Understanding autism & effective communication by Dr Emma Goodall Dr Emma Goodall ©2013 .
How to learn Inside and outside the classroom (Slides courtesy of Prof. Grant Goodall)
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Transcript of How to learn Inside and outside the classroom (Slides courtesy of Prof. Grant Goodall)
![Page 1: How to learn Inside and outside the classroom (Slides courtesy of Prof. Grant Goodall)](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649f485503460f94c69c97/html5/thumbnails/1.jpg)
How to learnInside and outside the classroom
(Slides courtesy of Prof. Grant Goodall)
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2Which of these is good advice?
a) As you read, highlight the important points.
b) Find a comfortable, quiet place to study and make that your regular place.
c) Master one topic completely before you move on to the next.
d) Identify your learning style (auditory, visual, etc.) and then use that to help you study.Keep these in mind for now.
We’ll return to them and discuss the answers in a few minutes.
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3Getting started: A thought experiment
• Your job: learn the first 20 presidents of the United States.
• How will you do this?
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4A: Study the list
1. George Washington
2. John Adams
3. Thomas Jefferson
4. James Madison
5. James Monroe
6. John Quincy Adams
7. Andrew Jackson
8. Martin Van Buren
9. William Henry Harrison
10.John Tyler
11.James K. Polk
12.Zachary Taylor
13.Millard Fillmore
14.Franklin Pierce
15.James Buchanan
16.Abraham Lincoln
17.Andrew Johnson
18.Ulysses S. Grant
19.Rutherford B. Hayes
20.James Garfield
Study
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5B: Study, test, study, test
1. George Washington2. John Adams3. Thomas Jefferson4. James Madison5. James Monroe6. John Quincy Adams7. Andrew Jackson8. Martin Van Buren9. William Henry Harrison10.John Tyler
11.James K. Polk
12.Zachary Taylor
13.Millard Fillmore
14.Franklin Pierce
15.James Buchanan
16.Abraham Lincoln
17.Andrew Johnson
18.Ulysses S. Grant
19.Rutherford B. Hayes
20.James Garfield
Study Test Study Test
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6B: Study, test, study, test
1. _______________ 2. _______________3. _______________4. _______________5. _______________6. _______________7. _______________8. _______________9. _______________10. _______________
11. _______________
12. _______________
13. _______________
14. _______________
15. _______________
16. _______________
17. _______________
18. _______________
19. _______________
20. _______________
Study Test Study Test
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7B: Study, test, study, test
1. George Washington2. John Adams3. Thomas Jefferson4. James Madison5. James Monroe6. John Quincy Adams7. Andrew Jackson8. Martin Van Buren9. William Henry Harrison10.John Tyler
11.James K. Polk
12.Zachary Taylor
13.Millard Fillmore
14.Franklin Pierce
15.James Buchanan
16.Abraham Lincoln
17.Andrew Johnson
18.Ulysses S. Grant
19.Rutherford B. Hayes
20.James Garfield
Study Test Study Test
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8B: Study, test, study, test
1. _______________ 2. _______________3. _______________4. _______________5. _______________6. _______________7. _______________8. _______________9. _______________10. _______________
11. _______________
12. _______________
13. _______________
14. _______________
15. _______________
16. _______________
17. _______________
18. _______________
19. _______________
20. _______________
Study Test Study Test
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9Which way works best?
• A: Use a complete list. • B: Alternate between a complete list and a blank sheet
George WashingtonJohn AdamsThomas JeffersonJames MadisonJames MonroeJohn Quincy AdamsAndrew JacksonMartin Van BurenWilliam Henry HarrisonJohn Tyler
James K. PolkZachary TaylorMillard FillmoreFranklin PierceJames BuchananAbraham LincolnAndrew JohnsonUlysses S. GrantRutherford B. HayesJames Garfield
_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________
_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________
Study Test Study TestStudy
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10Roediger & Karpicke (2006)
• Experiment 1• Chart shows how well two
groups did on tests at various points afterwards.
!
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11Roediger & Karpicke (2006)
• Experiment 2• Chart shows how 3 groups did
on test at 2 points afterwards.
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12Roediger & Karpicke (2006)
• Experiment 2• Chart shows how much each group has
forgotten after one week.
!
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13Which way works best?
• A: Use a complete list. • B: Alternate between a complete list and a blank sheet
George WashingtonJohn AdamsThomas JeffersonJames MadisonJames MonroeJohn Quincy AdamsAndrew JacksonMartin Van BurenWilliam Henry HarrisonJohn Tyler
James K. PolkZachary TaylorMillard FillmoreFranklin PierceJames BuchananAbraham LincolnAndrew JohnsonUlysses S. GrantRutherford B. HayesJames Garfield
_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________
_______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________ _______________
Study Test Study TestStudy
Better over longer term
Better if you’ll take the test right away (not so realistic)
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14A very powerful technique
• It is called retrieval practice.
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15What’s it called?
retrieval practice
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16Retrieval practice
• The single most important thing you will learn here all quarter:
You should be doing retrieval practice every day and every time
you study.
How?
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17When you go to class
• Listen, participate, take notes, etc.
• At the end of class, retrieval practice!• In writing: Write down the main points, draw diagrams, etc.• Speaking (to yourself or to a friend): Review the main points,
give a mini-lecture, etc.• Later on, give yourself quizzes, use flash cards, etc.
• This is probably very different from what you are used to doing.
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18As you are leaving class…
The old you The new youI’m outa here!
The difference between the 2nd and
3rd laws of thermodynamics is
that…
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19When you study
• Read one section, then summarize it in your own words.
• Read another section, do the same.
• When you are done, do a written summary of what you have read.• Bullet points are fine.
• Or do an oral summary.• To yourself or to a (very patient) friend.
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20Retrieval practice is very effective
• You saw the evidence.
• Try it yourself and you will see.
• Make it part of your daily routine.• Every time you leave class• Every time you study
• Why does this work?• Because it takes advantage of the way that memory systems in
your brain work.
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21Your memory (simplified version)
Short-term
• Most new information goes here.
• Purged quickly.
Long-term
• Information that is important goes here.
• Purged when no longer needed.
Most of what you
study goes here.
You want it to go here.
How do you get it from
here to here?
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22If you were a laptop…
• You would have: • RAM for short-term memory• Hard disk for long-term
memory• Easy ways to transfer from
one to the other
• But you are not a laptop.
• What you have is a human brain.
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From short-term to long-term
• You brain uses behavioral cues to know what to do with memories.
• This is why retrieval practice works.
• It effectively tells the brain: “This information is important. Please place it in long-term memory.”
Hm… my owner keeps trying to retrieve that information,
so I guess it’s important. Maybe I should put it in long-
term memory.
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24What else can you do? Generation.
• Generation = Testing yourself before you have even seen the material.
• Your brain does the best it can to “generate” the material on its own.
• For example, if you’re trying to learn the first 20 presidents…
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25Start with this
1. _______________ 2. _______________3. _______________4. _______________5. _______________6. _______________7. _______________8. _______________9. _______________10. _______________
11. _______________
12. _______________
13. _______________
14. _______________
15. _______________
16. _______________
17. _______________
18. _______________
19. _______________
20. _______________
Then check your answers.
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26This sounds crazy. Does it work?
• You be the judge…
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27Richland, Kornell and Kao (2009)
• Two groups:• “Extended Study”: get extra
time to study.• “Test and Study”: get tested
first, then study. They do badly on this test (11% correct).
• Both groups had some items bolded to show what was important.
• The “Test and Study” group did much better on the final test.
!
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28How could this be?! You spend less time studying and you learn more?
• You think of all the connections that you can.• “Jefferson drafted Declaration of Independence, so he must have been
one of the early presidents.”
• You prepare the ground for new knowledge.• “I know that Johnson came after Lincoln, but who came before Lincoln?”
• When you do learn the answer, there is a slot for that knowledge already prepared and it has lots of connections to other things.
• Memories are stronger when they have many connections to other things.
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29Difference between generation and retrieval practice?
Generation• Create a space in memory for information to
come. Create many connections to rest of knowledge.
Retrieval practice• Signal to brain that the information is
important by trying to retrieve it.
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30Doing both: When you go to class
After class: Retrieval practiceCreate an outline from memory of
what was covered.Give yourself a mini-lecture on the
topic.
Class
Before class: GenerationThink of main questions to be addressed. Guess what the answers might be.
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31When you study
After reading: Retrieval practiceCreate an outline from memory of
what was covered.Give yourself a mini-lecture on the
topic.
Reading
Before reading: GenerationThink of main questions to be addressed. Guess what the answers might be.
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32So far: Two very powerful techniques
• Generation + retrieval practice
• Both help get information into long-term memory.
• But now a question…
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33How to organize your retrieval practice time?
Is it better to do:
1. One long retrieval practice session?
2. A few shorter retrieval practice sessions, spread out over time?
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34Massed practice vs. Spaced practice
• Psychologists have names for these two ways of studying:
• Massed practice: one long block of time
• Spaced practice: shorter blocks of time, spread out
• Which do you think is more effective?
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35More concretely: Which group will do better?
• Group A • Group BMonday
Wednesday
Friday
TEST
Monday
Wednesday
Friday
TEST
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36The evidence is overwhelming
• Spaced practice is better than massed practice.
• In both humans and non-humans.
• Has been known for over a hundred years.
• There are probably many reasons for this effect.• Spaced retrieval keeps “reminding” brain that this is important.• Sleep plays a big role in “consolidating” knowledge.
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37How to space out your practice?
• Short-term goal (test is a week from now)• Short intervals (such as every other day)
• Long-term goal (test is a year from now)• Longer intervals (such as once a month)
You’ll mostly be dealing with this type of scenario.
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38Three very powerful techniques
Generation• Anticipate what you are going to hear or read. • Ask yourself questions about what the conclusions will
be.
Retrieval practice• Write down the main points, give yourself a mini-lecture.• Lots of self-quizzing, flash cards, etc.
Spaced practice• Study for shorter periods, but at regular intervals.• Do retrieval practice every time.
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39Generatio
n
Retrieval practice
Spaced practice
Before class
After class
Regular intervals
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40So far…
• Three techniques• Generation• Retrieval practice• Spaced practice
• Some basic ideas about how learning and memory work.• Connections strengthen memory.• Retrieval strengthens memory.• Doing these at regular intervals strengthens memory.
• Let’s now return to our question from the very beginning…
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41Which of these is good advice?
a) As you read, highlight the important points.
b) Find a comfortable, quiet place to study and make that your regular place.
c) Master one topic completely before you move on to the next.
d) Identify your learning style (auditory, visual, etc.) and then use that to help you study.Basic concepts about learning + memory:
Connections strengthen memory.Retrieval strengthens memory.Doing these at regular intervals strengthens memory.
Discuss!
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42Which of these is good advice?
a) As you read, highlight the important points.
b) Find a comfortable, quiet place to study and make that your regular place.
c) Master one topic completely before you move on to the next.
d) Identify your learning style (auditory, visual, etc.) and then use that to help you study.
Basic concepts about learning + memory:Connections strengthen memory.Retrieval strengthens memory.Doing these at regular intervals strengthens memory.
No retrieval involved.Does not strengthen memory.Studies show no effect.
![Page 43: How to learn Inside and outside the classroom (Slides courtesy of Prof. Grant Goodall)](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649f485503460f94c69c97/html5/thumbnails/43.jpg)
43Which of these is good advice?
a) As you read, highlight the important points.
b) Find a comfortable, quiet place to study and make that your regular place.
c) Master one topic completely before you move on to the next.
d) Identify your learning style (auditory, visual, etc.) and then use that to help you study.
Basic concepts about learning + memory:Connections strengthen memory.Retrieval strengthens memory.Doing these at regular intervals strengthens memory.
1 place = 1 connection = weak memoryStudies show variety of places is better.
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44Which of these is good advice?
a) As you read, highlight the important points.
b) Find a comfortable, quiet place to study and make that your regular place.
c) Master one topic completely before you move on to the next.
d) Identify your learning style (auditory, visual, etc.) and then use that to help you study.
Basic concepts about learning + memory:Connections strengthen memory.Retrieval strengthens memory.Doing these at regular intervals strengthens memory.
Spaced practice means you will come back to topics, possibly understanding more each time.Studies show “interleaving” topics is better.
![Page 45: How to learn Inside and outside the classroom (Slides courtesy of Prof. Grant Goodall)](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649f485503460f94c69c97/html5/thumbnails/45.jpg)
45Which of these is good advice?
a) As you read, highlight the important points.
b) Find a comfortable, quiet place to study and make that your regular place.
c) Master one topic completely before you move on to the next.
d) Identify your learning style (auditory, visual, etc.) and then use that to help you study.
Basic concepts about learning + memory:Connections strengthen memory.Retrieval strengthens memory.Doing these at regular intervals strengthens memory.
Let’s examine this more carefully.
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46Evidence for learning styles
• Is it true that…• People have different styles of learning
and• Taking these styles into account when studying leads to better
learning.
This claim is not supported by the
evidence.
All humans learn better with many
sources of information: visual,
auditory, etc.
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47Which of these is good advice?
a) As you read, highlight the important points.
b) Find a comfortable, quiet place to study and make that your regular place.
c) Master one topic completely before you move on to the next.
d) Identify your learning style (auditory, visual, etc.) and then use that to help you study.
And instead
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48Generatio
n
Retrieval practice
Spaced practice
Before class
After class
Regular intervals
Learn more about these techniques
and others in discussion section.
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49Final word
• Everybody worries: “Am I smart enough?”• You are smart. You are plenty smart.• The trick is that you have to know how to learn.• But there are simple techniques to get better at learning.You can do
this!