In Order to Learn: How the sequence of topics influences learning: 2 (Oxford Series on Cognitive Models and Architectures)

. Ed(s): Ritter, Frank E.; Nerb, Josef; Lehtinen, Erno; O'Shea, Timothy

ISBN 10: 019517884X / ISBN 13: 9780195178845

Published by OUP USA, 2007

About this Item

The order that material, for both facts and skills, is presented or explored by a learner can influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. This volume explores some of the foundational topics in this area of intersection between psychology, machine learning, and others. Editor(s): Ritter, Frank E.; Nerb, Josef; Lehtinen, Erno; O'Shea, Timothy. Series: Advances in Cognitive Models and Architectures S. Num Pages: 256 pages, 72 line illustrations. BIC Classification: JML; JMRL; UYF; UYQM. Category: (P) Professional & Vocational. Dimension: 263 x 179 x 20. Weight in Grams: 634. . 2007. Illustrated. hardcover. . . . .

Seller Inventory # V9780195178845

Bibliographic Details

• Title: In Order to Learn: How the sequence of topics influences learning: 2 (Oxford Series on Cognitive Models and Architectures)
• Publisher: OUP USA
• Publication Date: 2007
• Language: English
• ISBN 10: 019517884X
• ISBN 13: 9780195178845
• Binding: Hardcover
• Condition: New

About this title

Synopsis

In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans and theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects and analyze how and when they will occur.

About the Author

Frank Ritter helped start the College of Information Sciences and Technology at Penn State, and is affiliated with the psychology, computer science and engineering departments. He also helped start the International Conference on Cognitive Modeling and the tutorial series at the Cognitive Science Conference. He was a Fulbright Scholar at the Technische Universität Chemnitz in 2005.

Josef Nerb is Professor of Educational Psychology at the University of Education in Freiburg, Germany, where he also serves as a Vice Dean for teaching and learning. He earned his Ph.D. at the University of Freiburg and did a post-doc at the University of Waterloo, Canada, supported by an Alexander von Humboldt Foundation fellowship.

Erno Lehtinen is Vice rector and former Dean of the School of Education at Turku University, where he is a professor of education. He is a past president of the European Association for Research on Learning and Instruction (EARLI).

Tim O'Shea is the Principal (President) of the University of Edinburgh. Previously he was Master of Birkbeck College, and professor of information technology and education at the Open University.