tag:blogger.com,1999:blog-11679714.post53455937549645810..comments2024-03-28T11:36:22.391-04:00Comments on Half an Hour: The Science of LearningStephen Downeshttp://www.blogger.com/profile/06140591903467372209noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-11679714.post-24521305012233888442009-03-25T02:36:00.000-04:002009-03-25T02:36:00.000-04:00How one learns a task is associated with balance. ...How one learns a task is associated with balance. Noise can be considered an inabalance in the structure of the task which is to be a measurement for retention.<BR/><BR/>The receipe for learning often reflects groups of items and events that promote the short term memory * i believe* to become long term memory when associated with an event of emotion. Catagories that would be considered sterotyping... are they possibly called a learning curve?<BR/><BR/>How events or learning is encoded upon the brain depends upon several key factors that allow for rentention and depending on noise , which can detract from that encoding.<BR/><BR/>How you learn is how students should be approaced when putting together the way that they can respond. Knowing your audience is tre importante.<BR/><BR/>For example: When asked a yes or no question in a court room. The elements of what was learned from an experience is expected to be answered with a yes or no. Due to the way the question is posed, although the answer seems obvious to others, the learner who has experienced the task and the ability to retentively regurge what was learned, is grouped with an emotion, flash back of what is seen in the minds eye, felt with the physical body, etc... which adds to the distraction of how to communicate this in a simple NO or Yes answer. Conflict developes within those that have cognitive retention or communication element that affect and effect how they are to proceed to present the whole picture of what was learned. <BR/><BR/>This would be a measurement in itself, while frustrating others who expect yes or no, or if not allowed to complete the task of cognitively processing what was learned would then cause failure to have the truth prevail of the event and what was learned. <BR/><BR/> I agree with Itiel on these key issues because I have observed this response.<BR/><BR/>When a questioned is posed under stress. An event which triggered the learning is brought back to mind with triggers mentioned above. <BR/><BR/>I know encoding a response is disrupted by surprize and that encoding has a chink in the link. Those that have learning disabilites, or physical disabilties that impact the visualization or tactile infrenences often are substituted by other means of going around the the disruption if the event was a short term encoding event. <BR/><BR/>Humor often can replace that minds eye disruption in learning that can be associated with cognitive overload. Letting the learner pick out a series of context of tasks that are available they will gravitate to the strongest and most effective elements where what was communicated can be transformed into a quantive effect with qualatative application.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-11679714.post-7464264050315420552007-03-21T09:13:00.000-04:002007-03-21T09:13:00.000-04:00As noted, he's avoiding the grand language of theo...As noted, he's avoiding the grand language of theory... whereas you're analysing his approach based on his language.<BR/><BR/>The only way to really tell if he's got the right idea is to observe his actions and note if he's doing the right thing... regardless of what language he uses to explain his approach.<BR/><BR/>Language is for communication, and is related to, but doesn't directly correspond with, internal modelling of systems.Anonymousnoreply@blogger.com