New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

How people learn: Brain, mind, experience, and school.

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

The greater power of bad events over good ones is found in everyday events, major life events (e.g., trauma), close relationship outcomes, social network patterns, interpersonal interactions, and learning processes. Bad emotions, bad parents, and bad feedback have more impact than good ones, and bad information is processed more thoroughly than good. The self is more motivated to avoid bad self-definitions than to pursue good ones. Bad impressions and bad stereotypes are quicker to form and more resistant to disconfirmation than good ones. Various explanations such as diagnosticity and salience help explain some findings, but the greater power of bad events is still found when such variables are controlled. Hardly any exceptions (indicating greater power of good) can be found. Taken together, these findings suggest that bad is stronger than good, as a general principle across a broad range of psychological phenomena.

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Bad is Stronger than Good

Prior to the twentieth century, theories of knowledge were inherently perceptual. Since then, developments in logic, statis- tics, and programming languages have inspired amodal theories that rest on principles fundamentally different from those underlying perception. In addition, perceptual approaches have become widely viewed as untenable because they are assumed to implement record- ing systems, not conceptual systems. A perceptual theory of knowledge is developed here in the context of current cognitive science and neuroscience. During perceptual experience, association areas in the brain capture bottom-up patterns of activation in sensory-motor areas. Later, in a top-down manner, association areas partially reactivate sensory-motor areas to implement perceptual symbols. The stor- age and reactivation of perceptual symbols operates at the level of perceptual components - not at the level of holistic perceptual expe- riences. Through the use of selective attention, schematic representations of perceptual components are extracted from experience and stored in memory (e.g., individual memories of green, purr, hot). As memories of the same component become organized around a com- mon frame, they implement a simulator that produces limitless simulations of the component (e.g., simulations of purr). Not only do such simulators develop for aspects of sensory experience, they also develop for aspects of proprioception (e.g., lift, run) and introspec- tion (e.g., compare, memory, happy, hungry). Once established, these simulators implement a basic conceptual system that represents types, supports categorization, and produces categorical inferences. These simulators further support productivity, propositions, and ab- stract concepts, thereby implementing a fully functional conceptual system. Productivity results from integrating simulators combinato- rially and recursively to produce complex simulations. Propositions result from binding simulators to perceived individuals to represent type-token relations. Abstract concepts are grounded in complex simulations of combined physical and introspective events. Thus, a per- ceptual theory of knowledge can implement a fully functional conceptual system while avoiding problems associated with amodal sym- bol systems. Implications for cognition, neuroscience, evolution, development, and artificial intelligence are explored.

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Perceptual symbol systems.

Bad is stronger than good

Mental Models of the Earth: A Study of Conceptual Change in Childhood

Understanding how science students respond to anomalous data is essential to understanding knowledge acquisition in science classrooms. This article presents a detailed analysis of the ways in which scientists and science students respond to such data. We postulate that there are seven distinct forms of response to anomalous data, only one of which is to accept the data and change theories. The other six responses involve discounting the data in various ways in order to protect the preinstructional theory. We analyze the factors that influence which of these seven forms of response a scientist or student will choose, giving special attention to the factors that make theory change more likely. Finally, we discuss the implications of our framework for science instruction.

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The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction

Role of Schemata in Memory for Places

The purpose of this chapter is ( a ) to describe the forms of autobiographical memory and contrast them with other forms of memory; ( b ) to give a theoretical account of autobiographical memory in terms of the self; (c) to argue for the importance of phenomenal reports in the study of autobiographical memory; ( d ) to examine some of the experimental findings on autobiographical memory in the context of this analysis; ( e ) to give a detailed account of personal memory, one of the important forms of autobiographical memory; and ( f ) to outline a partially reconstructive view of personal memory. The problem The study of autobiographical memory is one of the least well-developed areas in the study of human memory; there is considerable divergence both in what is being investigated and in the terminology used to describe what is being investigated. There is still much work to be done in describing and classifying the basic phenomena in the area. In order to gain an immediate impression of the complexities involved in studying this topic, I want to examine a concrete example. Currently the most popular technique for studying autobiographical memory is a method developed by Sir Francis Galton (1879 a , 1879 b ) in which the subject is presented with a word and asked to find a memory related to that word. This simple task nicely reveals one of the major problems that will be addressed in this chapter – the multiple forms of autobiographical and non-autobiographical memory.

What is autobiographical memory

https://onlinelibrary.wiley.com/doi/pdf/10.1207/s15516709cog1801_4

William F. Brewer

Papers

Mental Models of the Earth: A Study of Conceptual Change in Childhood

The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction

Role of Schemata in Memory for Places

What is autobiographical memory

Mental models of the day/night cycle☆