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Memory and Learning

Recent research efforts in cognitive science, neuroscience, and education have made significant contributions to our understanding of memory and  how people learn. In this session, you will discuss significant aspects of this research, how it impacts teaching and begin to consider how the research impacts your own classroom.

Outcomes

At the conclusion of this session, you should be able to begin to:

• Discuss the basic elements of the dualistic model of human memory.
• Identify factors that influence human memory, including how teachers can inhibit and foster learning in their students.
• Discuss the difference between how the novice and expert learns.
• Define transfer of learning and discuss ways in which an instructor can foster or inhibit transfer.
• Apply what you know about memory to your teaching practice and course design.

References

• Bransford, J.D., Brown, A.L. & Cocking, R.R. (1999). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: The National Academies Press.
• Ormrod, J.  (2003). Human Learning (4th ed). Upper Saddle River, N.J
• Willingham, D. (2008). Ask the Cognitive Scientist: What Will Improve a Student’s Memory?  American Educator, 32, 17-44.

For more information, contact the CTE (8-0533 or cte@vcu.edu).

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