PSYC 305 -- MODALITY AND COHERENCE, SELF REGULATION and TRANSFER

Transfer in Learning

The application of knowledge or skills learned in one context to another context.

Near transfer

Transfer of skills SIMILAR to each other

Far transfer

Transfer of skills DIFFERENT from each other

Positive Transfer

When learning in one situation enhances performance in another.

Negative Transfer

When learning in one context hinders performance in another.

Zero Transfer

No effect on performance.

Similarity of Tasks

Greater similarity between the original and new tasks increases the likelihood of positive transfer.

Learner's Prior Knowledge

Existing knowledge can facilitate or impede transfer.

Generalization

Taking knowledge in one area and applying it to other areas

Identical elements theory

MORE SIMILAR = MORE TRANSFER

Judd's theory

Knowledge learned FIRST goes to second task because of GENERALIZATION and FAR TRANSFER

Abstraction

Reduce information to only what is NECESSARY

High road transfer

Abstraction between PREVIOUS and TRANSFER task

Low road transfer

Stimulus from INITIAL LEARNING similar to transfer stimulus

Modality

Narration is more useful for learning than just text

Divided attention

Divided attention = reduced performance

Selective attention

Paying attention to some things and ignoring others = increase performance

Multimodal Presentations

Combining text with images often improves learning outcomes.

Coherence

People learn better with pictures and words together

Importance of Coherence

Coherent materials help learners focus on key concepts without extraneous information.

Cognitive Load

Reducing cognitive load enhances understanding and retention.

Processing of channels within the brain (auditory and visual)

Both processed through DIFFERENT CHANNELS

Self-Recognition

The ability to recognize oneself as an individual distinct from others, often assessed through self-awareness.

Developmental Perspective of Self-Recognition

Emerges in early childhood and is crucial for social interactions and self-concept.

Components of Self-Recognition

Physical Self: Awareness of one's body and appearance.

Components of Self-Recognition

Social Self: Understanding one's role and relationships within social contexts.

Components of Self-Recognition

Emotional Self: Recognizing one's feelings and their impact on behavior.

Implications for Learning

Self-recognition influences motivation, self-regulation, and goal-setting in educational settings.

Positive Self-Recognition

Can enhance learning by fostering resilience and a growth mindset.

Strategies to Enhance Self-Recognition

Encourage reflection and self-assessment.

Strategies to Enhance Self-Recognition

Provide feedback that promotes self-awareness.

Strategies to Enhance Self-Recognition

Create opportunities for students to explore their identity and values.

Metacognition

Being aware of thinking and learning patterns and using knowledge to improve upon it

Self Regulated Learning (SRL) definition

PRIOR KNOWLEDGE + PROCEDURAL KNOWLEDGE with HIGH GENERALIZABILITY

Cons of SRL

1. NOT INHERENT SKILL

2. COGNITIVE BIAS: inaccurate self assessment

How to use SRL

1. PLANNING

2. SELF BELIEF

3. SEEK HELP

4. METACOGNITION