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Education Project: Factors Affecting Learning

This document discusses 14 factors that affect learning: meaningfulness effects, serial position effects, practice effects, transfer effects, interference effects, organization effects, levels-of-processing effects, state-dependent effects, mnemonic effects, abstraction effects, levels effects, prior knowledge effects, inference effects, student misconception effects, text organization effects, and mathemagenic effects. Each factor is briefly defined in 1-2 sentences. The source is listed as two educational psychology textbooks from 1986 and 1975.

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Suvaiba Khatri
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115 views19 pages

Education Project: Factors Affecting Learning

This document discusses 14 factors that affect learning: meaningfulness effects, serial position effects, practice effects, transfer effects, interference effects, organization effects, levels-of-processing effects, state-dependent effects, mnemonic effects, abstraction effects, levels effects, prior knowledge effects, inference effects, student misconception effects, text organization effects, and mathemagenic effects. Each factor is briefly defined in 1-2 sentences. The source is listed as two educational psychology textbooks from 1986 and 1975.

Uploaded by

Suvaiba Khatri
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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EDUCATION PROJECT

FACTORS AFFECTING
LEARNING
By-Suvaiba Khatri
SYBA
Factors Affecting Learning
 Meaningfulness effect.  Abstraction effects.
 Serial position effects.  Levels effect.
 Practice effects .  Prior Knowledge effects.
 Transfer effects.  Inference effects.
 Interference effects.  Student misconception
 Organization effects. effects.
 Levels-of-Processing  Text Organization
effects. Effects.
 State-Dependent  Mathemagenic Effects.
effects.  Mnemonic effects.
Meaningfulness Effect
Highly meaningful words are easier to learn and
remember than less meaningful words. This is true
whether meaningfulness is measured by:
 the number of associations the learner has for the
word,
 by frequency of the word,
 or by familiarity with the sequential order of letters,
 or the tendency of the work to elicit clear images.
An implication is that retention will be improved to the
extent the user can make meaning of the material.
Serial Position Effects
Serial position effects result from the particular
placement of an item within a list. Memory is
better for items placed at beginning or end of list
rather than in the middle. An exception to these
serial positions is the distinctiveness effect - an
item that is distinctively different from the others
will be remembered better, regardless of serial
position.
Practice Effects
Active practice or rehearsal improves retention, and
distributed practice is usually more effective than
massed practice. The advantage to distributed
practice is especially noticeable for lists, fast
presentation rates or unfamiliar stimulus material.
The advantage to distributed practice apparently
occurs because massed practice allows the learner
to associate a word with only a single context, but
distributed practice allows association with many
different contexts.
Transfer Effects
Transfer effects are effects of prior learning
on the leaning of new material. Positive
transfer occurs when previous learning
makes new learning easier. Negative
transfer occurs when it makes the new
learning more difficult. The more that two
tasks have in common, the more likely
that transfer effects occur.
Interference Effects

Interference effects occur when memory or


particular material is hurt by previous or
subsequent learning. Interference effects
occur when trying to remember material
that has previously been learned.
Interference effects are always negative.
Organization Effects

Organization effects occur when


learners chunk or categorize the input.
Free recall of lists is better when
learners organize the items into
categories rather than attempt to
memorize the list in serial order.
Levels-of-Processing Effects

The more deeply a word is processed, the


better it will be remembered. Semantic
encoding of content is likely to lead to
better memory. Elaborative encoding,
improves memory by making sentences
more meaningful.
State-Dependent Effects
State- or Context-dependent effects occur
because learning takes place in within a
specific context that must be accessible
later, at least initially, within the same
context. For example, lists are more easily
remembered when the test situation more
closely resembles the leaning situation,
apparently due to contextual cues available
to aid in information retrieval.
Mnemonic Effects
Mnemonics - strategies for elaborating on
relatively meaningless input by associating
the input with more meaningful images or
semantic context. Four well-known
mnemonic methods are the place method,
the link method, the peg method and the
keyword method.
Abstraction Effects
Abstraction is the tendency of learners to pay
attention to and remember the gist of a passage
rather than the specific words of a sentence. In
general, to the extent that learners assume the goal
is understanding rather than verbatim memory and
the extent that the material can be analyzed into
main ideas and supportive detail, learners will tend
to concentrate on the main ideas and to retain
these in semantic forms that are more abstract and
generalized than the verbatim sentences included
in the passage.
Levels Effect
This effect occurs when the learner perceives
that some parts of the passage are more
important than others. Parts that occupy
higher levels in the organization of the
passage will be learned better than parts
occupying low levels.
Prior Knowledge Effects
Prior knowledge effects will occur to the
extent that the learner can use existing
knowledge to establish a context or
construct a schema into which the new
information can be assimilated.
Inference Effects
Inference effects occur when learners use
schemas or other prior knowledge to make
inferences about intended meanings that
go beyond what is explicitly stated in the
text. Three kinds of inferences are case
grammar pre-suppositions, conceptual
dependency inferences and logical
deductions.
Student Misconception Effects

Prior knowledge can lead to misconceptions.


Misconceptions may be difficult to correct
due to fact that learner may not be aware
that knowledge s a misconception.
Misconception occurs when input is filtered
through schemas that are oversimplified,
distorted or incorrect.
Text Organization Effects
Text organization refers to the effects that the degree
and type of organization built into a passage have on
the degree and type of information that learners
encode and remember. Structural elements such as
advanced organizers, previews, logical sequencing,
outline formats, highlighting of main ideas and
summaries assist learning in retaining information. In
addition, text organization elements cue learners to
which aspects of the material are most important.
Mathemagenic Effects
Mathemagenic effects refer to various things
that learners do to prepare and assist their
own learning. These effects refer to the
active information processing by learners.
Mathemagenic activities include answering
adjunct questions or taking notes and can
enhance learning.
Source
 Educational Psychology A Realistic
Approach: Good, T.E. and Brophy, J.E. Third
edition. Longman Publishing, New York.
1986.
 Theories of Learning: Hilgard, E.R. and
Bower, G.H. Fourth Edition. Prentice-Hall,
Inc. Englewood Cliffs, NJ 1975.

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