In Order to Learn: How the Sequence of Topics Influences Learning (Oxford Series on Cognitive Models and Architectures, 2)

Order affects the results you get: Different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and artificial learning systems. In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans and theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects and analyze how and when they will occur. The introductory and concluding chapters compile suggestions for improving learning through better sequences of learning materials, including how to take advantage of order effects that encourage learning and how to avoid order effects that discourage learning. Each chapter also highlights questions that may inspire further research. Taken together, these chapters show how order effects in different areas can and do inform each other. In Order to Learn will be of interest to researchers and students in cognitive science, education, machine learning. Contents......Page 14 Foreword......Page 8 Contributors......Page 16 1. Call to Order: How Sequence Effects in Humans and Artificial Systems Illuminate Each Other......Page 20 Part I: Introductory Chapters......Page 34 2. Order, First Step to Mastery: An Introduction to Sequencing in Instructional Design......Page 36 3. The Necessity of Order in Machine Learning: Is Order in Order?......Page 58 4. Rules of Order: Process Models of Human Learning......Page 74 5. Order Out of Chaos: Order in Neural Networks......Page 88 6. Getting Things in Order: Collecting and Analyzing Data on Learning......Page 98 Part II: Fundamental Explanations of Order: Example Models......Page 110 7. An Example Order for Cognitive Skill Acquisition......Page 112 8. An Ordered Chaos: How Do Order Effects Arise in a Cognitive Model?......Page 124 9. Learning in Order: Steps of Acquiring the Concept of the Day/Night Cycle......Page 136 10. Timing Is in Order: Modeling Order Effects in the Learning of Information......Page 154 11. The Effects of Order: A Constraint-Based Explanation......Page 168 Part III: Getting In and Out of Order: Techniques and Examples From Education and Instructional Design......Page 184 12. Getting Out of Order: Avoiding Lesson Effects Through Instruction......Page 186 13. Order or No Order: System Versus Learner Control in Sequencing Simulation-Based Scientific Discovery Learning......Page 198 14. Making Your Own Order: Order Effects in System-and User-Controlled Settings for Learning and Problem Solving......Page 212 Part IV: Conclusions......Page 230 15. All Is in Order......Page 232 Epilogue: Let’s Educate......Page 242 B......Page 244 H......Page 245 M......Page 246 S......Page 247 W......Page 248 Z......Page 249 C......Page 250 E......Page 251 L......Page 252 P......Page 253 S......Page 254 Z......Page 255 ## Abstract Order affects the results you get: different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and artificial learning systems. In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans, and includes theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects and analyze how and when they will occur. The introductory and concluding chapters compile suggestions for improving learning through better sequences of learning materials, including how to take advantage of order effects that encourage learning and how to avoid order effects that discourage learning. Each chapter also highlights questions that may inspire further research. Taken together, these chapters show how order effects in different areas can and do inform each other. The order that material, for both facts and skills, is presented or explored by a learner can strongly influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. In this volume, the contributors argue that these effects are more pervasive and important than they have been treated. They explore some of the foundational topics in this area of intersection between psychology, machine learning, AI, cognitive modeling, education, and instructional design. They include case studies and present numerous questions that will lead to further research projects and provide food for thought for professionals working in these disciplines The order that material, for both facts and skills, is presented or explored by a learner can strongly influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. This text argues that these effects are more pervasive and important than they have been treated