Module 2 - Chunking

Chunking

• Forming neural pathways for small bits of information using the focused mode

• Creating and connecting smaller bits of information

• Stress hinders the octopus’ ability to do this

Chunk

• Bits of information connected by use or meaning. Form a mental “loop”

• Network of neurones/Neural pathway used to firing together to think a thought or perform an action quickly and efficiently/effortlessly

Chunking

• Forming neural pathways for small bits of information using the focused mode

• Creating and connecting smaller bits of information

• Stress hinders the octopus’ ability to do this

Chunk

• Bits of information connected by use or meaning. Form a mental “loop”

• Network of neurones/Neural pathway used to firing together to think a thought or perform an action quickly and efficiently/effortlessly

Worked-through example

• Typically used in Maths/Science for first problem

• Used to help figure out why the steps are taken the way they are

• Shows key features and underlying principles

• Flaw: can focus on why a step works instead of why this is the next thing you should do

The 3 steps to forming a chunk

1. Undivided focus and attention - no interruptions

2. Understand the idea/concept - doesn’t create a chunk

3. Gain context via practice and repetition - related and unrelated problems

Testing yourself!

This will ensure the concepts are firmly embedded into your mind. Ok to make mistakes

Bottom Up Learning

The learning concept described in module 2 attributed to chunking (directional)

Top Down Learning

The learning concept described in module 2 attributed to thinking about the big picture (directional)

Context

• Learning when and when not to use particular techniques or chunks to solve a problem

• The middle/meeting of bottom up and top down learning concepts

Illusion of Competence

Thinking you know the material but it is, in fact, not solidified in your mind

Retrieval Process/Recall

• Proven to be better than simple re-reading and creation of concept maps for learning

• Looking away and trying to remember the key ideas

• Helps form chunks

Working memory

Heavily used in the early creation of chunks

Testing in random areas

Recall material when you’re in these areas to avoid association of material with environmental cues/triggers in your learning location

Acetylcholine, Dopamine & Serotonin

Neurotransmitters influencing and controlling concentration/synaptic plasticity, motivation/reward learning and social life/risk-taking behaviour

Transfer

The concept that, understanding a concept/chunk/problem-solving method in a different field can help you understand concepts or form chunks in a different field as they are somewhat similar or related

Diffuse Mode

Can help connect 2 or more chunks together in novel ways to solve new problems

Consistent Practice

Required so that the chunks in your mind do not become weak and faded

• Sequenced Logical Approach

• Holistic Intuitive Approach

Methods of approaching a problem/reaching a solution (focused vs diffuse)

Law of Serendipity

TRY TRY TRY

Einstellung

Fill in the blank: The tendency to rely on familiar solutions due to past experiences is known as __________. This hinders the ability to see alternative methods in problem-solving scenarios

Interleaving

Fill in the blank: __________ is a learning strategy that enhances retention by alternating between different subjects or skills during practice.

Deliberate Practice

Fill In the blank: (x) Is a method which emphasises testing areas in which your knowledge is weak in order to avoid the illusion of competence

Transfer

The concept of using one chunk in one area of expertise/knowledge to help you form/create another chunk in a different topical area as they are similar/related