The most important research on learning I’ve read

Someone has posted it on line, so here it is !

Deferred Feedback Sharply Dissociates Implicit and Explicit Category Learning
J. David Smith, Joseph Boomer, Alexandria C. Zakrzewski, Jessica L. Roeder, Barbara A. Church, and F. Gregory Ashby  Psychological Science 2014, Vol. 25(2) 447-457

I’ve been mulling this article since the summer of 2014, when it was published. It’s life altering.

Unfortunately, if you’re not in the field, reading the study isn’t easy. The press release is intelligible but brief. 

For the moment, the thing to know is that this study probably proves, finally, that we have two separate and distinct learning systems inside our brains.

Psychologists and cognitive scientists have been talking about “dual systems” and “dual systems theory” forever, but no one had nailed it down. Now they have.

The two systems are separate and distinct in the sense that if you turn one system “off” the other still learns. They’re “dissociable.” 

And: the 2 systems learn differently.

“Deferred feedback” looks at category-learning, but as far as I can tell these two systems learn everything, including physical skills. 

Compare and contrast

The chart below is correct (I believe), but it says nothing about the relationship between the two learning systems–which no one seems to understand yet. 

So, while I’ve put “vocabulary” under explicit learning, I’m fairly sure vocabulary can also be picked up via implicit learning. 

And given what I’ve seen in the L2 literature about grammar learning, it seems clear that some explicit learning helps with grammar, too–at least, with the kind of grammar you use in formal writing, as well as with learning the grammar of a second language.

Obviously, no one learns the conversational grammar of his or her native language at school. 

In short, the two systems seem both to compete and to support each other in some way no one has worked out.

Information-integration learning Rule-based learning 
“Life” learning “School” learning
Unconscious Conscious
Implicit learning: you can’t necessarily put what you’ve learned in words (& if you can, words come to you later) Explicit learning: you can put what you’ve learned in words
Intuition, everyday categories (good versus bad, dog versus cat), social rules, habit Formal concepts, theories, disciplines, etc.
Grammar Vocabulary
Learns relatively slowly Learns quickly
Can’t learn “offline” (learning stops after a “lesson” is over) Can learn “offline” (learning continues after a lesson is over)
Must have immediate feedback – students must know whether their answer was right or wrong after each answer or no learning occurs Can learn with delayed feedback – students can get their tests back days later and still learn from their mistakes)
Can learn several things at the same time (e.g.: can learn the orientation and the width of a stimulus) Can learn just one thing at a time (can learn the orientation or the width of a stimulus, but not both at the same time)

From the abstract:

Deferred reinforcement qualitatively eliminated implicit, information-integration category learning. It left intact explicit, rule-based category learning.

Doug and Ana on handwriting & the SAT

I hadn’t thought of this (from Doug):

One of the many advantages of the days when secondary schools had shop classes was that among those sort of practical, skill-based classes was drafting. And a part of drafting was learning to letter precisely and carefully.

Of course, those were also the days of explicit and meticulous handwriting lessons in grade school.

And I love this from Ana:

My brother was always a math wiz in school, but one high school teacher gave him B’s–the horror! It was entirely due to neatness. He straightened up quickly, aced the class and went on to major in math in college.

With Ana’s brother, I have to think there’s a connection between the initial Bs for sloppiness and the math major in college — if only because discipline breeds discipline.

Our unconscious minds are a subject of endless fascination to me. I’m pretty sure that we ‘observe’ ourselves unconsciously in some way, so that if we see ourselves taking care we conclude that we do care.

Ana’s nephew may have seen himself taking pains to write his numerals and symbols neatly and concluded that math mattered.