Faria Sana
Biographic Data
| ID | 9301945 |
|---|---|
| NAME | Faria Sana |
| GIVEN NAMES | Faria |
| FAMILY NAME | Sana |
| SIGNATURE | SANA F |
| AFFILIATIONS | Athabasca University |
| ORCID | 0000-0002-2202-7592 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions
Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommen…
Broader benefits of the pretesting effect: Placement matters
Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence
When learning new information, should students focus on studying 1 concept at a time or should they alternate studying between different concepts? Recent research shows that students should mix up or interleave the study of different concepts, particularly when the concepts are related or hard to discriminate (Carvalho & Goldstone, 2015). But students rarely study only 1 course, so how should the study of unrelated courses be sequenced? Should th…
Factors that Influence the Processing of Noun-Noun Metaphors
We analyzed the processing of noun-noun metaphors (e.g., velvet lips), which have been relatively understudied, compared to other types of figurative expressions, such as X is Y metaphors (e.g., Her lips are velvet) and similes (e.g., Her lips are like velvet). Experiment 1 revealed that noun-noun metaphors are semantically comparable to X is Y metaphors and similes, in the sense that the figurative meaning stays the same across these three diffe…
Learning from errors: Students’ and instructors’ practices, attitudes, and beliefs
In some educational contexts, such as during assessments, it is essential to avoid errors. In other contexts, however, generating an error can foster valuable learning opportunities. For instance, generating errors can improve memory for correct answers. In two surveys conducted at three large public universities in North America, we investigated undergraduate students' and instructors' awareness of the pedagogical benefits of generating errors, …
Laptop multitasking hinders classroom learning for both users and nearby peers
Laptops are commonplace in university classrooms. In light of cognitive psychology theory on costs associated with multitasking, we examined the effects of in-class laptop use on student learning in a simulated classroom. We found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compa…
No prominent works on this page.
Laptop multitasking hinders classroom learning for both users and nearby peers
Laptops are commonplace in university classrooms. In light of cognitive psychology theory on costs associated with multitasking, we examined the effects of in-class laptop use on student learning in a simulated classroom. We found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compa…
Learning from errors: Students’ and instructors’ practices, attitudes, and beliefs
In some educational contexts, such as during assessments, it is essential to avoid errors. In other contexts, however, generating an error can foster valuable learning opportunities. For instance, generating errors can improve memory for correct answers. In two surveys conducted at three large public universities in North America, we investigated undergraduate students' and instructors' awareness of the pedagogical benefits of generating errors, …
Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence
When learning new information, should students focus on studying 1 concept at a time or should they alternate studying between different concepts? Recent research shows that students should mix up or interleave the study of different concepts, particularly when the concepts are related or hard to discriminate (Carvalho & Goldstone, 2015). But students rarely study only 1 course, so how should the study of unrelated courses be sequenced? Should th…
Factors that Influence the Processing of Noun-Noun Metaphors
We analyzed the processing of noun-noun metaphors (e.g., velvet lips), which have been relatively understudied, compared to other types of figurative expressions, such as X is Y metaphors (e.g., Her lips are velvet) and similes (e.g., Her lips are like velvet). Experiment 1 revealed that noun-noun metaphors are semantically comparable to X is Y metaphors and similes, in the sense that the figurative meaning stays the same across these three diffe…
Broader benefits of the pretesting effect: Placement matters
No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions
Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommen…
Psychology (6 works) · Cognitive psychology (5 works) · Computer Science (3 works) · Mathematics education (3 works) · Social Psychology (3 works) · Epistemology (2 works) · Visual and Cognitive Learning Processes (2 works) · Action Observation and Synchronization (1 works) · Artificial Intelligence (1 works) · Artificial Intelligence (1 works)