Cognitive Psychology in Education
By Ellory Wahlfeld
Are you cramming for exams? Do you drown in flashcards? There’s a science-backed lifeline that could change the way you hit the books. It’s called maintenance rehearsal, not your average study hack. It’s a brain-tuning, memory-maxing method that could turn your study woes into wins.
Continue reading “Study Like a Rockstar: Mastering Maintenance Rehearsal for Academic Success”By Hikaru Sanouchi
Elaboration: The process of developing or presenting a theory, policy, or system in further detail. (from dictionary.com)
The word elaboration is from the late Latin word, elaborationem. Labor played an important role in the word elaboration, as we can physically see the word “labor” in this word. When we imagine the word labor, we would imagine labor work, which is physically hard work people do, for instance yard work, construction, and such. Currently, elaboration means to work out a problem in more detail and depth.
That is it for elaborating on the word elaboration. Here, I’m going talk about using elaboration in psychology. Elaboration is the process of incorporating new information with an old idea. According to Yang (1995), a goal of elaboration is to, “make learning more meaningful by forming a relationship between the new, unfamiliar material and the new the older, already learned information” (Yang. 1995. P,3). Creating a connection between your new knowledge and old knowledge to understand the information in more depth is the goal (1).
Continue reading “Only three steps and you’re master of elaboration!”
By Marissa Wurster & Daniel Ilagan
You know how you’re mom told you while you were growing up to stop being selfish and stop making things all about you? Well we’re here to tell you to forget that! In terms of improving memory and encoding items, relating things back to yourself can actually be really helpful! Students spend hours every single day trying to comprehend new material, but often times they waste that time because they fail to relate the material to themselves. Evaluating incoming information relative to the contents of one’s self schema can lead to enhanced elaboration and organization of the newly learned material (1).
Continue reading “Make It About YOU: Learning with the Self-Reference Effect”
By Jordan Feger and Cassandra Gherardini
So you think you know how to study. You think that because high school was such a breeze that you must have stellar study habits and practices, right? You must have it all figured out already, right?
That’s funny.
Welcome to college.
You see, college is hard. No matter where you go or what major you have, college is worlds away from any sort of high school education. All those study methods and habits you thought worked so well don’t exactly compute with the oodles of homework, tests, and term projects piled on your plate.
So you get to college and it feels like your brain is going to explode with all of the tasks you have to complete in addition to actually attending and paying attention in class. It feels like your brain is full; you can’t possibly fit any more information in there.
Well, here’s the thing, that feeling that your brain is full, you have this concept called working memory to thank for that.
By Angelica Otto and Fatema Atshan
“Sorry, I can’t go out. I have a HUGE cognition exam, and I haven’t even started studying.”
“Well, when is it?”
“TOMORROW”
I can imagine that we all have had this conversation at least once, maybe in high school or college. Maybe it was for a different subject, but the need to cram is the same. We have busy lives as future and current undergraduates.
Continue reading “Say No to Maintenance, Say Yes to Elaborative!”