How We Learn

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How We Learn Remember

• Mike Walker
• UNIV-1011 University Success
• January 11, 2006

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Learning Outcomes

• explore the questions
• What is learning?
• How do we learn?
• examine several theories of learning
• examine levels of learning understanding
  thinking
• discuss the roles in the learning process of
• attitude
• the brain information processing
• memory

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Part I - How Do We Learn?

• Learning Theories Theorists

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How Do We Learn?

• Were we taught to learn?
• Did we have learning class as babies?
• What is the process by which we are presented
  with new tasks or information then demonstrate a
  skill or write a paper?
• How might learning happen?

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Theories of Learning

• tabula rasa or blank slate
• John Locke
• Essay Concerning Human Understanding, 1690
• simply that the mind is like an empty vessel
  waiting to be filled

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Learning Theories - Activity

• Break into groups scan the handout
• Briefly identify the major philosophy or
  components of the theory, i.e. how does the
  theory say that we learn?
• Present
• Name of the theory
• Name of associated theorists (if identified)
• Time theory was popular (if identified)
• Brief overview of the theory and the core belief
  (main points - one paragraph)

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Theories of Learning

• tabula rasa or blank slate
• John Locke
• Essay Concerning Human Understanding, 1690
• simply that the mind is like an empty vessel
  waiting to be filled

• Jean Piaget (1896-1980)
• 4 Developmental Stages
• based on the idea that the developing child
  builds cognitive structures--in other words,
  mental "maps," schemes, or networked concepts for
  understanding and responding to physical
  experiences within his or her environment.

(source Online www.funderstanding.com)
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Theories of Learning

• Behaviorism
• B. F. Skinner
• a theory of animal and human learning that only
  focuses on objectively observable behaviors and
  discounts mental activities. Behavior theorists
  define learning as nothing more than the
  acquisition of new behavior.

• Control Theory
• William Glasser
• behavior is never caused by a response to an
  outside stimulus. Instead, the control theory
  states that behavior is inspired by what a person
  wants most at any given time survival, love,
  power, freedom, or any other basic human need.

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Theories of Learning

• Observational Learning
• Albert Bandura
• a social learning theory which states that occurs
  when an observer's behavior changes after viewing
  the behavior of a model.

• Social Cognition
• L. S. Vygotsky
• a social cognition learning model asserts that
  culture is the prime determinant of individual
  development. Humans are the only species to have
  created culture, and every human child develops
  in the context of a culture.

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Theories of Learning

• Brain-based Learning
• This learning theory is based on the structure
  and function of the brain. As long as the brain
  is not prohibited from fulfilling its normal
  processes, learning will occur.

• Neuroscience
• The nervous system and the brain are the physical
  foundation of the human learning process.
  Neuroscience links our observations about
  cognitive behavior with the actual physical
  processes that support such behavior. This theory
  is still "young" and is undergoing rapid,
  controversial development.

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Theories of Learning

• Right Brain vs. Left Brain
• This theory of the structure and functions of the
  mind suggests that the two different sides of the
  brain control two different "modes" of thinking.
  It also suggests that each of us prefers one mode
  over the other.

• Learning Styles
• This approach to learning emphasizes the fact
  that individuals perceive and process information
  in very different ways. The learning styles
  theory implies that how much individuals learn
  has more to do with whether the educational
  experience is geared toward their particular
  style of learning than whether or not they are
  "smart."

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Theories of Learning

• Constructivism (current theory in favour)
• a philosophy of learning founded on the premise
  that, by reflecting on our experiences, we
  construct our own understanding of the world we
  live in. Each of us generates our own "rules" and
  "mental models," which we use to make sense of
  our experiences. Learning, therefore, is simply
  the process of adjusting our mental models to
  accommodate new experiences.

• Multiple Intelligences
• This theory of human intelligence, developed by
  psychologist Howard Gardner, suggests there are
  at least seven ways that people have of
  perceiving and understanding the world. Gardner
  labels each of these ways a distinct
  "intelligence"--in other words, a set of skills
  allowing individuals to find and resolve genuine
  problems they face.

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Guiding Principles of Constructivism

• Learning is a search for meaning. Therefore,
  learning must start with the issues around which
  students are actively trying to construct
  meaning.
• Meaning requires understanding wholes as well as
  parts. And parts must be understood in the
  context of wholes. Therefore, the learning
  process focuses on primary concepts, not isolated
  facts.

• In order to teach well, we must understand the
  mental models that students use to perceive the
  world and the assumptions they make to support
  those models.
• The purpose of learning is for an individual to
  construct his or her own meaning, not just
  memorize the "right" answers and regurgitate
  someone else's meaning.

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How you learned . . .

• Many (perhaps most) of the things that you do
  everyday, some which are cognitively complex,
  were not learned in school.

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Things you didnt learn in school

• Walk and run
• Talk -- at least one language
• Ride a bike
• Swim
• Give directions
• Bake cookies

• Draw a picture
• Plant a garden
• Baby-sit
• Build models or crafts
• Interact with others

You are already an expert learner!
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However, learning in a new environment may
require . . .

• new skills
• new attitudes

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Unfortunately

• Some minds are like concrete thoroughly mixed
  and permanently set

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So ask yourself regularly

• so hows it workin for ya?
• or
• If you keep doing what youre doing you will keep
  getting what you are getting!
• Ingrid

image source www.drphil.com
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• Nude Descending a Staircase
• Painted in 1912 by Marcel Duchamp (1897 - 1968)
• . . . symbolic painting. . . a dynamic form of
  cubism

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Basic Precept

• Your mind is like a parachute -- it only works
  when its open.
• Anonymous

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Part II - Learning the Brain

• How might these theories apply to you?

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The Potential of Your Brain

• Three basic learning modalities
• Eight intelligences

• Trillions trillions of brain cells
• 100 billion neurons in thinking brain
• 20,000 possible connections between neurons
• Three brains in one
• Two sides to the brain

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The Triune Brain

• Reptilian (lower)
• basic body function
• fight or flight
• Limbic (middle)
• mammalian
• regulates immune hormone systems, sexuality,
  emotion (memory?)
• Cortical (higher)
• reason, use language, plan, think abstractly

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Our Auto Pilot

• The brain helps us to learn, naturally and
  intuitively
• Demonstration 1
• Demonstration 2

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Demo 1 - Count the Fs

• FINISHED FILES ARE THE RE-SULT OF YEARS OF
  SCIENTIFIC STUDY COMBINED WITH THE EX- PERIENCE
  OF YEARS.

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Demo 1 - Count the Fs

• How may Fs were there?
• FINISHED FILES ARE THE RE-SULT OF YEARS OF
  SCIENTIFIC STUDY COMBINED WITH THE EX- PERIENCE
  OF YEARS.
• Many of you ignored the unimportant words - -
  automatically subconsciously!

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Demo 2 - Count the triangles?
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Demo 2 the kaniza effect

• Most people will see a white triangle in front of
  another triangle and three circles. And they may
  count up to 8 triangles.
• Even when you know that the white triangle does
  not really exist, your brain tries to make sense
  of this pattern by going for the most likely
  explanation.
• Reference http//www.youramazingbrain.org.uk/supe
  rsenses/kaniza.htm

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Our Auto Pilot

• The brain helps us to learn, naturally and
  intuitively
• Our brain wants to help us make sense of the
  world - achieve equilibrium
• Learning occurs because of disequilibrium -
  discomfort or a sense of wonder is natural

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However . . .

• the brain is also a tool that we mustconsciously
  use to learn and express our understanding.

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Domains of Learning

• As is reflected in Constructivist theory,
  Benjamin Bloom believed there was more to
  learning than memorizing the right answer.
• Three domains to learning
• Cognitive thinking
• Affective feeling
• Psychomotor - doing

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Blooms Taxonomy of the Cognitive Domain

• 6 levels of understanding or thinking
• from simplest to most complex
• knowledge
• comprehension
• application
• analysis
• synthesis
• evaluation

simplest most complex or abstract
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Knowledge2

• observation and recall of information
• knowledge of dates, events, places
• knowledge of major ideas
• mastery of subject matter

• Question Cueslist, define, tell, describe,
  identify, show, label, collect, examine,
  tabulate, quote, name, who, when, where, etc.

2. source online Blooms Taxonomy. Learning
Skills Program. University of Victoria
http//www.coun.uvic.ca/learn/program/hndouts/bloo
m.html
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Comprehension2

• understanding information
• grasp meaning
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences

• Question Cues summarize, describe, interpret,
  contrast, predict, associate, distinguish,
  estimate, differentiate, discuss, extend

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Application2

• use information
• use methods, concepts, theories in new situations
  
• solve problems using required skills or knowledge
  

• Questions Cues apply, demonstrate, calculate,
  complete, illustrate, show, solve, examine,
  modify, relate, change, classify, experiment,
  discover

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Analysis2

• seeing patterns
• organization of parts
• recognition of hidden meanings
• identification of components

• Question Cuesanalyze, separate, order, explain,
  connect, classify, arrange, divide, compare,
  select, explain, infer

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Synthesis2

• use old ideas to create new ones
• generalize from given facts
• relate knowledge from several areas
• predict, draw conclusions

• Question Cuescombine, integrate, modify,
  rearrange, substitute, plan, create, design,
  invent, what if?, compose, formulate, prepare,
  generalize, rewrite

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Evaluation2

• compare and discriminate between ideas
• assess value of theories, presentations
• make choices based on reasoned argument
• verify value of evidence
• recognize subjectivity

• Question Cuesassess, decide, rank, grade, test,
  measure, recommend, convince, select, judge,
  explain, discriminate, support, conclude,
  compare, summarize

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How do we think . . .

• Information Processing

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A Simple Model of Learning Information
Processing

• Sensory Input
• Decoding
• Processing
• May include Storage and/or Retrieval processes
• Encoding
• Physical Output

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A Visual IP Model - Learning and Memory
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Info Processing the Analogy

• Brain
• The Senses
• see
• hear
• touch
• smell/taste

• Computer
• Input devices
• scanner
• microphone
• keyboard/mouse
• modem

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Analogy

• Brain
• Working Memory
• Central Processor
• neuro-network

• Computer
• RAM
• 4MB or 128MB
• Central Processor
• 286 or Pentium IV?

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Analogy

• Brain
• Long-Term Memory

• Computer
• Hard Drive

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Analogy

• Brain
• Encoding/Decoding, Absorption/ Retrieval
• abilities
• practice
• learned skills
• strategies

• Computer
• Operating system
• DOS or Windows
• Software
• Notepad or Word

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Analogy

• Brain
• Physical Output
• auditory
• kinesthetic
• tactile
• affective

• Computer
• Output Devices
• monitor
• printer
• speakers
• modem

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Where the analogy ends

• functioning computers have perfect memories - few
  of us do
• a computers processing is linear and fixed the
  human brain is self-organizing, the structure of
  the brain's neuron connections is loose,
  flexible, "webbed," overlapping, and redundant1
• therefore, computers process information
  effectively but cannot make meaning
  (Constructivism) - we have the flexibility of
  human thought

1. Source 0nline www.funderstanding.com/neuroscie
nce.cfm
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Part III - How do We Remember?

• Learning Memory

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What is Memory?Poetically . . .

• Memory is history recorded in our brain, memory
  is a painter, it paints pictures of the past and
  of the day.
• Grandma Moses
• American Painter

Image source online www.thisisvermont.com/images/
story/ images/museum/moses.jpeg
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What is Memory?

• chemical connections between neurons caused by
  strong associations
• created by action, sensory or emotional event
• sustained by repetition

• Memory neural traces in your brain

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Where is Memory?

• Reptilian (lower)
• basic body function
• in the cerebellum
• skill memory
• Limbic (middle)
• mammalian
• hippocampus
• long-term memory
• Cortical (higher)
• prefrontal cortex
• working memory

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Types of Memory

• Sensory
• exact copy, lasts for a second or less
• What was that sound?
• Short-term/Working Memory
• temporary storage, 10 to 20 seconds
• typically 7 items telephone number
• taking notes, solving a math problem, answering
  an exam question
• Long-term
• hopefully permanent
• relies on storage and retrieval

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I like this quote

• The true art of memory is the art of attention.
• Samuel Johnson

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The Three Rs of Memory

• Registration (Encoding)
• something comes to your attention that has
  meaning
• Retention (Storage)
• a conscious decision to remember followed by a
  strategy to make it happen
• Recall (Retrieval)
• ability to remember usually linked to
  strategy/technique used in retention
• text book processes are similar

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Another IP Model - Attention and Memory
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What do we remember?

• Demonstration 3
• Primacy effect
• Recency effect
• Frequency effect
• Distinctiveness effect
• Organization effect
• Reconstruction effect

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One Technique to Remember

• Demonstration 4
• Half of the class - heads down
• Read the following list - Ill give you 15 seconds

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Demo 4a
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Demo 4a
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Demo 4b
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Demo 4b
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Demo 4b

• Tally the score for the two groups

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Example of Chunking

• Random list
• verses
• Chunked list

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How do we forget?

• Herman Ebbinghaus, 1885
• subjects memorize a list of meaningless, three
  letter words
• Graphic Source www.york.ac.uk/depts/maths/histsta
  t/people/ebbinghaus.gif

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Ebbinghaus Curve www.psych.purdue.edu/ben/285su2
001/notes/figures/5-forgettingcurve.htm
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How do we forget?
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Overcoming the Curve
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Overcoming the Forgetting CurveAnalogy the
Fishing Trip
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So Review

• 10 min - After class (or in evening) by
  completing, organizing comprehending
  (rewriting, typing) notes (e.g. Cornell right
  column)
• 24 hr Next day, before Ebbinghaus kicks in,
  reread notes, condense to main ideas create
  questions (e.g. Cornell left column)
• 1 week - Before class the following week or
  earlier, review and self-test your recall (e.g.
  Cornell, cover right column self-test from
  left)
• Therefore, when you prepare to study for your
  midterms and finals, you have already reviewed
  the material a minimum of 3 times

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Improving Your Memory

• Read pages 189 to 196 from your text and
  implement these strategies!
• Use Specific Strategies
• Have purpose and intention
• Understand what you memorize
• Recite, rehearse write
• Study during short but frequent sessions
• Separate material into manageable sections
• Use a tape recorder selectively

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Improving Your Memory

• Use Visual Aids
• flash cards, mind maps
• Use Critical Thinking
• process the info, relate it to prior knowledge
• Use Mnemonic Devices
• Create visual images associations (RR phil)
• Use an Idea Chain (statue)
• Create acronyms (HOMES, SCUBA)
• Use songs or rhymes (30 days, P of W)

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Improving Your Memory

• Relax
• Be active
• Use many intelligences
• Organize your time
• Chunk material
• Create strong associations

• Practice output
• Review early and regularly
• Develop memory aids
• Practice, practice, practice
• Sleep on it

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Summary Memory Aids/Techniques

• Basic
• flash cards
• mind maps
• mnemonic devices - auditory and visual
• rhymes, rhythms, songs

• Advanced
• ( See Mind Tools web site)
• Memory Peg System
• Linking System
• Location Method (Roman Room)
• Rhyming Method

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Internet Resources - Memory

• Interactive Online Study Skills Workshops from
  Virginia Tech - www.ucc.vt.edu/stdysk/stdyhlp.html
  
• www.ucc.vt.edu/lynch/ImprovConcentration.htm
• Mind Tools-Memory Techniques Mnemonics
• www.mindtools.com/memory.html
• Study Guides Strategies - Using Memory
  Effectively
• www.studygs.net/memory.htm
• The Memory Page
• www.thememorypage.net/
• Exploratorium The Memory Exhibition
• www.exploratorium.edu/memory/
• Your Amazing Brain
• www.youramazingbrain.org.uk/

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Keys to Success online resources

• Type in
• www.pearsoned.ca/carter
• will take you to
• http//wps.prenhall.com/ca_ph_carter_keys_3
• Click on
• Student Resources
• Click on
• Listening, Note Taking, and Memory...

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For Next Class

• Read Chapter 2 Self-Awareness
• Complete the 2 learning style inventories
• Pathways to Learning (Multiple Intelligences)
• Error item 7 should be in the
  Verbal-Linguistic box
• Personality Spectrum (based on MBTI)
• ! pay attention to page 41 - Scoring
• be prepared to discuss how these results might
  relate to your course, program, and career choices

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... so, what did we learn today?

• What is learning?/How do we learn?
• Theories of learning - 12 theories
• Constructivism learning is making meaning
• Attitude opening our minds to learning
• The Brain - our primary learning tool
• a bit about how it functions, automatically
• a bit about how it helps us learn

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... so, what did we learn today?

• Levels of Information Processing from the
• Intuitive to the
• Consciously cognitive - Blooms Taxonomy
• Memory and how it works
• one memory system (of many)
• one memory technique (of many)

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... so, what did we learn today?

• Where to find out more
• from our textbook
• from the web

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Reminders

• Collect Journals