Thursday, December 16, 2010
Outline of Phase Three – Scott
The technique consists of the reader picking apart information that seems important to better understand it. The learner may connect the information with other knowledge within the text or his/her own life. This way of learning, although being without a teacher to direct the student, may improve understanding of abstract ideas or visualization of certain body functions within neuroscience.
Music and Learning
Music and Learning
There has always been a connection between music and brain development. Music plays a very important in the development of a child so it should be used while learning as someone that is older. Music is essential because it activates the left and right side of the brain at the same time. And this helps the brain contain memory and information. Music can also reactivate prior knowledge. Music then also helps the brain ability to think and reason and create. Many researchers have proved that if students are listening to music such as Mozart, or Beethoven those students will over all have a better score than those who were not under any type of music influence. Neurons trigger relaxation in the body when people listen to different types of music. This makes paying attention a lot easier as well.
Due to music’s mathematical order, it gives a positive effect to the human mind. The different types of rhythm, pitches and tones stimulate different parts of the brain. In high school, those with a musical background have higher than those without. As teenagers, there is much reconstruction going on in the brain at that time.
Although it may seem elementary, learning a song or a dance step creates a unique connection of body and mind interaction. Multi-sensory teaching provides for the best learning in all ages. This works because if one sense is not able to pick up something that is being learned, than another sense can work on understanding the information.
Music therapist often believe that music help structure emotional, mental and physical feelings that may be too intense t handle alone. Cognitive psychologist have confirmed that music is a good idea for educating.
Music relaxes the mind and lowers stress that help with learning. It acts directly on the body with can lead to faster learning. It also stimulates and awakens the mind and that increases blood flow and oxygen flow to the brain. While music works with our emotions, it creates clear passages for long-term memory.
Musicians such as Johann Sebastian Bach, Georg Frederic Handel and Wolfgang Amadeus Mozart have been able to show the activation of the left and right side of the brain because out their 60 beats per minute music.
Music is commonly used as a mnemonic device to help recall information. “In fourteen hundred sixty-two, Columbus sailed the ocean blue.” “I before E, except after C.” These are common mnemonic that help us regain information and apply basic ideas to something.
Experiment:
Let’s look at an experiment. Something will be easier to memorize when music is incorporated with it.
Sentence: Neuroscience is the scientific study of the nervous system.
Giving that sentence without any tones or pitches will be harder to memorize than giving the sentence to someone with many tones and pitches.
Stressing certain ideas and words can give the learner a better understanding of the sentence itself.
This can be the best way to learn neuroscience because it is involving more than just one sense. The more senses that is used, the deeper is our learning.
There really isn’t any “extra” work that has to go on to use this method. It’s easy, enjoyable and effective.
The process for this experiment is simple. Testing someone with music, and then without is the easiest way this experiment can be done.
Nedjine Dorcely
There has always been a connection between music and brain development. Music plays a very important in the development of a child so it should be used while learning as someone that is older. Music is essential because it activates the left and right side of the brain at the same time. And this helps the brain contain memory and information. Music can also reactivate prior knowledge. Music then also helps the brain ability to think and reason and create. Many researchers have proved that if students are listening to music such as Mozart, or Beethoven those students will over all have a better score than those who were not under any type of music influence. Neurons trigger relaxation in the body when people listen to different types of music. This makes paying attention a lot easier as well.
Due to music’s mathematical order, it gives a positive effect to the human mind. The different types of rhythm, pitches and tones stimulate different parts of the brain. In high school, those with a musical background have higher than those without. As teenagers, there is much reconstruction going on in the brain at that time.
Although it may seem elementary, learning a song or a dance step creates a unique connection of body and mind interaction. Multi-sensory teaching provides for the best learning in all ages. This works because if one sense is not able to pick up something that is being learned, than another sense can work on understanding the information.
Music therapist often believe that music help structure emotional, mental and physical feelings that may be too intense t handle alone. Cognitive psychologist have confirmed that music is a good idea for educating.
Music relaxes the mind and lowers stress that help with learning. It acts directly on the body with can lead to faster learning. It also stimulates and awakens the mind and that increases blood flow and oxygen flow to the brain. While music works with our emotions, it creates clear passages for long-term memory.
Musicians such as Johann Sebastian Bach, Georg Frederic Handel and Wolfgang Amadeus Mozart have been able to show the activation of the left and right side of the brain because out their 60 beats per minute music.
Music is commonly used as a mnemonic device to help recall information. “In fourteen hundred sixty-two, Columbus sailed the ocean blue.” “I before E, except after C.” These are common mnemonic that help us regain information and apply basic ideas to something.
Experiment:
Let’s look at an experiment. Something will be easier to memorize when music is incorporated with it.
Sentence: Neuroscience is the scientific study of the nervous system.
Giving that sentence without any tones or pitches will be harder to memorize than giving the sentence to someone with many tones and pitches.
Stressing certain ideas and words can give the learner a better understanding of the sentence itself.
This can be the best way to learn neuroscience because it is involving more than just one sense. The more senses that is used, the deeper is our learning.
There really isn’t any “extra” work that has to go on to use this method. It’s easy, enjoyable and effective.
The process for this experiment is simple. Testing someone with music, and then without is the easiest way this experiment can be done.
Nedjine Dorcely
Wednesday, December 15, 2010
Part 2
In order to identify which learning strategy is the most effective, we handed out a survey to about thirty classmates and even some teachers, asking them detailed questions about their study habits and learning preferences. The survey was written in a way as to avoid leading subjects to choose a certain answer, reducing possible bias. Also, the anonymity factor helped to make the subjects more comfortable with giving honest answers. When asking about study methods outside of the school setting, some responses were unexpected. Not surprisingly though, about 68% of the respondents declared that their preferred method of studying was cramming the night before an assessment. Only about 23% admitted to studying daily for at least a week before an exam, and a mere 9% said they do not study at all. But the most unexpected answer was that 0% of surveyed subjects said they studied in groups. This is a surprising fact because in a question about learning preferences, 27% of subjects stated that they learned best when in a group setting. Most people (59%), however, preferred learning alone in a quiet setting. These answers lead us to think that time and setting are very important factors in studying and learning information.
Another important finding was that 59% of students remember only half of the information they studied after the exam is taken. A smaller number, 27% remembers information only when it is needed again. Very few students (9%) remember all of the information.This shows that there is a flaw in either the learning method or the study method of these students because if the information was learned fully, more students would remember all of the information, even after the assessment. The next important result from our survey came from a question asking which learning method (kinesthetic, visual, or auditory) was preferred. Here the results were not as clear. About 45% of students preferred hands-on work such a science labs and class activities, 23% liked film clips and slide shows, and 32% preferred lectures and note taking. This lack of a majority proves that there is not one set learning method that works for every single student. This information helped us to format our own learning method which incorporates elements from kinesthetic, visual, and auditory strategies.
One method we came up with involved visual aspects which mixed pictures and words to effectively use both sides of the brain. The brain perceives pictures mostly with the right side of the brain, while words are read and deciphered with the left side which is more logical than the other side. When a word is read, it is received in the brain’s Visual Cortex. This part of the brain is spread out across both hemispheres and each side works with the other to decode images and words. By involving both sides of the brain through exercises which combine each hemisphere’s dominant trait, a student would learn more effectively. Because learning comes from experience, the exercises used would vary slightly each time as to prevent rote memorization of the information. Such exercises would contain pictures of film clips which would then be associated with words or definitions. The more exposure there is to something, the more easily it is remembered.
The scientific procedures behind this learning method focus on neuroscience. In this method, which is an example of Classical Conditioning, a subject learns to make associations and then anticipates other answers based on what was learned. After the initial first stage of learning called acquisition, the subject or in this case a student, learns to make these picture-word associations and applies them to different pictures or words each time. Leaving no room for rote memorization. Also, because the mind is actively matching pictures and words, it is cognitively learning, which means that it makes representations of the objects to save in the hippocampus (memory), there is a higher likelihood that the idea or concept will not be forgotten. Also, by placing the items in a list like form, we will increase the Spacing Effect, which has shown that humans remember information more clearly and for longer periods of time if it is presented in a list. So therefore our information would be presented in list format with pictures and words.
To test this out, I made a lesson, based on these picture-word associations and gave a subject who had never learned neuroscience the papers for one hour, with the instructions to learn the material to the best of their ability. After the one hour time period was up, a short test which contained similar but not the same questions was given to evaluate the level of retention. Out of twenty questions on neuroscience, the subject correctly answered seventeen of them. This is 85% of the information. Given that this information was learned in only one hour with no previous experience in the topic, this is a very high retention rate. To be able to correctly make a theory thought we would need to replicate this method many more times. But for now this definitely proves that this method at least helps within a short time period. To see if the method worked over a longer time period, the same subject was tested two days later, this time the percentage correct was 70%, which is lower that the first test, but much higher than was expected. This means that this method was effective to remember information for the long run.
It is crucial to understand how we learn, think, decode language, and remember things to fully comprehend neuroscience. Learning is based on memory which is based on decoding language, and a whole process drives each step to the next. To understand how language is decoded, we need to understand how information is received in the brain, and how the nervous system plays a role in perceiving sensory information. All of the different stages work off of each other to produce one resulting action or thought. Once we understand how these processes work, we can analyze our own learning styles and better the methods by which we perceive information. This will also enable us to decipher certain reactions and ways of thought which we encounter daily. This knowledge that our daily lives are applicable to learning psychology makes it easier to find examples which we will remember. Because psychology spans such a wide range of information, we can easily find examples from our experiences.
Finally, after having collected all the information from all four different learning methods, we created a more inclusive method which combined the most effective aspect of each method. We decided that picture-word associations, coupled with repetitive studying and a final review session would be the best way to learn neuroscience and remember it for a long time. We also found that playing relaxing music at a low volume while working increases productivity and helps to focus more on the topic at hand. These four strategies put together as one will most likely be the best method to learn without rote memorization. To be able to do this, a student would need to set aside about half and hour every day for at least a week before the exam to work on associations, and at least one hour before the exam to review all of the different associations in one sitting. Self-discipline is the key to learning any subject though, and if the student is not disciplined enough to sit down and actually study the material, then no results will be achieved. But if the method is followed well and the student is focused and willing to learn without any incentive other than a good grade, then this will practically guarantee results.
Another important finding was that 59% of students remember only half of the information they studied after the exam is taken. A smaller number, 27% remembers information only when it is needed again. Very few students (9%) remember all of the information.This shows that there is a flaw in either the learning method or the study method of these students because if the information was learned fully, more students would remember all of the information, even after the assessment. The next important result from our survey came from a question asking which learning method (kinesthetic, visual, or auditory) was preferred. Here the results were not as clear. About 45% of students preferred hands-on work such a science labs and class activities, 23% liked film clips and slide shows, and 32% preferred lectures and note taking. This lack of a majority proves that there is not one set learning method that works for every single student. This information helped us to format our own learning method which incorporates elements from kinesthetic, visual, and auditory strategies.
One method we came up with involved visual aspects which mixed pictures and words to effectively use both sides of the brain. The brain perceives pictures mostly with the right side of the brain, while words are read and deciphered with the left side which is more logical than the other side. When a word is read, it is received in the brain’s Visual Cortex. This part of the brain is spread out across both hemispheres and each side works with the other to decode images and words. By involving both sides of the brain through exercises which combine each hemisphere’s dominant trait, a student would learn more effectively. Because learning comes from experience, the exercises used would vary slightly each time as to prevent rote memorization of the information. Such exercises would contain pictures of film clips which would then be associated with words or definitions. The more exposure there is to something, the more easily it is remembered.
The scientific procedures behind this learning method focus on neuroscience. In this method, which is an example of Classical Conditioning, a subject learns to make associations and then anticipates other answers based on what was learned. After the initial first stage of learning called acquisition, the subject or in this case a student, learns to make these picture-word associations and applies them to different pictures or words each time. Leaving no room for rote memorization. Also, because the mind is actively matching pictures and words, it is cognitively learning, which means that it makes representations of the objects to save in the hippocampus (memory), there is a higher likelihood that the idea or concept will not be forgotten. Also, by placing the items in a list like form, we will increase the Spacing Effect, which has shown that humans remember information more clearly and for longer periods of time if it is presented in a list. So therefore our information would be presented in list format with pictures and words.
To test this out, I made a lesson, based on these picture-word associations and gave a subject who had never learned neuroscience the papers for one hour, with the instructions to learn the material to the best of their ability. After the one hour time period was up, a short test which contained similar but not the same questions was given to evaluate the level of retention. Out of twenty questions on neuroscience, the subject correctly answered seventeen of them. This is 85% of the information. Given that this information was learned in only one hour with no previous experience in the topic, this is a very high retention rate. To be able to correctly make a theory thought we would need to replicate this method many more times. But for now this definitely proves that this method at least helps within a short time period. To see if the method worked over a longer time period, the same subject was tested two days later, this time the percentage correct was 70%, which is lower that the first test, but much higher than was expected. This means that this method was effective to remember information for the long run.
It is crucial to understand how we learn, think, decode language, and remember things to fully comprehend neuroscience. Learning is based on memory which is based on decoding language, and a whole process drives each step to the next. To understand how language is decoded, we need to understand how information is received in the brain, and how the nervous system plays a role in perceiving sensory information. All of the different stages work off of each other to produce one resulting action or thought. Once we understand how these processes work, we can analyze our own learning styles and better the methods by which we perceive information. This will also enable us to decipher certain reactions and ways of thought which we encounter daily. This knowledge that our daily lives are applicable to learning psychology makes it easier to find examples which we will remember. Because psychology spans such a wide range of information, we can easily find examples from our experiences.
Finally, after having collected all the information from all four different learning methods, we created a more inclusive method which combined the most effective aspect of each method. We decided that picture-word associations, coupled with repetitive studying and a final review session would be the best way to learn neuroscience and remember it for a long time. We also found that playing relaxing music at a low volume while working increases productivity and helps to focus more on the topic at hand. These four strategies put together as one will most likely be the best method to learn without rote memorization. To be able to do this, a student would need to set aside about half and hour every day for at least a week before the exam to work on associations, and at least one hour before the exam to review all of the different associations in one sitting. Self-discipline is the key to learning any subject though, and if the student is not disciplined enough to sit down and actually study the material, then no results will be achieved. But if the method is followed well and the student is focused and willing to learn without any incentive other than a good grade, then this will practically guarantee results.
Rereading/Reviewing Learning Technique
One technique consists of dissecting already known information as a form of review and simple way of understanding. Once a person rereads an essay or paper, they are provided with an ease of learning information that is related. Specifically, if a person reviews information about neuroscience that he was already taught, he gains a better ability to verbalize facts and form related opinions. This technique is built off the idea that most people skim as they read. Rereading allows the person to read at a slower pace. During this, people notice facts that went unviewed and mental visualization becomes easier.
Within this technique, the individual being tested is exposed to the material and asked to locate facts that seem to be important. As the student singles out important sentences and focuses upon them, the concepts within them are integrated into their mind. Ideas about neuroscience that may become more easily understood include the effects of classical and operant conditioning, vocabulary involved, or a visualization of the body’s functions regarding neuroscience. The systematic break-down of the topic of neuroscience is expected to yield grades that achieve higher than others.
The paced study of a subject uses techniques such as spaced learning. Little distractions are also available when this type of learning is performed alone. Competent students tend to utilize variants of this form of study. The history of this technique resides in educational systems that focus on heavy individual work and higher learning. The purpose of this technique is to overall, add additional knowledge to a basis of learning that one already holds.
The effectiveness of this technique varies with the different people who attempt to benefit from it. Such a technique requires focused, extensive time committed to understanding. To learn topics that are of difficulty, simple learning techniques of memorization cannot be performed. Those who merely look over information or create note cards produce poorer quality work. A thorough examination of historical documents usually occurs during the jobs of most professional fields involving social studies or history. When studying psychology, this understanding of ideas can happen during an extended review of concepts or while discussing the information with others. Such conversation and commitment towards this technique is necessary to continue receiving acceptable grades.
The mentioned technique is not perfect for multiple reasons; however, it can be quite valuable for students. Neuroscience, a difficult subject to master, inhibits certain individuals from fully understanding it. Since the technique requires extensive evaluation of what is taught, the general population of a school refrains from looking deeply into material when studying. Although this is true, attaining knowledge through rereading can be loosely interpreted and allows for great flexibility. The main idea of the technique is to encourage individuals to learn what is taught rather than be able to recite information. By doing so, they gain a familiarity with the subject and are able to explain it fully.
When individually testing this strategy, it is found that, out of the two tested, improvement was generally found. To a certain point, this technique positively affects those who use it. The ineffectiveness only appears as students lose interest in the topic or their ability to focus on studying. As a result, the careful, self-directed review of material is only effective on students who surpass others. This issue can be fixed through modification towards the technique. Relying on the individual, it can also adapt to best serve them. Additions for the technique could include a guided study from a knowledgeable person or spacing study sessions for longer periods to ponder subjects. Within this single technique, learning occurs as one thinks about topics and becomes familiar with information while doing so. The use of language in the technique can vary depending on how the material is being presented. While testing, words spoken generally offered little help apart from forcing the subjects to rely on themselves.
Within this technique, the individual being tested is exposed to the material and asked to locate facts that seem to be important. As the student singles out important sentences and focuses upon them, the concepts within them are integrated into their mind. Ideas about neuroscience that may become more easily understood include the effects of classical and operant conditioning, vocabulary involved, or a visualization of the body’s functions regarding neuroscience. The systematic break-down of the topic of neuroscience is expected to yield grades that achieve higher than others.
The paced study of a subject uses techniques such as spaced learning. Little distractions are also available when this type of learning is performed alone. Competent students tend to utilize variants of this form of study. The history of this technique resides in educational systems that focus on heavy individual work and higher learning. The purpose of this technique is to overall, add additional knowledge to a basis of learning that one already holds.
The effectiveness of this technique varies with the different people who attempt to benefit from it. Such a technique requires focused, extensive time committed to understanding. To learn topics that are of difficulty, simple learning techniques of memorization cannot be performed. Those who merely look over information or create note cards produce poorer quality work. A thorough examination of historical documents usually occurs during the jobs of most professional fields involving social studies or history. When studying psychology, this understanding of ideas can happen during an extended review of concepts or while discussing the information with others. Such conversation and commitment towards this technique is necessary to continue receiving acceptable grades.
The mentioned technique is not perfect for multiple reasons; however, it can be quite valuable for students. Neuroscience, a difficult subject to master, inhibits certain individuals from fully understanding it. Since the technique requires extensive evaluation of what is taught, the general population of a school refrains from looking deeply into material when studying. Although this is true, attaining knowledge through rereading can be loosely interpreted and allows for great flexibility. The main idea of the technique is to encourage individuals to learn what is taught rather than be able to recite information. By doing so, they gain a familiarity with the subject and are able to explain it fully.
When individually testing this strategy, it is found that, out of the two tested, improvement was generally found. To a certain point, this technique positively affects those who use it. The ineffectiveness only appears as students lose interest in the topic or their ability to focus on studying. As a result, the careful, self-directed review of material is only effective on students who surpass others. This issue can be fixed through modification towards the technique. Relying on the individual, it can also adapt to best serve them. Additions for the technique could include a guided study from a knowledgeable person or spacing study sessions for longer periods to ponder subjects. Within this single technique, learning occurs as one thinks about topics and becomes familiar with information while doing so. The use of language in the technique can vary depending on how the material is being presented. While testing, words spoken generally offered little help apart from forcing the subjects to rely on themselves.
Monday, December 13, 2010
Repetition Learning Strategy
First off, all information in the brain involves neurons communicating with each other at synapses. Neurotransmitters also are involved. They are endogenous chemicals which transmit signals from a neuron to a target cell across a synapse. A key neurotransmitter that enables muscle action, memory, and learning is Acetylcholine (Ach). Too little Acetylcholine could result in Alzheimer’s disease. With this disease healthy brain tissue degenerates, causing a steady decline in memory and mental abilities.
Through the learning style using repetition, the information is being reviewed and drilled in the brain constantly. For example, when a memory is created, a pathway is formed between your brain cells. It is like clearing a path through a dense forest. The first time the bulldozer travels through the forest, they have to fight their way through the branches, sticks and other obstacles. If no one travels through the path again, the path will become overgrown very quickly, and it may not even be noticeable that a path was created. On the other hand, if you travel down the path constantly before it begins to grow over; it is much easier than your first journey along the forest path. Successive journeys down that path will result in a footpath, then will turn into a lane, later a road, and finally into a highway. This is like the memory. The more times the patterns of thought are repeated, the more likely you will be able to recall the information.
During the learning process, information travels through three types of neurons using our body’s primary information system, the nervous system. The sensory neurons send information from the tissues and sensory organs to the brain and spinal cord. While the information is being processed it involves another type of neuron, the interneurons which are used to enable its internal communication. Then the instructions are sent to the body tissues through the motor neurons and later carrying out the individual tasks. Repetition involves repeating the information to be recalled. Repetition can be done verbally, in writing, or mentally. Psychologists say the most effective method of repetition is verbal repetition because it involves both auditory and vocal senses. Mental Repetition is the least effective because it does not involve any muscle movement or physical activity.
Repetition is a fundamental learning process through which practice frequency is accumulated. Frequency was first listed as a main principle of association by Thomas Brown in the early 19th century. If the student increases the number of exposures to the learning material, the student is learning by reviewing and this helps to ensure the understanding and memory of the material. The brain needs to encode the information by getting it into the brain. Then the brain should retain the information and store it. Lastly the information most importantly should be able to be retrieved and repeated.
People with weak visual memories especially will benefit from the learning strategy of repetition. The person with a weak visual memory needs massive amounts of repetition in order to learn and remember a visual stimulus. When learning, it is important that the information is not learned then forgotten, but more importantly learned and remembered throughout their lifetime.
In 1939, Spitzer tested the effects of repetition on 6th Graders in Iowa to learn science facts. He tested over 3600 students and concluded that repetition was effective. This experiment went unnoticed until psychologists Landuaer, Bjork, and Melton explored repetition and said it improves recall. Later Pimsleur language courses used repetition in language learning. In 1973 Sebastian Leitner developed an all purpose learning system using flash cards.
During my experiment, I used a family member to evaluate if repetition is an effective learning strategy. I gave him a list of eight vocabulary words for neuroscience. Then I asked him to look over the words for ten minutes every half hour for 3 hours. Lastly I tested him by giving him a blank sheet of paper asking him to write the meaning of each word. His results were a 75%. I believe this learning strategy is effective if done correctly. Something that can be modified while using repetition is the time span in which one gives himself to learn the material. I included learning, thinking, and definitely memory along with language in my strategy. The student learned during this experiment using his memory, he spoke out loud the words involving language. Understanding these concepts of learning, thinking, memory, and language are crucial to understanding neuroscience because while learn something new it is important that the person not only memorizes the material but understands the material as well. It is simple to memorize the definitions, but to apply them to real life is more complex and will be remembered longer. If children along with their teachers realize how effective learning can be if the material is taught a certain way. It could help us grow as learners and better understand the learning process as we grow. Knowing there are other ways to learn things other than memorization is very beneficial especially when learning during psychology class. The definitions cannot be fully understood unless a real life example is applied.
Kristine Hernandez
Through the learning style using repetition, the information is being reviewed and drilled in the brain constantly. For example, when a memory is created, a pathway is formed between your brain cells. It is like clearing a path through a dense forest. The first time the bulldozer travels through the forest, they have to fight their way through the branches, sticks and other obstacles. If no one travels through the path again, the path will become overgrown very quickly, and it may not even be noticeable that a path was created. On the other hand, if you travel down the path constantly before it begins to grow over; it is much easier than your first journey along the forest path. Successive journeys down that path will result in a footpath, then will turn into a lane, later a road, and finally into a highway. This is like the memory. The more times the patterns of thought are repeated, the more likely you will be able to recall the information.
During the learning process, information travels through three types of neurons using our body’s primary information system, the nervous system. The sensory neurons send information from the tissues and sensory organs to the brain and spinal cord. While the information is being processed it involves another type of neuron, the interneurons which are used to enable its internal communication. Then the instructions are sent to the body tissues through the motor neurons and later carrying out the individual tasks. Repetition involves repeating the information to be recalled. Repetition can be done verbally, in writing, or mentally. Psychologists say the most effective method of repetition is verbal repetition because it involves both auditory and vocal senses. Mental Repetition is the least effective because it does not involve any muscle movement or physical activity.
Repetition is a fundamental learning process through which practice frequency is accumulated. Frequency was first listed as a main principle of association by Thomas Brown in the early 19th century. If the student increases the number of exposures to the learning material, the student is learning by reviewing and this helps to ensure the understanding and memory of the material. The brain needs to encode the information by getting it into the brain. Then the brain should retain the information and store it. Lastly the information most importantly should be able to be retrieved and repeated.
People with weak visual memories especially will benefit from the learning strategy of repetition. The person with a weak visual memory needs massive amounts of repetition in order to learn and remember a visual stimulus. When learning, it is important that the information is not learned then forgotten, but more importantly learned and remembered throughout their lifetime.
In 1939, Spitzer tested the effects of repetition on 6th Graders in Iowa to learn science facts. He tested over 3600 students and concluded that repetition was effective. This experiment went unnoticed until psychologists Landuaer, Bjork, and Melton explored repetition and said it improves recall. Later Pimsleur language courses used repetition in language learning. In 1973 Sebastian Leitner developed an all purpose learning system using flash cards.
During my experiment, I used a family member to evaluate if repetition is an effective learning strategy. I gave him a list of eight vocabulary words for neuroscience. Then I asked him to look over the words for ten minutes every half hour for 3 hours. Lastly I tested him by giving him a blank sheet of paper asking him to write the meaning of each word. His results were a 75%. I believe this learning strategy is effective if done correctly. Something that can be modified while using repetition is the time span in which one gives himself to learn the material. I included learning, thinking, and definitely memory along with language in my strategy. The student learned during this experiment using his memory, he spoke out loud the words involving language. Understanding these concepts of learning, thinking, memory, and language are crucial to understanding neuroscience because while learn something new it is important that the person not only memorizes the material but understands the material as well. It is simple to memorize the definitions, but to apply them to real life is more complex and will be remembered longer. If children along with their teachers realize how effective learning can be if the material is taught a certain way. It could help us grow as learners and better understand the learning process as we grow. Knowing there are other ways to learn things other than memorization is very beneficial especially when learning during psychology class. The definitions cannot be fully understood unless a real life example is applied.
Kristine Hernandez
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