Comments on: The non application of cognitive psychology to learning http://www.academicproductivity.com/2008/the-non-application-of-cognitive-psychology-to-learning/ A survival guide for the 21st century researcher Wed, 07 Jan 2009 04:11:26 +0000 http://wordpress.org/?v=2.6.3 By: Shazia http://www.academicproductivity.com/2008/the-non-application-of-cognitive-psychology-to-learning/#comment-45768 Shazia Thu, 18 Dec 2008 13:03:20 +0000 http://www.academicproductivity.com/?p=338#comment-45768 Cognitive Application is useful of Psychology student and psychology teachers. Cognitive Application is useful of Psychology student and psychology teachers.

]]> By: Can http://www.academicproductivity.com/2008/the-non-application-of-cognitive-psychology-to-learning/#comment-41616 Can Tue, 14 Oct 2008 10:07:50 +0000 http://www.academicproductivity.com/?p=338#comment-41616 I'm a psychologhy student and psycologhy teachers bores me. Because teachers hasn't got a normal psychologhy. So it gets down my learning range. They must be allow to show our psychologhyc actions. But they are not. I’m a psychologhy student and psycologhy teachers bores me. Because teachers hasn’t got a normal psychologhy. So it gets down my learning range. They must be allow to show our psychologhyc actions. But they are not.

]]> By: Phil Wilson http://www.academicproductivity.com/2008/the-non-application-of-cognitive-psychology-to-learning/#comment-33879 Phil Wilson Tue, 19 Aug 2008 03:04:08 +0000 http://www.academicproductivity.com/?p=338#comment-33879 Another point is that it may not be the job of an academic to ensure her course uses spaced learning - it strikes me as more of a "study skill" that a student can employ, if conscientious, or ignore, if not. As student fees rise around the world, students increasingly see academia as a market, with universities, departments, and academics selling a learning experience which should be tailored to the student and his needs. But if we are hoping to turn out students with a broad range of learning, academic, and social skills, then they should be introduced to spaced learning and then allowed to implement it or not. The emphasis for learning should always remain on the student. Another point is that it may not be the job of an academic to ensure her course uses spaced learning - it strikes me as more of a “study skill” that a student can employ, if conscientious, or ignore, if not. As student fees rise around the world, students increasingly see academia as a market, with universities, departments, and academics selling a learning experience which should be tailored to the student and his needs. But if we are hoping to turn out students with a broad range of learning, academic, and social skills, then they should be introduced to spaced learning and then allowed to implement it or not. The emphasis for learning should always remain on the student.

]]> By: jose http://www.academicproductivity.com/2008/the-non-application-of-cognitive-psychology-to-learning/#comment-33622 jose Fri, 15 Aug 2008 17:25:29 +0000 http://www.academicproductivity.com/?p=338#comment-33622 One place where the spacing effect is applied to great success is in vocabulary learning (mostly on second languages). There are flash card programs that calculate your forgetting function and then shoot you items just at the time when you are about to forget them. The granddady is supermemo, but its interface is complex and so is the algorithms used. www.supermemo.com The one I like the most interface-wise is anki: ichi2.net/anki/ But the most interesting one is Mnemosyne, because it creates data for memory research (Talk about a good idea: give people something useful, and get data in exchange!). See: http://www.mnemosyne-proj.org/ Mnemosyne uses an older, much less complex SuperMemo algorithm. While it works quite well, it can be argued that since it does not separate the initial memorization stage and long-term memory, the difficulty values of cards can get too conservative leading to too short intervals (although this fixes itself over time). Anki uses a custom algorithm which does not compute card-specific difficulty values. A feature unique to it (as far as I know) is that new cards are kept in an initial memorization stage until the user indicates that they are ready for longer intervals. One place where the spacing effect is applied to great success is in vocabulary learning (mostly on second languages). There are flash card programs that calculate your forgetting function and then shoot you items just at the time when you are about to forget them.

The granddady is supermemo, but its interface is complex and so is the algorithms used.

http://www.supermemo.com

The one I like the most interface-wise is anki:

ichi2.net/anki/

But the most interesting one is Mnemosyne, because it creates data for memory research (Talk about a good idea: give people something useful, and get data in exchange!). See:

http://www.mnemosyne-proj.org/

Mnemosyne uses an older, much less complex SuperMemo algorithm. While it works quite well, it can be argued that since it does not separate the initial memorization stage and long-term memory, the difficulty values of cards can get too conservative leading to too short intervals (although this fixes itself over time).

Anki uses a custom algorithm which does not compute card-specific difficulty values. A feature unique to it (as far as I know) is that new cards are kept in an initial memorization stage until the user indicates that they are ready for longer intervals.

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