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Could you tell me which cognitive psychologists say drills create a solid foundation? I agree that cognitive scientists say that extensive background knowledge

by aik 15y ago

Could you tell me which cognitive psychologists say drills create a solid foundation? I agree that cognitive scientists say that extensive background knowledge is necessary for a solid foundation, however having background knowledge does not necessitate drills. I haven't seen any studies that specifically say that pure drilling is good, and instead have seen the complete opposite. All I have read also enforce my beliefs that mindless drilling necessary isn't good.

wisty 15y ago
http://act-r.psy.cmu.edu/papers/misapplied.html http://act-r.psy.cmu.edu/papers/misapplied.html tl;dr: The drill work is fine, as long as its motivated. Though it's obviously much more nuanced than that. "An extension of this argument is that excessive practice will also drive out understanding. This criticism of practice (called "drill and kill," as if this phrase constituted empirical evaluation) is prominent in constructivist writings. Nothing flies more in the face of the last 20 years of research than the assertion that practice is bad. All evidence, from the laboratory and from extensive case studies of professionals, indicates that real competence only comes with extensive practice (e.g., Hayes, 1985; Ericsson, Krampe, Tesche-Romer, 1993). In denying the critical role of practice one is denying children the very thing they need to achieve real competence. The instructional task is not to "kill" motivation by demanding drill, but to find tasks that provide practice while at the same time sustaining interest. Substantial evidence shows that there are a number of ways to do this; "learning-from-examples," a method we will discuss presently, is one such procedure that has been extensively and successfully tested in school situations." ... "Real competence only comes with extensive practice. The instructional task is not to "kill" motivation by demanding drill, but to find tasks that provide practice while at the same time sustaining interest. There are a number of ways to do this, for instance, by "learning-from-examples.""
- aik 15y ago
  Ok we're on the same page then. I fear that the word "drill" is often linked to mindless repetition without caring for motivation. However, as that paper says ("The instructional task is not to "kill" motivation by demanding drill...") it emphasizes the importance of motivation in the process, which is great. I well understand the role of practice in competence development as well. Thanks for the source.
  - wisty 15y ago
    Well, I wouldn't have found it if you hadn't called me up on it. So thank you too.

by aik 15y ago

wisty 15y ago

http://act-r.psy.cmu.edu/papers/misapplied.html http://act-r.psy.cmu.edu/papers/misapplied.html tl;dr: The drill work is fine, as long as its motivated. Though it's obviously much more nuanced than that. "An extension of this argument is that excessive practice will also drive out understanding. This criticism of practice (called "drill and kill," as if this phrase constituted empirical evaluation) is prominent in constructivist writings. Nothing flies more in the face of the last 20 years of research than the assertion that practice is bad. All evidence, from the laboratory and from extensive case studies of professionals, indicates that real competence only comes with extensive practice (e.g., Hayes, 1985; Ericsson, Krampe, Tesche-Romer, 1993). In denying the critical role of practice one is denying children the very thing they need to achieve real competence. The instructional task is not to "kill" motivation by demanding drill, but to find tasks that provide practice while at the same time sustaining interest. Substantial evidence shows that there are a number of ways to do this; "learning-from-examples," a method we will discuss presently, is one such procedure that has been extensively and successfully tested in school situations." ... "Real competence only comes with extensive practice. The instructional task is not to "kill" motivation by demanding drill, but to find tasks that provide practice while at the same time sustaining interest. There are a number of ways to do this, for instance, by "learning-from-examples.""

aik 15y ago
Ok we're on the same page then. I fear that the word "drill" is often linked to mindless repetition without caring for motivation. However, as that paper says ("The instructional task is not to "kill" motivation by demanding drill...") it emphasizes the importance of motivation in the process, which is great. I well understand the role of practice in competence development as well. Thanks for the source.
- wisty 15y ago
  Well, I wouldn't have found it if you hadn't called me up on it. So thank you too.