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curiosty

Socratic dialoge

Socratic dialoge is more effective in learning then didactic teaching[1]. students explain their thinking out loud enhance their learning[2][3][4]. When using why questions and explist negative feedbeck, students learn more[5]

Larning and Pupil size

Pupil response is governed 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[6]. 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 mental effort invested in a task [7][8][9][10][11][12][13][14][15][16][17]. For example, Porter et al[18] reported that the pupil dilates when subjects conduct a difficult visual search task in which high mental effort has to be invested.

Effective Learning

See this TED video for principles of effective learning - How to learn any language in six months: Chris Lonsdale at TED.

See Aslo

References

  1. ↑ Rosé, Carolyn P., et al. "A comparative evaluation of socratic versus didactic tutoring." Proceedings of Cognitive Sciences Society (2001): 869-874.‏
  2. ↑ 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.‏
  3. ↑ Chi, Michelene TH, et al. "Eliciting self-explanations improves understanding." Cognitive science 18.3 (1994): 439-477.‏
  4. ↑ Schworm, Silke, and Alexander Renkl. "Computer-supported example-based learning: When instructional explanations reduce self-explanations." Computers & Education 46.4 (2006): 426-445.‏
  5. ↑ 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.‏
  6. ↑ Barbur J (2004) Learning from the pupil: studies of basic mechanisms and clinical applications. The Visual Neurosciences Vol. 1. In: Chlupa L, Werner J, editors. Cambridge: The MIT Press. pp. 641–656.
  7. ↑ Beatty J (1982) Task-evoked papillary responses, processing load, and the structure of processing resources. Psychological Bulletin 91: 276–292. doi: 10.1037/0033-2909.91.2.276
  8. ↑ Hampson RE, Opris I, Deadwyler SA (2010) Neural correlates of fast pupil dilation in nonhuman primates: relation to behavioral performance and cognitive workload. Behavioral Brain Research 212: 1–11.
  9. ↑ Kahneman D, Beatty J (1966) Pupil diameter and load on memory. Science 154: 1583–1585. doi: 10.1126/science.154.3756.1583
  10. ↑ Kahneman D, Peavler W (1969) Incentive effects and papillary changes in association learning. Journal of Experimental Psychology 79: 312–318.
  11. ↑ Partala T, Surakka V (2003) Pupil size variation as an indication of affective processing. International Journal of Human-Computer Studies 59: 185–198. doi: 10.1073/pnas.88.11.4966
  12. ↑ Porter G, Troscianko T, Gilchrist I (2007) Effort during visual search and counting: insights from pupilometry. The Quarterly Journal of Experimental Psychology 60: 211–229. doi: 10.1080/17470210600673818
  13. ↑ van Orden KF, Jung T-P, Makeig S (2000) Combined eye activity measures accurately estimate changes in sustained visual task. Biological Psychology 52: 221–240. doi: 10.1016/S0301-0511(99)00043-5
  14. ↑ van Orden KF, Limbert W, Makeig S, Jung T-P (2001) Eye activity correlates of workload during visuospatial memory task. Human Factors 43: 111–121. doi: 10.1518/001872001775992570
  15. ↑ Heaver, Becky, and Sam B. Hutton. "Keeping an eye on the truth? Pupil size changes associated with recognition memory." Memory 19.4 (2011): 398-405.‏
  16. ↑ Silvetti, Massimo, et al. "The influence of the noradrenergic system on optimal control of neural plasticity." Frontiers in behavioral neuroscience 7 (2013).‏
  17. ↑ Takeuchi, Tatsuto, et al. "Estimation of Mental Effort in Learning Visual Search by Measuring Pupil Response." PloS one 6.7 (2011): e21973.‏
  18. ↑ Porter G, Troscianko T, Gilchrist I (2007) Effort during visual search and counting: insights from pupilometry. The Quarterly Journal of Experimental Psychology 60: 211–229. doi: 10.1080/17470210600673818
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