long-term memory

/Tag: long-term memory

What’s wrong with Ofsted’s definition of learning?

2019-05-22T20:13:44+01:00February 4th, 2019|Featured|

As everyone already knows, Ofsted have published a draft of the new Inspection Framework which is currently undergoing a process of consultation. Amazingly, one of the most contentious aspects of the document is the definition given to learning: Learning can be defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned. However, transfer to long-term memory depends on the rich processes described above.[1] In order to develop understanding, pupils connect new knowledge with existing knowledge. Pupils also need to develop fluency and unconsciously apply their knowledge as skills. This must not be reduced [...]

Teaching to make children cleverer – Part 2

2018-01-07T11:28:33+01:00January 7th, 2018|psychology|

In my last post I reviewed those aspects on intelligence which are likely to be most malleable by teachers. Briefly, research into individual differences suggests that intelligence is fairly stable and that environmental factors - parenting and teaching - seem to wear off over time. At the same time, research into social attitudes (the rise in IQ scores over that last century) clearly demonstrates that something really is changing and that these changes have real world significance. This present us with a paradox which perhaps can be explained by saying that g (the tendency of cognitive abilities in individuals to correlate [...]

Just semantics? Subtle but important misunderstandings about learning styles, modalities, and preferences

2016-02-21T22:54:54+01:00February 21st, 2016|Featured|

This is a guest blog from Yana Weinstein, Assistant Professor at University of Massachusetts, Lowell, one of the masterminds behind the wonderful Learning Scientists site. Scientists get quite attached to terms that describe the constructs they are studying. This is because you can’t measure something until you’ve defined what you think it is – and for convenience - labelled it. The naming process itself is fairly arbitrary. A researcher discovers an effect or proposes a process, and if it catches on and further research confirms the construct’s importance, the name might stick. Once a construct is identified and named, hypotheses about it can be formed [...]