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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Implicit Memories01:24

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Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
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Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Purposive Learning01:22

Purposive Learning

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Elaborative Rehearsals01:07

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Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...
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Reconceptualizing Symbolic Magnitude Estimation Training Using Non-declarative Learning Techniques.

Erin N Graham1, Christopher A Was1

  • 1Department of Psychological Sciences, Kent State University, Kent, OH, United States.

Frontiers in Psychology
|April 23, 2021
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Summary
This summary is machine-generated.

This study shows that a new math intervention using errorless learning and cue fading improved second graders' understanding of symbolic magnitude better than traditional teaching methods.

Keywords:
declarative memoryerrorless learningimplicit memorymath educationnumber linevanishing cues

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Mathematics Education

Background:

  • Mathematics achievement is crucial for life success, yet research often focuses narrowly on direct instruction.
  • There's a need to explore alternative teaching methods beyond declarative approaches in mathematics education.

Purpose of the Study:

  • To evaluate a novel mathematics intervention for second graders based on non-declarative learning principles.
  • To assess the efficacy of combining errorless learning and structured cue fading for symbolic magnitude understanding.

Main Methods:

  • An intervention group received instruction using errorless learning and cue fading.
  • A control group received traditional declarative instruction with substantial support.
  • The study focused on second-grade students' learning of symbolic magnitude.

Main Results:

  • Students in the novel intervention group demonstrated superior performance in symbolic magnitude compared to the control group.
  • The intervention group showed better outcomes despite receiving less explicit declarative support.

Conclusions:

  • Combining errorless learning and cue fading shows promise as an effective mathematics intervention.
  • This approach may offer a valuable alternative to traditional declarative instruction for improving mathematical understanding.