Francisco’s Reviews > How Learning Happens > Status Update

“The beginners categorised the problems based on the characteristics in the description of the assignment (e.g. these problems deal with blocks on an inclined plane).
The experts, on the other hand, categorised the problems based on the underlying physical laws (e.g. these problems deal with the law of conservation of energy).”

“the "illusion of competence". This is often the case when learners reread something they've already read and then feel as though they have mastered some area of knowledge simply because it looks familiar to them since they've read it before,”

“Flavell begins by noting that children are not very good at thinking about the process of thinking itself and in certain experiments, vastly overestimate the extent to which they have learned something.”

“They think that they know what and how they're thinking but they usually don't. Another one is that the more expert one becomes in a given domain, the less of an expert they become in knowing how they became an expert. This is also known as the "curse of knowledge".”

“Explicit instruction, retrieval practice, and worked examples can help create and strengthen schemata.”

“Although his experiments were not what a modern researcher would call "ecologically valid" (he often asked subjects to recall the story as he bumped into them around, (…)
What he discovered was that the act of remembering was not so straightforward and he hypothesised that the subjects would not so much remember the story as reconstruct it.”

“his idea was that remembering is not so much recalling information but rather reconstructing information by accessing cognitive structured knowledge”

“the multimedia principle, namely that we learn better from words and pictures than from words alone. Another is to make use of narratives or storytelling as a teaching tool to help students make connections between [the episodic] and [the semantic processes] underlying them are. This is similar to dual coding where relationships are made between what is in our visuospatial sketchpad and phonological loop.”

“then asked her out of interest if she remembered what the point of the lesson was, to which Veronica replied: "Swiss rolls!" And there was problem. They remembered the lesson, but not what it was about.”

“Working memory is susceptible to interference and distraction, particularly when multiple tasks are being performed simultaneously or when irrelevant information is provided, such as visuals that are "interesting" or "fun" but which only distract – what we call seductive details.
This can lead to errors and impairments in performance.”