful military force consisted of armored knights riding into battle.
10. Only men's sexual pleasure was important.
And from another thread's comments:
Even old(er) dogs brains change when they learn new tricks. Study was done on adult students. Would like to see it repeated on aging adults (older than 60).
As part of a resurgence of interest in how experience affects brain structure and function, researchers looked at brains before and after intense LSAT preparation. As compared with a matched control group, students who trained developed more connectivity and increased myelination between frontal lobe areas and frontal and parietal lobe areas (Diffusion Tensor Imaging). Whether brain changes persist over longer periods of time wasn't studied.
Cognitive function scores were found to be lower four years later for children who were spanked frequently as toddlers than for children who were not spanked. Correlation or cause-effect?
Students who struggled with problems and made errors showed better retention and deeper learning later on than students who were guided to the solutions.
Effective (and ineffective) ways of providing on the job training. Has a lot in common with effective and ineffective techniques for classroom instruction, too.
Learning strategies, metacognition: several skills that help students (of any age) learn more effectively. "Study hard" doesn't cut it.
About different types of neural plasticity - links and sources of info.
Absence or low levels of an enzyme that regulates protein synthesis, PERK, reduces the ability of mice to modify a learned response. Postmortem analysis of brains of schizophrenic patients, who have lower ability to modify behaviors, showed lower levels of PERK than normals.
Interesting musings on incidental vs intentional learning