All in Learning Scientists Posts
… I think of those conversations with my dad often. About the enthusiasm and curiosity they inspired in me. And the stark contrast in how I felt about technology and the future then to how I feel about technology and the future now. All of which was highlighted for me recently when I tapped my phone - my little doom machine - awake to send a message, only to receive a Google News recommendation about an article in Forbes magazine entitled, “When Knowledge is Free, What are Professors For?”
Retrieval practice is one of the most robust strategies that we have for durable learning. Today I’m reviewing a study that pushed retrieval practice to it’s limits. If retrieval practice is THIS effective, are we wasting time with lectures? Should we just jump straight to the practice?
As of last October, the CDC estimates that approximately 1 in 16 adults in the United States have been diagnosed with ADHD (1). Despite the high prevalence of ADHD in adults, there are few resources for adult learners with ADHD.
The study I’m reviewing today took place in the laboratory, but examined a common situation in the classroom that might matter: note-taking. If students are able to take notes while learning, does that change the degree to which interleaving helps them?
In my last blog, I wrote about cognitive networks and implicit bias. The gist of the post was that our systems allow us to categorize and generalize, flexibly and automatically, and that this generally helps us. For example, we have some general rules …
