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Month: May 2017

Where do I go from here?

Where do I go from here?

This entry is part 5 of 5 in the series Cognitive Processes in Engineering Education

Now that we have been thinking about memory, it is interesting to think about how we apply things that we know to different situations. This is known as transfer. Transfer of information can occur in a couple of different ways. Information that was learned previously can be transferred to new settings, we can transfer what we learn in a classroom to things in our daily life such as work, and we can transfer new ideas to new situations. There are…

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Now what was I doing?

Now what was I doing?

This entry is part 4 of 5 in the series Cognitive Processes in Engineering Education

There are many times when my memory seems to have failed me. Sometimes I walk into a room and don’t remember why I went into the room. Some days I can’t remember what I did the previous day. Sometimes I just block things from my memory and other times I wish I could block things from my memory but seem unable to do so. And sometimes I get the wrong idea in my head and it just sticks there. Memory…

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Where am I going? (Part 2)

Where am I going? (Part 2)

This entry is part 3 of 5 in the series Cognitive Processes in Engineering Education

In the previous post, Where am I going? (Part 1), I mention automaticity and some of the challenges that come when students (or any of us) are on autopilot. But is automaticity all bad? In a word, no. Automaticity can be a negative thing in education when students go through the motions without thinking about what they are doing and why they are doing it. But automaticity can also help students focus on specific parts or more challenging aspects of…

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Where am I going? (Part 1)

Where am I going? (Part 1)

This entry is part 2 of 5 in the series Cognitive Processes in Engineering Education

Many times, I find myself on autopilot; just going through the motions without really thinking about what I am doing. Automaticity, while there currently is not consensus about the exact meaning of the term, is this idea of processing information with little to no attention (Moors & De Houwer, 2006) – it is this idea of autopilot. We have probably all experienced this in our daily lives: we drive home after work instead of driving to the grocery store, we…

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F=m…m…mmm what’s for dinner?

F=m…m…mmm what’s for dinner?

This entry is part 1 of 5 in the series Cognitive Processes in Engineering Education

In many classes that I took during my undergraduate career, I found myself paying close attention to what the instructor said, taking notes, organizing, color coding ideas, and following along with the instructor. And that usually lasted about 15 minutes. Then my mind would wander. I would think about something else – my weekend plans, other homework, or just how much time was left in the class. I consider myself a pretty good student, but paying attention for 50, 75,…

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