Particularly relevant article about dataism

[tona monjo]

On the same topic:

http://www.nytimes.com/2010/09/07/health/views/07mind.html
"Student traits and teaching styles surely interact; so do personalities
and at-home rules. The trouble is, no one can predict how."


http://psi.sagepub.com/content/9/3/105.abstract
Learning Styles Concepts and Evidence
"Our review of the literature disclosed ample evidence that children and
adults will, if asked, express preferences about how they prefer
information to be presented to them. There is also plentiful evidence
arguing that people differ in the degree to which they have some fairly
specific aptitudes for different kinds of thinking and for processing
different types of information. However, we found virtually no evidence for
the interaction pattern mentioned above, which was judged to be a
precondition for validating the educational applications of learning
styles.
We conclude therefore, that at present, there is no adequate evidence base
to justify incorporating learning-styles assessments into general
educational practice (...) However, given the lack of methodologically
sound studies of learning styles, it would be an error to conclude that all
possible versions of learning styles have been tested and found wanting
(...)"


On Wed, Feb 6, 2013 at 11:23 AM, tona monjo <tonamonjo at gmail.com> wrote:

> Surely you already know, but an interesting book about cognitive biases
> and lack of self-knowledge is "Predictably Irrational" (Dan Ariely). It's
> specially interesting too see how everybody unconsciously defines himself
> and his preferences highly influenced by the context, the latest
> information received, or actions done recently.
>
> Ariely confronts our most "rational" decisions with experiments in which
> demonstrates that in most cases, they are not so rational and are highly
> anchored by external influences.
>
> Another really interesting book is "Thinking, Fast and Slow" (Daniel
> Kahneman), also on cognitive biases and unpredictable behavior that can
> come from the prevalence of our System 1 (intuitive, fast, working memory)
> over System 2 (more rational, methodic, long-term memory), specially in
> case of stress or similar circumstances. But I'm still reading and cannot
> comment much more about it ;)
>
> Tona
>
>
> On Tue, Feb 5, 2013 at 6:10 PM, Treviranus, Jutta (Academic) <
> jtreviranus at faculty.ocadu.ca> wrote:
>
>> It's interesting that the learning example only states that there is no
>> data on this. Is that because we haven't yet found a way to measure
>> individual outcomes given the diversity of conditions and the very small n
>> of any one condition?
>>
>> Jutta
>>
>> On 2013-02-05, at 11:24 AM, "Mitchell, Jessica" <jmitchell at ocadu.ca>
>> wrote:
>>
>> >
>> http://www.nytimes.com/2013/02/05/opinion/brooks-the-philosophy-of-data.html?_r=0
>> >
>> >
>> >
>> > Jess
>> > _______________________________________________________
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>>
>
>
> --
> Tona Monjo
> LATENT, User Experience Design
> http://www.latent-design.com
> T (+34) 654 402 387
> Skype: tona.monjo
> Twitter: tona_monjo
> Blog: *http://tonamonjo.net/*
>



-- 
Tona Monjo
LATENT, User Experience Design
http://www.latent-design.com
T (+34) 654 402 387
Skype: tona.monjo
Twitter: tona_monjo
Blog: *http://tonamonjo.net/*
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