Changes

Socratic dialoge ===Larning and Pupil size===Pupil response is more effective in learning then didactic teachinggoverned by the autonomic nervous system. Pupil dilation depends on the activation of the adrenergic sympathetic nervous system, while pupil constriction depends on the cholinergic parasympathetic nervous system<ref>[httpBarbur J (2004) Learning from the pupil://wwwstudies of basic mechanisms and clinical applications.csThe Visual Neurosciences Vol.cmu1.edu/~cprose/pubweb/cogsci01In: Chlupa L, Werner J, editors. Cambridge: The MIT Press.pdf Rosé, Carolyn Ppp., et al641–656. "A comparative evaluation of socratic versus didactic tutoring</ref>." Proceedings It has been well documented that pupil response is modulated not only by an ambient luminance level (the so-called pupil light reflex) but also by the amount of Cognitive Sciences Society mental effort invested in a task <ref>Beatty J (20011982)Task-evoked papillary responses, processing load, and the structure of processing resources. Psychological Bulletin 91: 869276–292. doi: 10.1037/0033-8742909.91.2.]‏276 </ref>. students explain their thinking out loud enhance their learning<ref>ChiHampson RE, Michelene THOpris I, et alDeadwyler SA (2010) Neural correlates of fast pupil dilation in nonhuman primates: relation to behavioral performance and cognitive workload. "Self-explanationsBehavioral Brain Research 212: How students study 1–11. </ref><ref>Kahneman D, Beatty J (1966) Pupil diameter and use examples in learning to solve problemsload on memory. Science 154: 1583–1585. doi: 10." Cognitive 1126/science 13.2 154.3756.1583 </ref><ref>Kahneman D, Peavler W (19891969)Incentive effects and papillary changes in association learning. Journal of Experimental Psychology 79: 145-182312–318.‏</ref><ref>ChiPartala T, Michelene TH, et alSurakka V (2003) Pupil size variation as an indication of affective processing. "Eliciting selfInternational Journal of Human-explanations improves understandingComputer Studies 59: 185–198. doi: 10." Cognitive science 181073/pnas.88.11.3 4966 </ref><ref>Porter G, Troscianko T, Gilchrist I (19942007)Effort during visual search and counting: insights from pupilometry. The Quarterly Journal of Experimental Psychology 60: 211–229. doi: 439-47710.‏1080/17470210600673818 </ref><ref>Schwormvan Orden KF, SilkeJung T-P, and Alexander RenklMakeig S (2000) Combined eye activity measures accurately estimate changes in sustained visual task. "Computer-supported example-based learningBiological Psychology 52: When instructional explanations reduce self-explanations221–240." Computers & Education 46doi: 10.4 1016/S0301-0511(200699): 42600043-445.‏5 </ref>. When using ''why'' questions and explist negative feedbeck, students learn more<ref>[httpvan Orden KF, Limbert W, Makeig S, Jung T-P (2001) Eye activity correlates of workload during visuospatial memory task. Human Factors 43://www111–121.publicdoi: 10.asu.edu1518/~kvanlehn001872001775992570 </Stringent/PDF/03AIED_CPR_DB_SS_RS_KVL_ROLE.pdf Rosé, C. Pref>.For example, Porter et al<ref>Porter G, Troscianko T, Gilchrist I (2007) Effort during visual search and counting: insights from pupilometry. "The role Quarterly Journal of why questions in effective human tutoringExperimental Psychology 60: 211–229." Proceedings of the 11th International Conference on AI in Educationdoi: 10. 2003.]‏1080/17470210600673818 </ref>reported that the pupil dilates when subjects conduct a difficult visual search task in which high mental effort has to be invested.