By Frank E. Ritter, Josef Nerb, Erno Lehtinen, Timothy M. O'Shea
Order impacts the consequences you get: various orders of offering fabric may end up in qualitatively and quantitatively varied studying results. those transformations happen in either normal and synthetic studying platforms. In Order to Learn indicates how order results are an important in human studying, educational layout, computing device studying, and either symbolic and connectionist cognitive versions. every one bankruptcy explains a special element of the way the order during which fabric is gifted can strongly impact what's discovered by way of people and theoretical versions of studying in various domain names. as well as facts, types are only if expect and describe order results and study how and once they will happen. The introductory and concluding chapters assemble feedback for making improvements to studying via greater sequences of studying fabrics, together with the way to make the most of order results that inspire studying and the way to prevent order results that discourage studying. each one bankruptcy additionally highlights questions that can motivate extra learn. Taken jointly, those chapters express how order results in several components can and do tell one another. In Order to Learn could be of curiosity to researchers and scholars in cognitive technological know-how, schooling, laptop studying.
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Additional info for In Order to Learn: How the Sequence of Topics Influences Learning
The chapters here examine mostly direct and short-term effects and results. Different orders may also have longer-term and more subtle effects, including the quality of long-term performance, long-term learning, transfer to different problem types, short- and long-term motivation, and other qualities yet to be measured. Back to the Bridge: Future Research Questions Linking These Areas There remain at least three metaquestions that link the relevant disciplines studying learning, and each chapter addresses at least one of them.
Design a pilot study to study one of the metaissues noted earlier. 5. ). Prepare either a short review or small pilot study with humans or models to examine such differences. A computational pilot study might be fruitfully done by using an abstracted model rather than a computer program. That is, you might not have to run an ACT-R or a PDP program to understand its predictions. 6. Examine the results from Sweller’s (1976) paper on pair-associate learning. Consider how they might have arisen, and come up with four possible mechanisms.
Learning and education: A continuing frontier for AI. IEEE Intelligent Systems Journal, 21(3), 2–9. Sweller, J. (1976). Asymmetrical transfer using a learning paradigm. Australian Journal of Psychology, 28(2), 91–96. , Brown, J. , & Greeno, J. G. (1984). Competitive argumentation in computational theories of cognition. In W. Kintsch, J. R. Miller, & P. G. ), Methods and tactics in cognitive science (pp. 235–262). Hillsdale, NJ: Erlbaum. , Johnson, T. , & Zhang, J. (2006). The order effect in human abductive reasoning: An empirical and computational study.