4. Conclusion
At the start of this set of notes you were introduced to dual-process theories of cognition, which emphasize the existence of two systems of thinking. System 1 is characterized by its fast and automated recall, while System 2 is responsible for slow, controlled analysis of information.
In doing so, you looked at how an understanding of System 1 can be used to improve teaching and learning. This was done by looking at some of the cognitive processes that govern how information is learned (encoded), stored, and retrieved by the memory system. The final sections of the notes took a closer look at information recall or retrieval, and the techniques that teachers and students can use to improve student recall. To support your understanding of these techniques, you were also encouraged to participate in interactive exercises on recall.
5. Bibliography
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Kaufman, S.B. 2011. Intelligence and the cognitive unconscious. In The Cambridge handbook of intelligence. R.J. Sternberg & S.B. Kaufman, Eds. New York, NY: Cambridge University Press.
Osman, M. 2004. An evaluation of dual-process theories of reasoning. Psychonomic Bulletin & Review. 11(6):988-1010.
Roediger, H.L. & McDermott, K.B. 1995. Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory, and Cognition. 21(4):803.
Schaefer, P. 2015. Why Google has forever changed the forgetting curve at work. Available: https://www.inkling.com/blog/2015/08/why-google-changed-the-forgetting-curve/ [2017, July 4].
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