ac02 presentation5 schmidt didactic

Six Principles ofHuman Learning: 

Six Principles of Human Learning Henk G. Schmidt Department of Psychology Erasmus University Copenhagen, September 2001

Slide2: 

Example of a medical problem. A plumber sees his doctor with the following complaint: "This morning during a vehement cough, all of a sudden I tasted blood in my mouth. As this has occurred more often these past few weeks I am becoming a bit anxious." Please explain these phenomena

The “Seven jump”: 

The “Seven jump” 1. Clarify terms and concepts in the problem description unknown to you 2. Define the problem; that is: List the phenomena to be explained 3. Analyse the problem; try to produce as many different explanations for the phenomena as you can think of. Use prior knowledge and common sense 4. Arrange the explanations proposed: Try to produce a coherent desciption of the processes that, according to what you think, underly the phenomena 5. Formulate learning goals 6. Attempt to fill the gaps in your knowledge through selfstudy 7. Share your findings with your group and try to integrate the knowledge acquired into a comprehensive explanation for the phenomena. Check whether you know enough

The “Seven Jump”: 

The “Seven Jump” 1. Clarify unclear phrases and concepts in the description of the problem 2. Define the problem; which means: Describe exactly which phenomena have to be explained or understood 3. 3. Brainstorm: Using your prior knowledge and common sense, try to produce as many different explanations as possible 4. 4. Elaborate on the proposed explanations: try to construct a detailed coherent personal “theory” of the processes underlying the phenomena 5. 5. In the process formulate learning issues 6. 6. Try to fill gaps in your knowledge of the problem through self-study 7. 7. Report your findings in the group and try to integrate the acquired knowledge in a suitable explanation for the phenomena. Check whether you know enough. Evaluate the process of knowledge acquisition.

Little monsters: 

Little monsters

Six Principles ofHuman Learning: 

Six Principles of Human Learning Henk G. Schmidt Department of Psychology Erasmus University Bern, April 2002

Prelude: The metaphor of the empty bucket: 

Prelude: The metaphor of the empty bucket

 = 3,14......: 

 = 3,14......

You will be presented with an animal. Which animal do you see?: 

You will be presented with an animal. Which animal do you see?

Slide10: 

horse

Slide11: 

rabbit

Slide12: 

pig

Slide13: 

dog

What do people still know about school subjects after fifty years?: 

What do people still know about school subjects after fifty years? 100 80 60 40 20 10 20 30 40 50 Percentage correct Interval in years

A Patient: 

A Patient

The “Green Card”: 

The “Green Card”

A Complaint: 

A Complaint “Doctor, I had such a high fever last night that I was in my bed shaking vehemently!”

Learning by Family Doctors: 

Learning by Family Doctors Years of experience r = .68 Diagnostic performance 14 12 10 8 6 4 2

The Bath Tub: 

1 2 3 Options: The Bath Tub

Learning is Activity!: 

Learning is Activity!

The degraded text: 

The degraded text Marianne Vermeer is a university professor in educational psychology. In much of her own teaching, she uses chapters from academic books and journal articles. She carefully selects those articles and gathers them in a “reader”. The articles must be well-structured and show a coherent writing style, because it is well-known that organized, coherent texts are easier to remember than disorganized, incoherent texts. For her fourth-year elective course, “Memory - Capita Selecta”, Marianne composed such a reader. One of the articles in this reader is presenting a particularly interesting study. A popular theory about human memory, studied before by her students, is clearly rejected by the results of this study. In the examination for the course, an open question is posed about this study. Students are required to relate the presented results to the human memory theory that is questioned, and explain in their own words why the reported results are not in agreement with this theory.

Features of Learning and Memory: 

Features of Learning and Memory Learning as construction of meaning The role of prior knowledge Elaboration Organization of knowledge Contextual dependency Intrinsic interest

Nobody...: 

Nobody... Nobody tells productions when to act; they wait until conditions are ripe and then activate themselves. By contrast, chefs in the other kitchen merely follow orders. Turing units are nominated by their predecessors, von Neumann operations are all prescheduled, and LISP functions are invoked by other functions. Production system teamwork is more laissez-faire: each production acts on its own, when and where its private conditions are satisfied. There is no central control, and individual productions never directly interact. All communication and influence is via patterns in the common workspace --like anonymous "to whom it may concern" notices on a public bulletin board.

Birthday: 

Birthday Mary celebrated her birthday John gave a book

Birthday: 

Birthday Mary celebrated her birthday John gave a book Henry was happy with it

Slide26: 

A newspaper is better than a magazine. A seashore is a better place than the street. At first, it is better to run than to walk. You may have to try several times. It takes some skill but it's easy to learn. Even young children can enjoy it. Once successful, complications are minimal. Birds seldom get too close. Rain however, soaks in very fast. Too many people doing the same thing can also cause problems. One needs lots of room. If there are no complications, it can be very peaceful. A rock will serve as an anchor. If things break loose from it, however, you will not get a second chance.

Paired Association: 

Paired Association Dog Bike Shoe Fire Farm Frog Chair Flower Bird School Pipe Freedom Bath tub Archimedes

The Birds: 

The Birds

Paired Association: 

Paired Association Dog Shoe Farm Chair Bird Pipe Bath tub

Features of Learning and Memory: 

Features of Learning and Memory Learning as construction of meaning The role of prior knowledge Elaboration Organization of knowledge Contextual dependency Intrinsic interest

Flight Connections SIB Airlines: 

Flight Connections SIB Airlines Maastricht - Amsterdam vv Maastricht - Brussel vv Amsterdam - Hamburg vv Amsterdam - Edinburg vv Amsterdam - Brussel vv Amsterdam - Londen (Gatwick) vv Brussel - Parijs vv Brussel - Londen (Heathrow) vv Manchester - Londen (Heathrow) vv

Flight Connections SIB Airlines: 

Flight Connections SIB Airlines

Context dependent memory: 

Context dependent memory     Learned on land Learned underwater 0 5 10 15 20 25 30 35 40 45 50 Percentage of words recalled  Recalled on land  Recalled underwater

Features of Learning and Memory: 

Features of Learning and Memory Learning as construction of meaning The role of prior knowledge Elaboration Organization of knowledge Contextual dependency Intrinsic interest

An example: Love at first sight: 

An example: Love at first sight

Slide36: 

The picture shows the Capilano Bridge in the neighborhood of Vancouver. On this bridge, Dutton and Aron conducted in 1974 a curious experiment. A beautiful research assistant (‘Gloria’) was placed halfway on the bridge. She asked passing males to write, on the spot, a short story about a number of pictures shown. In addition, she offered the subjects the opportunity to phone her a few days later to be informed about their score for the story. Exactly the same procedure was carried out at another site, a short bridge that crosses the Capilano River three meters above water level. The stories were scored with regard to the amount of sexual content. In addition the percentage of participants that called the research assistant was recorded. About 12% of the low-bridge-males called Gloria, whereas almost half of the Capilano bridge participants called. In addition, the stories produced on the Capilano Bridge contained significantly more sexual material.

Claims of Problem-based Learning:: 

Claims of Problem-based Learning: Problem as activator op prior knowledge Small-group discussion as means of elaboration and knowledge construction Problem as context for learning Learning as intrinsically motivated Learning as self-directed

Plato’s problem: 

Plato’s problem

Slide39: 

Chunking: Learning by running Implicit learning: H. M. learns to play the Tower of Hanoi Distinctiveness vs repetition: Are you mad, all of you? Total time hypothesis: Voss’s Law Massed versus spaced practice: distribution of study time. Levels of processing Some other learning phenomena

Will it rain tomorrow?: 

Will it rain tomorrow? Approximately 85% of the Dutch population listens regularly, i.e., at least once per day, to the weather forecast. Approximately 80% of the population considers the weather forecast on radio and television to be clear and understandable. The following text is an example of a typical Dutch weather forecast as presented on radio: "Forecast for tonight and tomorrow. In the evening in the southern part of the country overcast skies, with in the southeastern region occasional showers, otherwise some cloudless periods but tomorrow in the afternoon some local showers, especially in the northern and western regions. Minimum temperatures around 10 degrees Celsius, on the Friesian Islands a few degrees higher. Maximum temperatures from 16 degrees Celsius in the northwest to 22 degrees Celsius in the southeastern regions." In a series of experiments it was found that radio presentation of this type of weather forecast results in rather low recall scores (22-29%).

Voss’s Law: 

Voss’s Law Number of hours of self-study Number of guided hours

Distribution of study time: 

Distribution of study time Study pattern in two semester program Number of hours of self study

A coin is thrown: 

A coin is thrown F h F g F h F h F g F g

Simplified Model of Cognitive System: 

Simplified Model of Cognitive System Input Sensors Short term memory Long term memory