"Learning is Deep" seems catchy to me, but I bet you came up with something better!. What is a catchy headline for the graph in the video?.I wonder why deep processing (elaborating) isn’t more well known to help students?! But what does the graph make you wonder?.What does the graph in the video make you wonder about?.I also find it interesting that the intent to learn didn’t affect memory really at all. What I noticed is that shallow processing (looking for the letter “e”) leads to worse recall than not having any processing goal (the control group).What do you notice from the graph in the video? What pops out to you?.However, in this video, the y-axis is showing the percentage of words that were successfully recalled (remembered). For most charts discussed in this textbook, the y-axis will be frequencies. The y-axis is the axis that goes up and down.What does the y-axis measure in the video?.There are different colored bars, and they represent another variable (memory goal?) that has two levels, intentional and incidental. The x-axis is the one on the bottom, named “Level of Processing” and it has three levels (shallow, deep, and the control group).What does the x-axis measure in the video?.This is a bar graph (notice that the bars are not touching).Then, answer the same questions as above. Chew’s second video has a bar chart ( Part 2: What Students Should Know about How People Learn! I suggest that you watch the whole video to understand the experiment, but the bar chart shows up around 3:10 minutes. Chew, a cognitive psychologist, first discussed in the first chapter? Well, Dr. Remember those videos about the best way to learn from Dr. California community college students? Potential California community college students? Faculty or administrators of California community colleges?.
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