Team Name: _BioHazards_________________________ Your Name: _Nimi Vasipalli_________________________ Pre-class Assignment #4: The Science of Learning Instruction: •The following are some data on learning strategies and on learners’ perceptions of their own learning. Throughout the semester, you will relate these findings from education and cognitive psychology studies to our understanding of the neurobiology of learning/memory and to your own strategies for learning. Read the following studies and summarize the results. •This assignment needs to be typed, saved as PDF format and uploaded on Moodle. •File Name: Last Name_Pre-class Assignment #4 •Due date: 9/21 (Mon) before class. •Grade: 12 points. Study #1: Retrieval Practice This experiment compared the effectiveness of repeated study with the effectiveness of retrieval practice for learning scientific information and concepts from a textbook. Students were randomly divided into three different conditions and given one chapter of a science text book. •Study Once. In the study once condition, students studied the text in a single study period. •Repeated Study. In the repeated study condition, students studied the text in each of four separate study periods. •Retrieval Practice. In the retrieval practice condition, students studied the text in one study period, then used the second study period to recall (and write down) as 1much of the information as they could. In the third study period, the students restudied the text. In the fourth study period, students again recalled as much as they could from the text. The total amount of study period time was matched (i.e., was the same) in the Repeated Study and Retrieval Practice conditions. At the end of the learning phase, students predicted (Figure A) the percentage of questions based on the text that they would answer correctly in one week. Students returned one week later for a final short-answer test (Figure B). Results are presented below. A@ B Question for Study #1: •Summarize the results of Retrieval Practice study (both Figure A & B, and be sure to include some type of number in your results). Overall it looks like the scientists overestimated the % of answers that the subjects got correct. From the prediction graph for the Study Once, the scientists estimated that the students would get around 70% of the questions correct, however the actual percentage that they got correct was around 30%. This is the same for the Repeated Study. The scientists predicted that the subjects would get around 80% correct, however the actual percentage was around 50%. Now for the retrieval practice it was different. In this case the scientists underestimated the percentage that they subjects 2would get correct. The scientists estimated for the Retrieval Practice that it would be around 60% that would be correct, however the actual percentage was higher at 70%. This is not the only result that one could conclude from this graph. The most effective for retrieval practices for learning scientific information and concepts from a textbook is the retrieval practice method. This practice is the most effect way to retrieve the material. The percentage that the subjects got correct for the retrieval study was around 70% which was the highest percentage among the other retrival methods, with repeated study being at about 50% and Study Once being at a measly 30%. Study #2: Note Taking This experiment compared the effectiveness of two note-taking strategies for learning information from lectures: taking notes using a laptop and taking handwrifen notes. All students were told to take notes on four short lectures and agreed to come back the following week to take a test on the material presented. The students were randomly divided into two groups. •Laptop. Students in the Laptop Group were given a laptop on which to take notes. •Longhand. Students in the Longhand Group were given pen and paper with which to take notes. When students returned to take the test, they were given 10 minutes to review the notes they had taken previously. The test included 10 questions on each lecture and included both fact-based and concept-based questions. The percentage of verbatim (word-for-word) phrases in their notes is shown in Figure A. The mean test scores for each group are presented in Figure B. A@ B 3Question for Study #2: •Summarize the results of Note Taking study (both Figure A & B, and be sure to include some type of number in your results). h From the results in table A one can conclude that there were more students that had wrifen word for word phrases in their notes when they had they laptop than when they had to write longhand. About 13% of the students that wrote on the computer had word-for-word phrases compared to the around 5% that wrote word-for-word phrases when writing in longhand. This is probably due to the fact that you can type much faster than you can write so when the teacher/lecturer is talking it is much easier to type what they say, esp if you are a fast type. The people that wrote in long hand however would have a much harder time writing down everything the teacher/lecturer would say and therefore had to condense the information and write it in their own words so that later, the student could remember what the lefer was about. h From the results in table A one can conclude that the students that write longhand has higher scores than the students that took their notes on the laptop. The test scores for the students that took their test when they took notes on their laptop was around 50% which is considerably lower than the score when the students took their notes by longhand which was around 70%. This shows that writing longhand is a more effective way of note-taking than type on the laptop. h Also one could correlate these tables. Since the students that wrote on the laptop has a higher percentage of students that copied the lecture word-to-word, they lead to having lower test scores. This is because when you are typing what the teacher is 4saying, you are not really listening to what the teacher is saying. Typing is such an impersonal way to retaining