Week #3
Learning Objectives
At the end of the workshop, participants will be able to:
A. Define the sytem1 and system 2 approach to knowing
B. Provide an example of an illusion or a memory distortion.
C. Understand preference of learning style should not drive instruction.
D. List two factors that impact learner in major way.
E. Define Sternberg’s 3 types of intelligence and dynamic testing
Weekly Content Summaries
Chapter 5
![Tricks on our mind](/uploads/5/9/5/6/59564357/2697429.jpg?387)
We all observe our own thinking (metacognition) to some
degree. But do we ever stop to think how accurate and correct our thinking
actually is? Our thinking is influenced by illusions, cognitive biases, our own
levels of competence, and which system of thinking we rely on (Brown, Roediger,
& McDaniel, 2014). There is hope. We can improve the accuracy and
correctness of our thinking but first we must be aware of these elements and
their impact on our thinking.
Knowing can be broken into two systems Kahneman (2011), which are system 1 and system 2. System 1 is unconscious and it is quick to react, almost in a knee-jerk manner. System 2 is slower and conscious in nature, almost allowing a more methodical approach. The two systems operate together almost as a check and balance system. The reflexive nature of system 1 will be heightened by the influence of illusions (e.g., hunger for narrative), and it will be up to system 2 to wade through these illusions and provide thoughtful analysis. However, our final decision will be influence over which system prevails based upon the circumstances being encountered.
Our memories are often influenced by numerous illusions and memory distortions. Our need to complete the picture or story will often create a memory based on something we constructed or added instead of the true reality of the situation. Therefore, we create an illusion of reality (Brown et al., 2014). For example, we hear one side of a phone conversation and feel the need to finish the story. We often will distort our memories by focusing on the emotional parts and filling in the gaps accordingly (Brown et al., 2014). For example, our family dog (a Chocolate Lab) ate an entire couch as a puppy but was my Dad’s best buddy. If you ask him if that dog ever ate the furniture he adamantly states “NO!!”. There are many specific examples of illusions and distortions which can include: imagination inflation, suggestion, fluency illusions, and false consensus effect. This is not an exhaustive list but I would refer you to this chapter for specific details on each and for additional examples. The bottom line is Illusions and distortions can and will alter the memories we create and retrieve.
Levels of competence across individuals will vary. But if we have lower levels of competent (i.e, incompetence) are we able to increase our levels? The answer is yes by making our metacognitions more accurate. We can achieve this in classes through the use of quizzes, providing feedback, peer instruction, simulations, and teams.
Knowing can be broken into two systems Kahneman (2011), which are system 1 and system 2. System 1 is unconscious and it is quick to react, almost in a knee-jerk manner. System 2 is slower and conscious in nature, almost allowing a more methodical approach. The two systems operate together almost as a check and balance system. The reflexive nature of system 1 will be heightened by the influence of illusions (e.g., hunger for narrative), and it will be up to system 2 to wade through these illusions and provide thoughtful analysis. However, our final decision will be influence over which system prevails based upon the circumstances being encountered.
Our memories are often influenced by numerous illusions and memory distortions. Our need to complete the picture or story will often create a memory based on something we constructed or added instead of the true reality of the situation. Therefore, we create an illusion of reality (Brown et al., 2014). For example, we hear one side of a phone conversation and feel the need to finish the story. We often will distort our memories by focusing on the emotional parts and filling in the gaps accordingly (Brown et al., 2014). For example, our family dog (a Chocolate Lab) ate an entire couch as a puppy but was my Dad’s best buddy. If you ask him if that dog ever ate the furniture he adamantly states “NO!!”. There are many specific examples of illusions and distortions which can include: imagination inflation, suggestion, fluency illusions, and false consensus effect. This is not an exhaustive list but I would refer you to this chapter for specific details on each and for additional examples. The bottom line is Illusions and distortions can and will alter the memories we create and retrieve.
Levels of competence across individuals will vary. But if we have lower levels of competent (i.e, incompetence) are we able to increase our levels? The answer is yes by making our metacognitions more accurate. We can achieve this in classes through the use of quizzes, providing feedback, peer instruction, simulations, and teams.
Chapter 6
![Demonstration of learning styles. Person hearing, another hearing, another feeling](/uploads/5/9/5/6/59564357/5496168.jpg?333)
Many people believe that educators
should teach content based on the learning styles (auditory, visual) preferred
by their students to achieve better learning. However, this is not factual
(Brown et al., 2014). The style used to teach materials should be driven by the
materials being taught (Pashler, McDaniel, Rohrer, & Bjork, 2008 as cited
in Brown et al., 2014). In addition, educators need to consider the other
factors that impact learning in a substantial way so their students can learn
and strive towards success. These factors include: student’s belief in their
abilities, language fluency, reading ability, structure building, and rule vs.
example learners (Brown et al., 2014). A discussion of each in more specific
detail is provided by the chapter.
There has been many researchers that have proposed various types of intelligence (e.g., Gardner, 2006, Sternberg, Grigorenko, & Zhang, 2008). Professionals in the field of psychology hold that most people possess fluid intelligence (ability to reason, see relationships, think abstractly, and use this information on solutions) and crystallized intelligence (knowledge gathered over time and mental models formed) (Brown et al., 2014). We use both types in our learning process.
Sternberg proposed an alternate model of intelligence that included three types of intelligence: analytical (problem-solving), creative (synthesize and use knowledge in new and non-routine situations), and practical (street smarts). His model is supported by empirical evidence (e.g., Sternberg, Grigorenko, Ferrari, & Clinkenbeard, 1999). Their research concludes that intelligence tests are measuring a static measure of intelligence but offers nothing about our future potential. This belief truly veered off the path of traditional measures of intelligence. He suggests the use of dynamic testing (gauging someone’s level of knowledge, focusing learning on areas that are deficient, retest).
There has been many researchers that have proposed various types of intelligence (e.g., Gardner, 2006, Sternberg, Grigorenko, & Zhang, 2008). Professionals in the field of psychology hold that most people possess fluid intelligence (ability to reason, see relationships, think abstractly, and use this information on solutions) and crystallized intelligence (knowledge gathered over time and mental models formed) (Brown et al., 2014). We use both types in our learning process.
Sternberg proposed an alternate model of intelligence that included three types of intelligence: analytical (problem-solving), creative (synthesize and use knowledge in new and non-routine situations), and practical (street smarts). His model is supported by empirical evidence (e.g., Sternberg, Grigorenko, Ferrari, & Clinkenbeard, 1999). Their research concludes that intelligence tests are measuring a static measure of intelligence but offers nothing about our future potential. This belief truly veered off the path of traditional measures of intelligence. He suggests the use of dynamic testing (gauging someone’s level of knowledge, focusing learning on areas that are deficient, retest).
Video: Student Assessment
![Picture of a concept mapping](/uploads/5/9/5/6/59564357/5892339.jpg?358)
This video expands of the notion that rereading is not
helping students with long-term retention, contradictory to the beliefs of
students (Karpicke, 2012). Students need to retrieve their knowledge and it is
this process that will strengthen their learning long term. This video offers
suggestions of using concept mapping (student drawing out concepts and how they
link to each other) as a means to increase retrieval and thus increase
learning. A second suggestion offered was that students should create clue
sheet based on the text being read. They then should use these clue list to aid
in their retrieval process. Empirical evidence supporting both suggestions was
offered.
Connection to Field and/or Discipline
Human Resource Management
![Nurse job candidate performing a medical procedure on a model](/uploads/5/9/5/6/59564357/5295362.png?337)
In the field of Human Resource Management (HR) it is
critical that organizations have thorough a selection process to determine who is
the best and most qualified for the vacant position. The selection process may
include (but is not limited to) interviews, testing, and work samples. This
fits nicely with the reading regarding how accurate people perceive their
competence levels. Therefore in the selection process, it is up to the HR
Department to determine if the person truly does possess the needed level of
competence for this job, since often job candidate may not possess an accurate
view of themselves. People may look competent on paper but in person it may be another story.
So HR uses interviews that ask situational questions (questions about realistic
scenarios encountered on the job) which provide the interviewer with insights into the
knowledge, skills, and abilities (KSAs) of the candidate.
In addition, the candidate may take part in a work sample (which could involve a simulation). The work sample is taking a piece or the using the complete job and having the candidate perform it. For example, a job candidate for a faculty position may have to give a lecture to a class, a pilot may have to fly using an airplane simulator, or a nurse may have to triage a patient. This helps HR to acquire the candidate’s true levels of KSAs and competence.
HR also uses other types of testing which may include assessing intelligence tests, job knowledge tests, math tests, and reading tests. The choice of tests is based on the qualification needed for the job. These selection techniques would help to give HR a true profile of the candidate’s KSAs and would help to minimize any bias (illusions) from influencing the decision maker of the hiring decision.
In addition, the candidate may take part in a work sample (which could involve a simulation). The work sample is taking a piece or the using the complete job and having the candidate perform it. For example, a job candidate for a faculty position may have to give a lecture to a class, a pilot may have to fly using an airplane simulator, or a nurse may have to triage a patient. This helps HR to acquire the candidate’s true levels of KSAs and competence.
HR also uses other types of testing which may include assessing intelligence tests, job knowledge tests, math tests, and reading tests. The choice of tests is based on the qualification needed for the job. These selection techniques would help to give HR a true profile of the candidate’s KSAs and would help to minimize any bias (illusions) from influencing the decision maker of the hiring decision.
My Personal Experiences
![A male job candiate being interviewed for a job](/uploads/5/9/5/6/59564357/619084.jpg?229)
My personal experience did not happen to me directly but I
did observe this process. When I was a graduate student completing my MBA,
several consulting and account firms were recruiting on campus. The normal process
for our school was that companies came and interviewed the students on campus.
If you received an office visit (usually in New York City) you
pretty much were guaranteed a job offer. So these on campus interviews were important
to say the least.
It was announced a few weeks prior to the interviews that the NY Giants football team would be using our campus for their summer training. There was a lot of excitement on campus about this. So one of my friends, who was an Accounting MBA, was being interviewed on campus by one of the big 8 accounting firms (this is when there were still the big 8). We were all very nervous and anxious that day knowing how critical these interviews were. When he comes out of the interview room we ask him how it went. He tells us that he and the interviewer spent 45 minutes talking about the NY Giants because there was a big banner hanging the professor’s office being used for interviews. In addition, he receives an office visit and an offer for one of the largest accounting firm based on his knowledge of the NY Giants. I believe this experience demonstrates many of the illusions and distortions that shape our memories. Bias unfortunately occurs often in the interviewing process. It helped my friend that day but probably ended up denying others (those who lacked knowledge of the NY Giants) the opportunity of job offers.
It was announced a few weeks prior to the interviews that the NY Giants football team would be using our campus for their summer training. There was a lot of excitement on campus about this. So one of my friends, who was an Accounting MBA, was being interviewed on campus by one of the big 8 accounting firms (this is when there were still the big 8). We were all very nervous and anxious that day knowing how critical these interviews were. When he comes out of the interview room we ask him how it went. He tells us that he and the interviewer spent 45 minutes talking about the NY Giants because there was a big banner hanging the professor’s office being used for interviews. In addition, he receives an office visit and an offer for one of the largest accounting firm based on his knowledge of the NY Giants. I believe this experience demonstrates many of the illusions and distortions that shape our memories. Bias unfortunately occurs often in the interviewing process. It helped my friend that day but probably ended up denying others (those who lacked knowledge of the NY Giants) the opportunity of job offers.
Suggestions for Implementation
![Student filling out quiz](/uploads/5/9/5/6/59564357/9712564_orig.png)
In this section you will find suggestions for making
metacognitions of your students more accurate and for making your own learning
more effective given that learning differences exists across individuals.
Educators can aid in making metacognitions for their students more accurate. The first suggestion would be to give quizzes more frequently. This allows the quiz taker to verify what they know and areas that they are deficient in. To lower student anxiety, the quizzes should be low-stakes in nature (i.e. not worth that much towards their grade). The use of cumulative exams would also aid in the retrieval process and learning. A further suggestion would be to encourage students to prepare and use flashcards in their studying. The benefits for retrieval and long-term learning should be explained from using flashcards. In addition, I would tell them not to drop “learned” topics from the pile. A third suggestion would be to use peer instruction in class (Mazur, 1997). This would allow for students to explain concepts to each other, exchange feedback, and assess their learning relative to other people (Brown et al., 2014). A fourth suggestion is more applicable to the workplace where an apprenticeship program and the use of teams can be implemented. Each approach provides an avenue to exchange ideas and gather insights from a more seasoned person or your teammates. In the workplace the use of simulation provides real-world experiences to truly test the retrieval process and which system of thinking (system 1 or 2) is being employed. It could provide if any distortions are interfering in the learning process. The use of simulations also provides the opportunity for constructive feedback from the trainer and peer evaluations.
Another major theme in the readings were learning differences. Therefore, there are several suggestions to provide to students (i.e., learners). Learners need to own their journey for continuous knowledge, it is an endless process. A second suggestion would be to tap into all the forms of intelligence (e.g., creative, successful) you possess to support your learning process. A third suggestion would be to try to engage in dynamic testing. This is a way to identify the areas of knowledge that are still deficient and to provide feedback when this deficiency is filled. An additional suggestion would be to figure out what you want to learn (cooking, how to speak in Italian, etc.), and where to acquire this knowledge, and then actually do it!!. Along your journey, don’t be discourage If things get hard, the more cognitive effort you exert the greater will be your learning.
Educators can aid in making metacognitions for their students more accurate. The first suggestion would be to give quizzes more frequently. This allows the quiz taker to verify what they know and areas that they are deficient in. To lower student anxiety, the quizzes should be low-stakes in nature (i.e. not worth that much towards their grade). The use of cumulative exams would also aid in the retrieval process and learning. A further suggestion would be to encourage students to prepare and use flashcards in their studying. The benefits for retrieval and long-term learning should be explained from using flashcards. In addition, I would tell them not to drop “learned” topics from the pile. A third suggestion would be to use peer instruction in class (Mazur, 1997). This would allow for students to explain concepts to each other, exchange feedback, and assess their learning relative to other people (Brown et al., 2014). A fourth suggestion is more applicable to the workplace where an apprenticeship program and the use of teams can be implemented. Each approach provides an avenue to exchange ideas and gather insights from a more seasoned person or your teammates. In the workplace the use of simulation provides real-world experiences to truly test the retrieval process and which system of thinking (system 1 or 2) is being employed. It could provide if any distortions are interfering in the learning process. The use of simulations also provides the opportunity for constructive feedback from the trainer and peer evaluations.
Another major theme in the readings were learning differences. Therefore, there are several suggestions to provide to students (i.e., learners). Learners need to own their journey for continuous knowledge, it is an endless process. A second suggestion would be to tap into all the forms of intelligence (e.g., creative, successful) you possess to support your learning process. A third suggestion would be to try to engage in dynamic testing. This is a way to identify the areas of knowledge that are still deficient and to provide feedback when this deficiency is filled. An additional suggestion would be to figure out what you want to learn (cooking, how to speak in Italian, etc.), and where to acquire this knowledge, and then actually do it!!. Along your journey, don’t be discourage If things get hard, the more cognitive effort you exert the greater will be your learning.
Formative Assessment
Learn
For this week's formative assessment, you will simply type what you hear. Enjoy!
References
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Gardner, H. (2006). Multiple intelligences: New Horizons. New York: Basic Books.
Kahneman, D. (2011). Thinking, fast and slow. New York: Macmillan.
Karpicke, J. (2012). Student learning. Presentation at the Student Assessment Conference, Lisbon, Portugal. Retrieve from https://www.youtube.com/watch?v=CioabgMyFIA.
Mazur, E. (1997). Peer instruction (pp. 9-18). Upper Saddle River, NJ: Prentice Hall.
Sternberg, R. J., Grigorenko, E. L., Ferrari, M., & Clinkenbeard, P. (1999). A triarchic analysis of an aptitude-treatment interaction. European Journal of Psychological Assessment, 15(1), 3.18.
Sternberg, R. J., Grigorenko, E. L., & Zhang, L. F. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3(6), 486-506.
Gardner, H. (2006). Multiple intelligences: New Horizons. New York: Basic Books.
Kahneman, D. (2011). Thinking, fast and slow. New York: Macmillan.
Karpicke, J. (2012). Student learning. Presentation at the Student Assessment Conference, Lisbon, Portugal. Retrieve from https://www.youtube.com/watch?v=CioabgMyFIA.
Mazur, E. (1997). Peer instruction (pp. 9-18). Upper Saddle River, NJ: Prentice Hall.
Sternberg, R. J., Grigorenko, E. L., Ferrari, M., & Clinkenbeard, P. (1999). A triarchic analysis of an aptitude-treatment interaction. European Journal of Psychological Assessment, 15(1), 3.18.
Sternberg, R. J., Grigorenko, E. L., & Zhang, L. F. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3(6), 486-506.