Applying Cognitive Science Principles to Promote Durable and Efficient Learning
Sean Kang, Assistant Professor, Department of Education, Dartmouth College
Friday, January 31, 2014, 3:30pm
This seminar is part of the Jones Seminars on Science, Technology, and Society series.
Do tests only measure learning, or can they also promote learning? Should students review/practice the material they are trying to learn soon after they encounter the material or should they wait a while? During practice, should items of the same type/topic be grouped together or should they be interspersed among items of other types/topics? How we learn best may not correspond to how we think we learn best. I will talk about how basic research in cognitive psychology has yielded (non-obvious) principles about human learning and memory that have practical implications for instruction.
About the Speaker
Sean Kang is an assistant professor in the Department of Education at Dartmouth College. He directs Dartmouth’s Cognition & Education Laboratory, which is focused on applying the cognitive science of human learning and memory towards improving education practice. His research examines how testing (or practicing retrieval from memory), spacing/distribution of study opportunities, and interleaving of practice can enhance diverse forms of learning. He received his undergraduate education at the National University of Singapore, and subsequently obtained his Ph.D. in cognitive psychology at Washington University in St. Louis. Prior to joining Dartmouth in 2012, Sean was a post-doctoral research scholar at the University of California, San Diego.
For more information, contact Aubrey Zerbach at (603) 646-9151 or firstname.lastname@example.org.