I guess I'm lucky because I am able to help students make those
connections. Since I teach 4 4000 level classes, I know what I teach the
students and I can easily connect specific ideas and examples from one
class to another class. For example, right now I am teaching 3 different
classes and I have many students in at least two (and probably about 25% of
the poor souls are in all 3). So as I am teaching History, I can draw
examples between, say, Wundt and Cognitive Psychology or Sensation and
Perception. Now, if only I can get them to transfer their learning how to
write an APA style paper from one class to another :).
At 03:08 PM 10/5/00 -0400, Dennis Goff wrote:
>Marc Turner wrote:
>
>"I'm wondering if there have been any studies that have looked at (or simply
>asked) whether students study with short-term or long-term retention in
>mind.
>
>What appears to be happening here is that students study enough to get the
>material into memory long enough for the test, then they forget it. The
>only difference between a test during the semester and a comprehensive
>final is the amount of material they have to study for the next day. (Also,
>they pick up the material for the final faster than for the regular tests
>because of prior exposure.)"
>
>I wonder if the Zeigarnik Effect has a role here. That is, the students
>think the task is completed when the test is taken (order delivered). At
>that point they don't need the memories any more so they lose them. One way
>to overcome this limitation would be to convince the students that they will
>need the material at some later time. This hypothesis could serve as a focus
>for some research on this question.
>
>Just a thought.
>
>Dennis
>
>Dennis M. Goff
>Dept. of Psychology
>Randolph-Macon Woman's College
>Lynchburg, VA 24503
Deb
Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
(229) 333-5994
[EMAIL PROTECTED]
These voices must be my soul...
DMB
