Cognitive Calisthenics: Pre-lecture Cognitive Exercise Boosts Learning

IF 0.7 4区 心理学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Holly A. White, Lauren E. Highfill, Lily C. Johnston, Aravinda Kalimi
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引用次数: 0

Abstract

Attentiveness during class is critical for learning. Teachers have strategies to promote active engagement and active learning, yet little control over students’ baseline level of alertness and focus upon arriving to class. To evaluate the effect of pre-lecture cognitive exercise on attention and learning in lectures. In Experiment 1, college students ( n = 28) in Introductory Psychology participated in a brief battery of complex cancellation tasks prior to a subset of lectures. Effectiveness measures included course exams and post-study student surveys. Experiment 2 replicated the first in a subsequent class ( n = 35) with the same instructor and the addition of post-lecture quizzes. In both experiments, students performed higher on exam content from post-exercise lectures relative to control lectures. No effect was observed on post-lecture quizzes. On post-study surveys, students reported improved attentiveness to lecture after cognitive calisthenics. Pre-lecture cognitive activity appears to benefit student attention and learning in lectures. With so many students arriving to class either distracted or sleepy, the inclusion of a brief pre-lecture cognitive exercise program may be an engaging and effective method for optimizing student attentiveness and learning in lecture-based courses.
认知健美操:课前认知锻炼促进学习
课堂上的注意力对学习至关重要。教师有促进积极参与和积极学习的策略,但很少控制学生的基线警觉性水平和上课时的注意力。评估课前认知练习对课堂注意力和学习的影响。在实验1中,心理学导论的大学生(n=28)在一部分讲座之前,参与了一系列复杂的取消任务。有效性指标包括课程考试和学习后学生调查。实验2在下一节课(n=35)上用同一位老师复制了第一节课,并增加了课后测验。在这两个实验中,与对照课相比,学生在练习后的讲座中的考试内容表现更高。在课后测验中没有观察到任何影响。在研究后的调查中,学生们报告说,在认知健美操之后,他们对演讲的注意力有所提高。课前认知活动似乎有利于学生在课堂上的注意力和学习。由于有这么多学生上课时要么分心,要么昏昏欲睡,因此,在基于课堂的课程中,加入一个简短的课前认知锻炼计划可能是一种吸引人的有效方法,可以优化学生的注意力和学习。
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来源期刊
CiteScore
2.40
自引率
22.20%
发文量
68
期刊介绍: Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.
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