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E15. Cognitive Constraints on Learning.

Attention:

sustained attention

divided attention

selective attention

Clothes example.

What we don't attend to is often NOT learned.

Inattention blindness, change blindness.

Billboards highway test with cellphone. (divided attention example + looking at but not seeing it example (inattention blindness)).

Working memory.

actuvely connecting new material to things we already know

need not be focused on learning, specifically: We are likely to learn even if the reason is not explicitly for learning.

Intentions DO influence:

What we pay attetion to.

How we engage with it within working memory.

Executive functions:

Planning

Flexibility

Inhibition

These are connected to the ways in which we deliberatly imply and shift and focus our attentional capacities and making use of working memory capacity in the service of our goals.

Planning - capacity to think through a complicated task to avoid early and coslty errors.

Assessing the rules and the constraints on what you can do, and figuring out a solution that isn't going to violate those rules.

The Tower of Hanoi problem.

Flexibility - the capacity to change from one set rules to another.

Inhibition - ability to ignore distracting information.

stroop task example. (12:00)

reverse reward task.

study showed that how good the executive functions of children at 4 can predict the math results at the age 6. Difficulties in being flexible and inhibiting distractions affect childrens learning of math.

Variable priority training.

People asked to do 2 things at the same time, but they asked to shift priorities so 1 task is primary and the other task in secondary and these priorities change during the training.

Transfer????

Kramer test.

Variable priority training produced better results than fixed priority training.

MF.

Expands attentional capacities.

Bilingualism. influence the non linguistic cougnitive functions like working memory and executive functions.

Dramatic play. (simple role-playing for children etc.)

E16. Chosing Learning Strategies.

Monitoring And strategy.

Mistakes in judgments of what you learned and how well you learned it.

Most effective strategy to learn - to repeatedly retrieve both items you already learned and items havn't learned as well.

Or retreival induced forgetting is inevitable.

Repeated testing as learning strategy is best. (and doesn't influence the judgment of learning)

Blank piece of paper approach.

Experiment about learning the text passages.