How to Successfully Transition Students into College: From Traps to Triumph
ResearchGate has not been able to resolve any citations for this publication.
The current research focused on exploring the direction of Locus of control as well as gender difference on locus of control among graduation students in Pakistan. A 29 item Locus of Control questionnaire (Rotter, 1966) was used to measure locus of control. Sample of (N=200) individuals (n=100) men and (n=100) women selected from different academic institutes of Faisalabad division Punjab Pakistan. Independent sample t-test was used for statistical analysis. This study has consistent results with the earlier studies. Results of this research indicate that men has internal locus of control and women scored high on external locus of control. So the gender difference is significant on Locus of Control. Implications of these findings and suggestions for future researches are discussed. La presente investigación se enfoca en explorar tanto la dirección como la diferencia de género del Locus de Control entre estudiantes de graduación en Pakistán. Un cuestionario de Locus de Control de 29 ítems (Rotter, 1966) fue usado para medir el Locus de Control de la muestra (N=200,) conformada por hombres(n=100) y mujeres (n=100) seleccionados de diferentes instituciones académicas de Faisalabab en la provincia de Punjab Pakistán. Se usó la prueba t para muestras independientes para el análisis estadístico. Este estudio tiene resultados congruentes con investigaciones previas, los cuales indican que los hombres tienen Locus de Control interno mientras que las mujeres externo. Así pues, la diferencia de género es significativa en el Locus de Control. Las conclusiones de estos hallazgos y las recomendaciones para futuras investigaciones son discutidas.
Metacognition is a term that is not often discussed in academic circles, particularly when discussing achieve-ment consider-ations, but it should be. For learning to occur, learners must be able to re-flect upon what they currently know and consider how the new information is applicable to them or the task they are completing. Most importantly, learn-ers begin to think about their own thinking processes involved in the task and what it means to them. To move the information from short-term memory, the brain must make several strong connections with existing infor-mation. Processing information can be matched with meta-cognition strategies in outcomes-based curriculum design and facilitation. The metacognition pro-cess requires the learner to sort, re-flect, evaluate, and apply the informa-tion in meaningful ways. The challenges of incorporating meta-cognition strategies into the curriculum and an institution-wide initiative in-clude: 1. Teacher and pro-fessor focus on rote learning concepts, including memoriza-tion and superficial learning techniques. 2. Teachers and professors not knowing how to in-clude, or are reti-cent for including opportunities for metacognition in their instruction. 3. Students not un-derstanding the val-ue of certain meta-cognitive exercises, or not knowing how to properly com-plete a learning task that includes such strategies. 4. Distractions in the digital informa-tion-age, the need for instant gratifi-cation, and busy schedules that may direct adult learners away from engaging in rich, metacogni-tive tasks. Teachers and stu-dent alike must be shown how to use certain strategies to enhance the meta-cognition process. Thinking Maps® developed in the 1980's by David Hy-erle; mind maps, graphic organizers, advance organizers, and marginal notes can be effective tools for complet-ing the metacogni-tion process. These tools have been used successfully in the classroom to assist learners with not only process-ing information for
Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short‐term focus must be balanced against a longer‐term emphasis for learning‐oriented assessment to foster future learning after graduation. The paper proposes that students need to become assessors within the context of participation in practice, that is, the kinds of highly contextualised learning faced in life and work. It discusses the kinds of practices that are needed to refocus assessment within higher education courses to this end.
Every day, we make decisions on topics ranging from personal investments to schools for our children to the meals we eat to the causes we champion. Unfortunately, we often choose poorly. The reason, the authors explain, is that, being human, we all are susceptible to various biases that can lead us to blunder. Our mistakes make us poorer and less healthy; we often make bad decisions involving education, personal finance, health care, mortgages and credit cards, the family, and even the planet itself. Thaler and Sunstein invite us to enter an alternative world, one that takes our humanness as a given. They show that by knowing how people think, we can design choice environments that make it easier for people to choose what is best for themselves, their families, and their society. Using colorful examples from the most important aspects of life, Thaler and Sunstein demonstrate how thoughtful "choice architecture" can be established to nudge us in beneficial directions without restricting freedom of choice. Nudge offers a unique new take-from neither the left nor the right-on many hot-button issues, for individuals and governments alike. This is one of the most engaging and provocative books to come along in many years. © 2008 by Richard H. Thaler and Cass R. Sunstein. All rights reserved.
The purpose of the research program described here was to investigate college students' approaches to learning, and to determine the extent to which these reflected the effects of teaching and assessment demands rather than representing relatively stable characteristics of the individual learners. There were six main areas within the program: (1) the measurement of approaches to and styles of studying; (2) the exploration of the cognitive skills, cognitive styles, and personality characteristics underlying different approaches to studying; (3) the extension of Marton's work on reading academic articles; (4) the identification of students' perceptions of the academic 'climate' of departments; (5) the use of interviews to investigate students' strategies in carrying out particular types of academic task; and (6) an investigation of how contrasting academic contexts appear to affect the approaches to studying adopted by students in those departments. Details of each of these areas of research are presented. (BW)
Although they have their differences, educational practitioners and academic researchers largely agree on a broad goal: to develop in students the kinds of thinking skills that will prepare them to contribute to a democratic society. But the two groups largely speak different languages. While educators frequently talk about critical thinking as an objective, researchers have largely avoided the term, preferring constructs that can be more precisely defined and measured. How do we connect critical thinking to modern research on cognition and learning? The authors propose the construct of metacognition as having the potential to bridge the concerns of educators and researchers whose work is addressed to the development of skilled thinking. Given its growing importance in studies of cognition and learning, teachers would benefit from an understanding of the mechanisms involved in metacognition and how best to foster it.
Studies suggest that young children are quite limited in their knowledge about cognitive phenomena—or in their metacognition—and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises. Metacognitive knowledge is one's stored knowledge or beliefs about oneself and others as cognitive agents, about tasks, about actions or strategies, and about how all these interact to affect the outcomes of any sort of intellectual enterprise. Metacognitive experiences are conscious cognitive or affective experiences that occur during the enterprise and concern any aspect of it—often, how well it is going. Research is needed to describe and explain spontaneous developmental acquisitions in this area and find effective ways of teaching metacognitive knowledge and cognitive monitoring skills. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
describes the theoretical background to, and the development and use of, an Approaches-to-Studying Inventory
concepts from qualitative research on student learning
motivation in studying
approaches to studying, motivation, and learning processes
approaches to studying in secondary school
motivation and approaches to studying in quantitative analyses
motivation and approaches to learning in qualitative analyses
integrating qualitative and quantitative findings (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter introduces a set of concepts that have been developed to describe how students learn and study at university and to explain the influences on the quality of learning outcomes. The conceptual framework derives from ideas introduced by F. Marten and colleagues in Gothenburg, and since taken up by research groups and staff developers in many countries. The concepts were established through interview studies, with the relations between them being explored through both qualitative analyses of interview transcripts and multivariate analyses of inventory scores. Out of this work came a series of concepts, with differing breadths of focus, but these analytic abstractions are all inevitably distanced from the phenomena they describe. The process of abstractions enables complexity to be handled more easily, but also creates difficulty in identifying with the explanations provided. The chapter also suggests ways alternative forms of analysis may retain more of the everyday idiosyncrasy of behavior and thinking, while demonstrating the value of the framework through which students and staff can reflect critically about their current practices. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia. Undergraduate students (N = 131) were randomly assigned to either a training condition or a control condition and used a hypermedia environment to learn about the circulatory system. Students in the SRL group were given a 30-min training session on the use of specific, empirically based SRL variables designed to foster their conceptual understanding; control students received no training. Pretest, posttest, and verbal protocol data were collected from both groups. The SRL condition facilitated the shift in learners' mental models significantly more than did the control condition; verbal protocol data indicated that this was associated with the use of the SRL variables taught during training. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners. This refor-mulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research underpinning each feedback principle is presented, and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.
Three experiments examined metamemory for categorized lists of items. Judgments of learning (JOLs) were obtained from college students either immediately after study or following a brief (at least 30-s) delay. In contrast to past findings (e.g., T.O. Nelson & J. Dunlosky, 1991), no advantage was found for delayed JOLs in Experiment 1, using a standard, prediction-based metamemory cue. In Experiment 2, knowledge-based judgments were elicited, and delayed JOL accuracy improved significantly. The relative efficacy of 4 different metamemory cues was examined in Experiment 3. An interaction between the timing and phrasing of JOL cues was detected: Delayed JOLs were more accurate than immediate JOLs only when knowledge-based cues were used. These results are interpreted in A. Koriat's (1997) cue-utilization framework for JOL accuracy, and they show that the phrasing of metamemory cues can have a substantial impact on monitoring accuracy.
The researchers examined the Metacognitive Awareness Inventory (MAI) (Schraw and Dennison,1994) to determine how it relates to broad and single measures of academic achievement in college students. Correlations were found between the MAI and cumulative GPA as well as end of course grades. Scores on the MAI significantly differ between graduate and undergraduate students. Professors' use of the MAI as a potential screening tool to identify students requiring metacognitive strategy intervention is discussed as well as implications for future research. College professors today are faced with classrooms full of students who come to them with varying levels of knowledge about how they learn. Some students are active, self directed learners who know how they learn and are able to apply what they know to various learning situations. Others may be average students who work hard and who have awareness of their learning strengths and weaknesses, but who may not adequately regulate their learning. Still others may be passive learners who have little awareness of how they learn and how to regulate their learning. In essence, professors are faced with classrooms full of students who come to them with various levels of metacognitive skills. Metacognition is generally defined as the activity of monitoring and controlling one's cognition. It can further be defined as what we know about our cognitive processes and how we use these processes in order to learn and remember (Ormrod, 2004). Researchers further conceptualize metacognition by breaking down metacognition into two subcomponents, metacognitive knowledge and metacognitive regulation. These two subcomponents have been theorized to be related to one another (Brown, 1987; Flavell, 1987; Schraw and Dennison, 1994). Metacognitive knowledge can be described as what we know about our own cognitive processes. Declarative, procedural and conditional knowledge may all be considered subcomponents of metacognitive knowledge (Schraw and Moshman, 1995). Declarative knowledge involves what we know about how we learn and what influences how we learn. Procedural knowledge is our knowledge about different learning and memory strategies/procedures that work best for us. Conditional knowledge is the knowledge we have about the conditions under which we can implement various cognitive strategies. As a whole, our knowledge of cognition refers to what we know about how we learn; what we know about the procedures and strategies that are the most effective for us; and, what we know about the conditions under which various cognitive activities are most effective (Schraw and Moshman, 1995).
The purpose of this article is to review recent research on self-regulated learning and discuss the implications of this research for science education. We draw on examples of self-regulated learning from the science education literature to summarise and illustrate effective instructional methods and the development of metacognitive understanding (Gunstone; 1999a; Rickey & Stacy, 2000; White & Mitchell, 1994). We also focus on the crucial role that metacognition plays in self-regulation (Baird & White, 1996; Nichols, Tippins, & Wieseman, 1997; White, 1998).
We divide our discussion into two main parts. The first focuses on three components of self-regulated learning, including cognition, metacognition, and motivation. We relate these aspects of self-regulation to current practices in science education. The second section focuses on six general instructional strategies for improving self-regulation in the science classroom. We focus on the use of inquiry based learning, the role of collaborative support, strategy and problem solving instruction, the construction of mental models, the use of technology to support learning, and the role of personal beliefs such as self-efficacy and epistemological world views. These instructional strategies are selected because they reflect extensive research agendas over the last decade within the science education literature and are essential to metacognition and self-regulation (Butler & Winne, 1995; Gunstone, 1999b).
“Deep learning” represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection.
Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members
emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect
of discipline on student use of and faculty members’ emphasis on deep approaches to learning as well as on the relationships
between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty
members we found that deep approaches to learning were more prevalent in Biglan’s soft, pure, and life fields compared to
their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more
frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college,
and that the strength of these relationships is relatively consistent across disciplinary categories.
The following text is taken from the publisher's website:
"This handbook focuses on the thinking processes necessary for learning. It provides descriptions and evaluations of 42 major frameworks including Bloom¿s taxonomy, de Bono¿s lateral and parallel thinking tools, Gardner¿s theory of multiple intelligences and Paul¿s model of critical thinking. Unique in its comprehensive coverage and interdisciplinary approach, it offers easy-to-grasp summary tables for each major theorist for speedy reference. The discussion of cognitive, emotional and social aspects of thinking and the nature of classification help the reader locate theories within a broader field of knowledge. Key concepts such as critical thinking, self-regulation and metacognition are examined from a range of perspectives. The handbook offers practical advice in the form of choices and recommendations for the use of frameworks in teaching, learning and assessment. A valuable tool for students needing to understand different ways of thinking it will also be an essential resource for teachers, curriculum developers, researchers and policy-makers.
¿ Uniquely comprehensive coverage of key frameworks for thinking with easy-to-use summary tables ¿ Multidisciplinary approach promotes critical thinking ¿ Practical approach and advice useful to students, teachers, curriculum developers and policy makers."
Learning to perform a behavioural procedure as a well-ingrained habit requires extensive repetition of the behavioural sequence, and learning not to perform such behaviours is notoriously difficult. Yet regaining a habit can occur quickly, with even one or a few exposures to cues previously triggering the behaviour. To identify neural mechanisms that might underlie such learning dynamics, we made long-term recordings from multiple neurons in the sensorimotor striatum, a basal ganglia structure implicated in habit formation, in rats successively trained on a reward-based procedural task, given extinction training and then given reacquisition training. The spike activity of striatal output neurons, nodal points in cortico-basal ganglia circuits, changed markedly across multiple dimensions during each of these phases of learning. First, new patterns of task-related ensemble firing successively formed, reversed and then re-emerged. Second, task-irrelevant firing was suppressed, then rebounded, and then was suppressed again. These changing spike activity patterns were highly correlated with changes in behavioural performance. We propose that these changes in task representation in cortico-basal ganglia circuits represent neural equivalents of the explore-exploit behaviour characteristic of habit learning.
Scientists in many different fields have been attracted to the study of habits because of the power habits have over behavior and because they invoke a dichotomy between the conscious, voluntary control over behavior, considered the essence of higher-order deliberative behavioral control, and lower-order behavioral control that is scarcely available to consciousness. A broad spectrum of behavioral routines and rituals can become habitual and stereotyped through learning. Others have a strong innate basis. Repetitive behaviors can also appear as cardinal symptoms in a broad range of neurological and neuropsychiatric illness and in addictive states. This review suggests that many of these behaviors could emerge as a result of experience-dependent plasticity in basal ganglia-based circuits that can influence not only overt behaviors but also cognitive activity. Culturally based rituals may reflect privileged interactions between the basal ganglia and cortically based circuits that influence social, emotional, and action functions of the brain.
This study examined the relationships among self-efficacy, metacognition, and performance. Regression analysis showed that the relationship between self-efficacy and performance was not mediated by metacognition. However, another analysis showed that the relationship between metacognition and performance was fully mediated by self-efficacy. This suggests that students with effective metacognitive strategies also have strong belief in their capabilities to successfully perform a task. These findings lend support to training programs for students that enhance self-efficacy and strengthen their metacognitive strategies and skills.
Extracts available on Google Books (see link below). For integral text, go to publisher's website : http://www.elsevierdirect.com/product.jsp?isbn=9780121098902
How well students perform in college is closely related to how much effort they put forth in their academic work. While this may seem axiomatic, many students, not always aware of the different approaches to studying, come to hold mistaken beliefs about the learning process, thus depriving themselves of the opportunity to reason out their difficulties and discover their capabilities. This article explores how students, through developing their metacognitive skills, can examine their misconceptions about learning and, in doing so, begin to acquire new habits of thoughts and qualities of mind which will enable them to become autonomous learners.
This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include: *Pioneering Contributors--The book provides current perspectives of each of the major theoreticians and researchers who pioneered this growing field, as well as contributions from new researchers. *Diverse Perspectives--The contributors represent a variety of perspectives, including education, educational psychology, developmental psychology, higher education, and science and mathematics education. *Editorial Integration--Opening and closing chapters by the editors set out key issues confronting the field.
Many high school graduates, accustomed to easy success in high school, struggle in college. In their first semester they must read reams of difficult text, take comprehensive exams that require analysis not covered in class, and write papers that synthesize ideas from multiple resources. Unprepared to handle the volume and level of academic work, they fail. In the first years of this century, slighdy more than 60 percent of high school graduates enrolled in college. In the south, less than half of college students graduate within six years. Studies show that students who drop out of college do so predominandywithin the first year. Such problems have been documented in other areas as well, such as New York City.' I'vo recent research studies may shed light on this subject, probing college faculty to discover what skills are required of new college students. Interestingly, these studies advocate skills and dtinking habits that closely relate to information literacy. Another important study measures information literacy skdlls in college students. Regardless of grade level, school library media specialists (SLMSs) need to be aware of these three studies and consider how to improve library media programs accordingly. These are the skills that are needed by mature adults in our society-skills for survival.
Dual-system theories postulate that actions are supported either by a goal-directed or by a habit-driven response system. Neuroimaging and anatomo-functional studies have provided evidence that the prefrontal cortex plays a fundamental role in the first type of action control, while internal brain areas such as the basal ganglia are more active during habitual and overtrained responses. Additionally, it has been shown that areas of the cortex and the basal ganglia are connected through multiple parallel “channels”, which are thought to function as an action selection mechanism resolving competitions between alternative options available in a given context.In this paper we propose a multi-layer network of spiking neurons that implements in detail the thalamo-cortical circuits that are believed to be involved in action learning and execution. A key feature of this model is that neurons are organized in small pools in the motor cortex and form independent loops with specific pools of the basal ganglia where inhibitory circuits implement a multistep selection mechanism.The described model has been validated utilizing it to control the actions of a virtual monkey that has to learn to turn on briefly flashing lights by pressing corresponding buttons on a board. When the animal is able to fluently execute the task the button–light associations are remapped so that it has to suppress its habitual behavior in order to execute goal-directed actions.The model nicely shows how sensory-motor associations for action sequences are formed at the cortico-basal ganglia level and how goal-directed decisions may override automatic motor responses.
This is a book review--written by Nancy Van Note Chism and published in the Journal of Higher Education--of the 1993 book written by Thomas A. Angelo and K. Patricia Cross entitled Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition, published by Jossey-Bass. It is, therefore, not the correct citation for that handbook.
Metacognitive and attitudinal factors in the academic performance of college students with and without disabilities were assessed and compared. GPA, metacognitive knowledge and practice, resiliency, self-efficacy, locus of control, and need for achievement were examined. Similarities as well as notable differences were found between the LD (N=27) and non-LD (N=28) groups in perceptions and approaches to academic tasks. The LD group indicated a higher level of initiative than the non-LD group, which may be one of the factors helping contribute to their achievement. While the resiliency factor of initiative was higher for the LD group, self-efficacy in regard to coursework was significantly lower than that of the non-LD group. Even though by measures of aptitude and GPA the students with LD were not significantly different from their peers without LD, many indicated self-doubt about not being able to perform as well in academic coursework as their non-LD cohorts. (Contains 2 tables.)
High among the many purposes of education is the conjecture that higher-levels of cognitive activity are important to learning and intellectual development. One of the most exciting educational implications is the leverage that one may expect by enhancing learning at the cognitive and metacognitive levels. Despite the relatively rich history in both cognition and metacognition, no consensus has emerged as to the nature of higher-level knowledge. The present study aimed to know more about: (1) the nature of metacognition, and to characterize facets of higher-level metacognitive thought; (2) the process by which individuals change their metacognitive capacities with experience; and (3) the role of pedagogical practices in facilitating changes in metacognition. Six cohorts of elementary students (grades 1-6 participated in this naturalistic study across three academic years. Analysis of the data supports the following claims. First, metacognition is within the capabilities of young (school age) children. Second, children's metacognitive ability is multifaceted in nature, it can be probed and teased apart. Third, changes in metacognitive sophistication can be gained by actively engaging in the process. Fourth, changes in metacognitive ability and conceptual understanding may be more closely linked to the individual student's epistemological stance. (Contains 102 references.) (Author)
Describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Ss were asked questions about the meaning of the passages and also about how they set about reading the passages, thus allowing for the examination of processes and strategies of learning and the outcomes in terms of what is understood and remembered. It was posited that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface-level or deep-level processing. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
It has long been known that memory is not a single process. Rather, there are different kinds of memory that are supported by distinct neural systems. This idea stemmed from early findings of dissociable patterns of memory impairments in patients with selective damage to different brain regions. These studies highlighted the role of the basal ganglia in non-declarative memory, such as procedural or habit learning, contrasting it with the known role of the medial temporal lobes in declarative memory. In recent years, major advances across multiple areas of neuroscience have revealed an important role for the basal ganglia in motivation and decision making. These findings have led to new discoveries about the role of the basal ganglia in learning and highlighted the essential role of dopamine in specific forms of learning. Here we review these recent advances with an emphasis on novel discoveries from studies of learning in patients with Parkinson's disease. We discuss how these findings promote the development of current theories away from accounts that emphasize the verbalizability of the contents of memory and towards a focus on the specific computations carried out by distinct brain regions. Finally, we discuss new challenges that arise in the face of accumulating evidence for dynamic and interconnected memory systems that jointly contribute to learning.
This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post-16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed.
In previous research a quite similar variety of conceptions and approaches has been identified. However, while context does seem to influence which aspects of the experience and approach are accentuated and which are left in the background, the question is to what extent conceptions and approaches are contextually dependent.
The aim of this study was to investigate the influence of the educational context on student nurses' conceptions of learning and approaches to learning, i.e., to investigate in what sense and to what extent conceptions and approaches are contextually dependent.
The phenomenographic approach, expanded towards grounded theory, was taken as the point of departure.
Data for the cross-section study were collected through individual interviews with student nurses (N = 60) both at the beginning and at the end of nursing training.
As a result of the analysis, qualitative similarities and differences in students' conceptions and approaches were found. In comparing the two groups of student nurses, a trend of development could be identified since students used more developed conceptions and approaches at the end than at the beginning of the educational programme. These differences found between the student groups could largely be explained in terms of the nursing training.
The results thus showed that conceptions and approaches are to some extent contextually dependent.
The basal ganglia have been shown to contribute to habit and stimulus-response (S-R) learning. These forms of learning have the property of slow acquisition and, in humans, can occur without conscious awareness. This paper proposes that one aspect of basal ganglia-based learning is the recoding of cortically derived information within the striatum. Modular corticostriatal projection patterns, demonstrated experimentally, are viewed as producing recoded templates suitable for the gradual selection of new input-output relations in cortico-basal ganglia loops. Recordings from striatal projection neurons and interneurons show that activity patterns in the striatum are modified gradually during the course of S-R learning. It is proposed that this recoding within the striatum can chunk the representations of motor and cognitive action sequences so that they can be implemented as performance units. This scheme generalizes Miller's notion of information chunking to action control. The formation and the efficient implementation of action chunks are viewed as being based on predictive signals. It is suggested that information chunking provides a mechanism for the acquisition and the expression of action repertoires that, without such information compression would be biologically unwieldy or difficult to implement. The learning and memory functions of the basal ganglia are thus seen as core features of the basal ganglia's influence on motor and cognitive pattern generators.
Assessing TILT in a college classroom. The National Teaching & Learning Forum
- R Angel
- S Merken
Angel, R., & Merken, S. (2021, May). Assessing TILT in a college classroom. The National
Teaching & Learning Forum, 30, 1-4.
The first-year experience: Are we making it any better? About Campus
- L Baker
Baker, L. (2009). Metacognition in comprehension instruction. In S. E. Duffy (Ed.), Handbook
of Research on Reading Comprehension (pp. 353-374). New York: Routledge.
Barefoot, B. O. (2000). The first-year experience: Are we making it any better? About
Campus, 4, 12-18.
One-minute paper: Student perception of learning gains
- A Burns
- S Burns
Burns, A. & Burns, S. (2013). One-minute paper: Student perception of learning gains.
College Student Journal, 47(1), 219-225.
Making Student Thinking Visible: Metacognitive Practices in the Classroom
- N Chick
- K Taylor
Chick, N., & Taylor, K. (2013, March 11). Making Student Thinking Visible: Metacognitive
Practices in the Classroom. Retrieved June 19, 2018, from Vanderbilt University Center for
Teaching: http://cft.vanderbilt.edu/2013/03/making-student-thinking-visible-the-impact-ofmetacognitive-practice-in-the-classroom
- C Council
Council, C. (2022, November 22). Nature of Academic Work. Retrieved from Canadian
Association of University Teachers: https://www.caut.ca/about-us/caut-policy/lists/caut-policystatements/policy-statement-on-the-nature-of-academic-work