3,078
edits
Changes
→Socratic dialoge
Socratic dialoge is more effective in learning then didactic teaching<ref>[http://www.cs.cmu.edu/~cprose/pubweb/cogsci01.pdf Rosé, Carolyn P., et al. "A comparative evaluation of socratic versus didactic tutoring." Proceedings of Cognitive Sciences Society (2001): 869-874.]</ref>. students explain their thinking out loud enhance their learning<ref>Chi, Michelene TH, et al. "Self-explanations: How students study and use examples in learning to solve problems." Cognitive science 13.2 (1989): 145-182.</ref><ref>Chi, Michelene TH, et al. "Eliciting self-explanations improves understanding." Cognitive science 18.3 (1994): 439-477.</ref><ref>Schworm, Silke, and Alexander Renkl. "Computer-supported example-based learning: When instructional explanations reduce self-explanations." Computers & Education 46.4 (2006): 426-445.</ref>. When using ''why'' questions and explist negative feedbeck, students learn more<ref>[http://www.public.asu.edu/~kvanlehn/Stringent/PDF/03AIED_CPR_DB_SS_RS_KVL_ROLE.pdf Rosé, C. P., et al. "The role of why questions in effective human tutoring." Proceedings of the 11th International Conference on AI in Education. 2003.]</ref>
===difference between experts and laymen in learning===
Experts have more procedural knowledge, then laymen. When asked to solve problems, experts retrieve knowledge from long term memory to "long term working memory". Then they have to integrate current information to the working memory to result a solution. Laymen need to load both current information and procedural knowledge into the working memory, thus resulting higher load on the working memory. This overload can be detected by the speed of the solution process, as well as the speed of finding the next step in the solution<ref>[http://www.anitacrawley.net/Articles/Kalyuga%20Measuring%20Knowledge%20to%20Optimize%20Cognitive%20Load%20Factors.pdf Measuring Knowledge to Optimize Cognitive Load Factors During Instruction., S Kalyuga, J Sweller - Journal of educational psychology, 2004 - psycnet.apa.org]</ref>, and I think someone measured it by pupil dilation.
===Larning and Pupil size===