Model of Teaching, example, Super-learning.
At 211 degrees...water is hot.
At 212 degrees...it boils.
And with boiling water, comes steam.
And steam can power a locomotive.
And, it's that one extra degree that...
Makes all the difference.
Discrepant event lessons make that difference.
Recent scientific event-related fMRI studies and other cognitive studies of super-learning show: humans handle ways to become more capable by using their working memory and by practicing problem solving. You know that. You also know that each mind carries a different operational mix of memory and problem solving.
Some thinking/learning methods give more efficient and stable results than other thinking/learning methods give. We can see the technical results nowadays, that scientists can see in their studies of the brain, on brain scans and other studies.
One thing we now know: our human mind processes at higher levels when closely linked with problem solving. Multifaceted cues, the dread of disequilibrium, reward, especially the element of surprise, and associative learning bring super-learning related brain activation. Educators, such as Professor William C. Bruce (University of Texas at Tyler), recognize the new scientific information as added confirmation about mind processes; that confirmation points to discrepant events—learning though discrepant event lessons.
Do you also already know information such as the following?
When you add prediction to a learning method, along with the stimulus novelty adds, and the learners familiarity with his or her memory and problem solving abilities, you increase inferential associative learning, and the likelihood of super-learning. We now know that the frontal cortex acts as a key arbitrator during the many aspects of human memory function according to neuroimaging literature (Fletcher and Henson).
Focusing on events or problems that appear unpredictable or surprising helps develop the human sensory cortex. What helps our human minds to adjust to, to foresee, to keep calm, and lights up in the areas of the brain that indicates learning? Unpredictable or surprising events, issues, situations, or problems.
The ability to predict also emerges from those unpredictable or surprising problems. How? They support us in find ways to lead us to better figure out our world. Emotional visual stimuli (as the cognitive scientists call it) elicit greater activation than neutral stimuli in attention-related areas such as the anterior cingulated cortex (ACC). The visual association cortex (VAC) activities indicated high use in studies on hemodynamic brain activity.
Cognitive studies provide evidence; that evidence tells us that associative reports of causal learning correlate with the surprise-dependent mechanisms. Humans are quick to learn causal associations according to multi-external learning factors and learning stimuli studies.
Statistical comparisons of multi-external factors, of a learners understanding and experiences, also support traditional theories of human causal inference (Cheng). When optional learning choices employ associative learning theories, the "optional choice" evidence suggests that our human causal conclusion grow to be the creation of connections between representations of events and their outcomes (Dickinson).
Multi-learning factors, as we see in relative learning theories, along with the possibilities they bring, directs the formation of learning associations (Rescorla and Wagner; Schultz and Dickinson). Associative learning, the unpredictability of answers to a lesson, and novelty (in experimental trial structures) correlate, in functional neuroimaging studies (Ploghaus et al; Fletcher et al; McClure et al; O'Doherty et al).
When you increase a learners prediction level, the basis for super-learning (Aitken et al), and when the prediction level corresponds to the super-conditioning learning first explained by Rescorla, you're more likely to see a learner super-learning. The learner, naturally, needs the preceding learning steps. A greater prediction ability improves learning, as stated above.
Because a better ability to predict elicits often from our human results of trial-and-error, you might think of super-learning as a situation of error dependent learning. Error dependent learning equals discrepant event learning.
Our discrepant event lessons, on DVD, never preach about scientific studies and research. Our discrepant event books, and our DVD lessons, are about lessons, guides, and practice—how to write your own discrepant event lessons, and how to conduct your own discrepant event lessons. Each discrepant event lesson on DVD is a supplement to the 100+ lessons in our book combo: Mindtronics! and Inquiry Alive!
Soon, you can go to our Web site, http:www.hometreemedia.org, and find more cognitive science information that relates to teaching, learning, and discrepant events.
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Discrepant Event: Rising Waterby bawilli3334,196 views
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