Re:Module 2 DQ 1
View the media piece, “Processing and Learning,” that compares serial monotonic learning with Zeigarnik optimal learning. What do you observe about the volume and quality of knowledge gained by each style of learning? Why is this significant? How might this information be applied in a traditional classroom? How might this be applied in an online classroom? At what point does the Zeigarnik effect become negative?
Serial monotonic visuals showed rapid movement of fuzziness images which gradually revealed identity through the sequences of events. The quality of monotonic images appeared more clear in the beginning and less clear in comprehension near the end of the process. Ziegarnik images processed through a slower pace enhanced by blocked out images that were recognized by partial pictures that influenced connecting patterns together to make sense of the entire image based on knowledge in proportions. Ziegarnik quality showed obscurity, incomplete visuals, and took more time to process.
The significance between these two learning scenarios demonstrate differences in heuristics (quick solutions) orientation in a holistic approach without response to who or why details contribute to outcomes for different aspects of learning options. Ziegarnik is just the opposite of Algorithms ( slower solutions) comprehensive and developmental scale for learning. Monotonic learning is best for sequential learning that progressively builds upon comprehension such as Algebra which requires mastery and experience before assigned upper level coursework is attempted such as learning in sequential order of operations (Verstynen, Phillips, Braun, Workman, Schunn, Schneider, 2012).
Hergenhahn and Olson (1993) describes learner’s focus on uncompleted tasks as responsibile for their understanding and motivation in learning and memory defines the Ziegarnik effect (Wood, 1995). In a traditional classroom, the Ziegarnik effect would be effective in an English composition class where readings need to be completed thoughout the semester and as time progresses attention will be a matter of focusing on the unfinished rather than finished assignments.
Negative aspects of the Ziegarnik effect may appear due to each student’s individual level of motivation. If the student is not encouraged, Ziegarnik protocols may not be effective for accomplishing learning goals over-time.
Verstynen, T., Phillips, J., Braun, E., Workman, B., Schunn, C., & Schneider, W. (2012). Dynamic Sensorimotor Planning during Long-Term Sequence Learning: The Role of Variability, Response Chunking and Planning Errors. Plos ONE, 7(10), 1-15. doi:10.1371/journal.pone.0047336
Wood, F. H. (1995). Emotional/behavioral disorders and the `Ziegarnik effect’. Education & Treatment Of Children, 18(3), 216.