first opinion of 2.1 kimbrilee

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?

Monotonic learning gave a poorer quality and less volume of knowledge than the Zeigarnik learning. The pictures in the monotonic learning where fuzzy and parts of the pictures were missing. This made it harder to decipher what exactly each picture was. At times there was enough information to guess what the picture was. This usually occurred when there was an item that was very recognizable to me. Monotonic learning involves learning in steps. A person uses what they have learned previously and then build on it with new information (Koba, Takemoto, Miwa, & Nakamura, 2012).

Zeigarnik learning refers to the fact that people naturally want to complete tasks. People remember more of what they have not completed than what they have completed. This drives them to want to complete the task. They will start out with simple things and build up to hard information. Zeigarnik learning only works when a person is highly motivated. Starting a task is the first and hardest step (Aleviadou, 2010). The pictures of Zeigarnik learning where clearer and more complete. The pictures started showing up slowly and gained speed as more of the picture was shown. This made it easier to decipher what each item in the pictures were.

Monotonic learning would be more beneficial in a traditional classroom. Everyone moves along at the same pace and learns things in the same order. This can make it easier for testing and teaching. Zeigarnick learning is better applied in an online setting. Student must be motivated to learn and they learn more at their own pace. In an online environment, every student does not have to retrieve the same information, they can retrieve different information and apply it as necessary. The Zeigarnik effect can become negative in any setting when a person is not motivated to complete a task. If a person cannot become motivated to even start a task they will not have the drive to
complete the task.

References:

Alevriadou, A. (2010). Linking Cognition and Motivation in
Adolescents with ID: The Zeigarnik Effect Paradigm. Petroleum - Gas University
Of Ploiesti Bulletin, Educational Sciences Series, 62(2), 126-131. Retrieved from:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=59574221&site=eds-live&scope=site