All in For Researchers
Below we have included a list of many different learning strategy questionnaires for your consideration. We have tried to include information about the amount of research that has been conducted on each questionnaire and the costs associated with its use, so that you can make an informed decision…
When we are presented with a stressful event, a variety of hormones, neurotransmitters, and peptides are released in our brains. All of these things work to activate systems to help us cope with the stressor. This initial response is typically referred to as the “fight-or-flight” response. If you were walking in the woods and actually saw three bears your fight-or-flight response would put your system on high-alert. Your body diverts resources from less-pressing matters, like digestion, and focuses on giving you superhuman strength and speed…
About 8 years ago (seriously, I can’t believe we’ve been doing this for so long…), we published a pair of blog posts on understanding both near and far transfer (Part 1; Part 2). Transfer is one of my favorite topics, in part because it is arguably the whole point of most formal education. The purpose…
Imagine you are enrolled in a life sciences course and learning about stochastic molecular motion in biological systems (i.e., how molecules move in random ways within cells and other parts of living things). You are given the option to study the topic using either a) expository instruction…
The great thing about effective learning strategies is that they tend to work well for a lot of different people, as long as they are modified in appropriate ways when needed. One individual difference between people that often comes up in learning research is developmental age or stage. Our …
In my last blog, I covered a paper I published (1) about questions in class, covert retrieval, and cold calling. The conclusion from this paper, and the blog post covering it, is that inserting questions into a lecture, and encouraging students to covertly retrieve through cold calling, ought to improve learning from a lesson. If time does not permit writing out the answers (one form of overt retrieval), or doing so would disrupt the flow of a discussion, then students should still benefit from bringing the information to mind if they are encouraged to do so fully through cold calling. However, it is often quite difficult to …
