How People Learn II Learners, Contexts, and Cultures (2018) / Chapter Skim
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4 Processes That Support Learning
4 Processes That Support Learning
Pages 69-84
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From page 69... ...
. Much of the research on memory discussed in this chapter is based on college student populations, but the committee also examined available research that included more diverse populations and learning contexts.
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From page 70... ...
These processes are highly interrelated: suc cessful application of executive function requires that the processes operate 1 As noted in Chapter 1, this report uses the abbreviation "HPL I" for How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Research Council, 2000)
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From page 71... ...
. Like the positive and negative changes in prefrontal cortical thickness and connectivity with other neural structures described in Chapter 3, the component processes of executive function develop rapidly during the preschool years, continue to develop into adolescence and even beyond, and undergo characteristic changes throughout adulthood.
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From page 72... ...
Self-regulation allows them to more effectively direct their cognitive activity by voluntarily setting learning goals, identifying methods for achieving them, actively pursuing those methods, and tracking progress toward the goals. Regulating one's learning requires monitoring of activities, thoughts, and emo
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From page 73... ...
Nevertheless, the concept is generally understood to encompass personal characteristics, learning contexts, and motivational and regulatory processes, and all of these factors influence learning outcomes. Self-regulation is both a self-directive process and a set of thought patterns through which learners organize their activities to build skills.
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From page 74... ...
Instead, it comprises distinct types of processes associated with dif ferent memory functions. Not only are the processes of memory complex in themselves; but they also interact with other learning processes, such as the capacity to generalize (e.g., discrimination, categorization)
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From page 75... ...
Over time and with sleep, an encoded memory may be consolidated, a process whereby the neural connections associated with it are strengthened and the memory, or representation of the experience, is stabilized, or stored. Retrieval refers to the processes involved in reconstructing memories of past experiences.
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From page 76... ...
. This study showed that rather than simply reproduc ing encoded copies of the words, the study participants actively attempted to reconstruct even an event as simple as encountering a short word list.
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From page 77... ...
Long-term memory has obvious importance for learning, but short-term, or working, memory also plays a prominent role in complex cognitive tasks and daily activities, such as mental arithmetic (e.g., calculating a tip) and reading (Moscovitch, 1992)
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From page 78... ...
to improve finger work, as well as the episodic memory processes involved in trying to internalize and later repeat specific skills taught in a lesson, such as playing a particular chord sequence, semantic memory for information such as key signatures, and emotional memories of successfully playing beautiful music. Although some memories may last a lifetime, all are reworked over time, and most fall victim to disruption and interference and are rapidly forgotten.
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From page 79... ...
Among the hypotheses are that cultural traditions and differences, such as in the way adults talk with preschoolers about personal experiences, may lead learners to attend to different aspects of events they experience (e.g., Leichtman et al., 2000; Wang, 2009) or to tend to use personal memories differently -- for example, to guide decisions or to learn moral lessons and norms (e.g., Alea and Wang, 2015; Alea et al., 2015; Basso, 1996; Kulkofsky et al., 2009; Maki et al., 2015; Nile and Van Bergen, 2015; Wang and Conway, 2004)
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From page 80... ...
BOX 4-2 Helping Children Develop Memory Skills A few researchers have explored techniques to support memory in young children by fostering cognitive activities that increase the depth at which information is processed (Coffman et al., 2008)
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From page 81... ...
" indicated using Instructional Techniques Co-occurring with Deliberate Memory Demands Instructional Requesting information "Today we will be Activities from memory and building our own cars. the presentation Who knows the first step of instructional we take when building a information by the new structure?
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From page 82... ...
. Another possible explanation is that older adults have a bias toward pattern completion: the process by which a partial or degraded memory cue triggers an individual to use other prior knowledge and experiences to reconstitute a complete memory representation (Stark et al., 2010)
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From page 83... ...
CONCLUSION 4-1: Successful learning requires coordination of multiple cognitive processes that involve different networks in the brain. In order to coordinate these processes, an individual needs to be able to monitor and regulate his own learning.
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