No Simple Solutions to Complex Problems
Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions
Bibliographic Data
| ID | 22124604 |
|---|---|
| Authors | Veronica X Yan (0000-0002-3988-3184, The University of Texas at Austin, corresponding author), Faria Sana (0000-0002-2202-7592, Athabasca University), Paulo F Carvalho (0000-0002-0449-3733, Carnegie Mellon University) |
| Year | 2024 |
| Volume | 11 |
| Issue | 1 |
| Pages | 59-66 |
| Publication date | 2024-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Policy Insights from the Behavioral and Brain Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2372-7322 • E-ISSN: 2372-7330 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/23727322231218906 |
| PMID | 38516056 |
| OpenAlex | W4389702746 |
| Language | EN |
| Citations received | 3 |
| References cited | 53 |
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 recommended strategies from cognitive science provide a starting point; understanding the underlying processes allows us to tailor these recommendations to implement at the right time, in the right way, for the right content, and for the right students. Recommendations regard teacher training, the funding and incentivizing of educational interventions, guidelines for the development of educational technologies, and policies that focus on using existing instructional time more wisely
Cognition · Cognitive psychology · Epistemology · Management science · Computer Science · Engineering · Intelligent Tutoring Systems and Adaptive Learning · Memory Processes and Influences · Psychology · Visual and Cognitive Learning Processes
Improving Students’ Learning With Effective Learning Techniques
Testing the retrieval effort hypothesis
Spacing Effects in Learning
Learning Versus Performance
Designing for Productive Failure
Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence
Distributed practice in verbal recall tasks
Testing (quizzing) boosts classroom learning
The effect of testing versus restudy on retention
Interpreting Effect Sizes of Education Interventions
Examining the Spacing Effect in Advertising
Similarity matters
A Meta-analysis of the Spacing Effect in Verbal Learning
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |