PSYC 400 Lecture 4: Cognitive Models of Learning

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29 Dec 2020
Department
Course
Professor
Week 4: Cognitive Models of Learning (Cont.)
Class Notes
Large lectures typically low behavioural and cognitive activity (passive)
o Cognitive activity depends on levels of expertise and engagement
Reading low behavioural and cognitive why it’s not an effective study strategy
Synchronous sessions can be very active or passive depending on the set-up
Mayer’s conclusion in “Three Strikes” that direct instruction better than discovery learning
o Can allow for high cognitive activity which will lead to active learning, regardless of
whether students are behaviourally active discovery learning lets them be behaviourally
active, but no promise on the standard of cognitive activity
o Pure discovery may fail to promote important cognitive processes because it may be
difficult to select relevant incoming information
Most common study strategies are ineffective i.e. re-reading and highlighting
o Interleaved testing is best for retention
o Most effective strategies overall are practice testing and distributed practice
Schema development central to both CLT and constructivism
o Only what varies is the approach taken for it
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