Unbounded working memory assumption in explanations - Revision history

Issa at 00:40, 17 July 2021

2021-07-17T00:40:14Z

Issa at 01:01, 16 July 2021

2021-07-16T01:01:14Z

Issa: /* See also */

2021-07-16T01:00:36Z

‎See also

Issa at 17:36, 22 September 2020

2020-09-22T17:36:24Z

Issa at 17:34, 22 September 2020

2020-09-22T17:34:51Z

Issa at 17:33, 22 September 2020

2020-09-22T17:33:02Z

Issa at 17:29, 22 September 2020

2020-09-22T17:29:33Z

Issa: Created page with "The '''unbounded working memory assumption in explanations''' refers to the fact that many explanations assume that the reader has unbounded working memory, i.e. t..."

2020-09-22T17:27:30Z

Created page with "The '''unbounded working memory assumption in explanations''' refers to the fact that many explanations assume that the reader has unbounded working memory, i.e. t..."

New page

The '''unbounded working memory assumption in explanations''' refers to the fact that many [[explanation]]s assume that the [[reader]] has unbounded [[working memory]], i.e. that the reader can effortlessly remember everything that came earlier in the explanation. Such explanations are easier to write for the [[explainer]] (since the explainer has already internalized all of the concepts and subtleties, hence sees no need to "manage working memory") and are also conceptually "cleaner" (since it exposes the conceptual outline of the topic without having to deal with the details of human psychology). However, such explanations are also more difficult to understand since working memory is in fact limited.

one way to understand it is that ''someone'' has to manage working memory constraints. When the explainer does not manage it, it forces the burden onto the learner.

this might be one mechanism for illusion of transparency

Most explanations assume reader will manage wm constraints so they do not explicitly track wm. This leads to "cleaner" explanations that are harder to understand.

[[Category:Learning]]

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 * [[Managing micro-movements in learning]]
 * [[What makes a word explanation good?]]
 [[Category:Learning]]

← Older revision		Revision as of 01:01, 16 July 2021
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−	The '''unbounded working memory assumption in explanations''' refers to the fact that many [[explanation]]s assume that the [[reader]] has unbounded [[working memory]], i.e. that the reader can effortlessly remember everything that came earlier in the explanation. Such explanations are easier to write for the [[explainer]] (since the explainer has already internalized all of the concepts and subtleties, hence sees no need to "manage working memory") and are also conceptually "cleaner" (since it exposes the conceptual outline of the topic without having to ~~deal with~~ the details of human psychology). However, such explanations are also more difficult to understand since working memory is in fact limited.	+	The '''unbounded working memory assumption in explanations''' refers to the fact that many [[explanation]]s assume that the [[reader]] has unbounded [[working memory]], i.e. that the reader can effortlessly remember everything that came earlier in the explanation. Such explanations are easier to write for the [[explainer]] (since the explainer has already internalized all of the concepts and subtleties, hence sees no need to "manage working memory") and are also conceptually "cleaner" (since it exposes the conceptual outline of the topic without having to worry about the details of human psychology). However, such explanations are also more difficult to understand since working memory is in fact limited.

	one way to understand it is that ''someone'' has to manage working memory constraints. When the explainer does not manage it, it forces the burden onto the learner.		one way to understand it is that ''someone'' has to manage working memory constraints. When the explainer does not manage it, it forces the burden onto the learner.

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 * [[List of techniques for managing working memory in explanations]]
 * [[Managing micro-movements in learning]]
 [[Category:Learning]]

@@ Line 6: / Line 6: @@
 Most explanations assume reader will manage wm constraints so they do not explicitly track wm. This leads to "cleaner" explanations that are harder to understand.
 ==See also==
 * [[Managing micro-movements in learning]]
 [[Category:Learning]]

@@ Line 12: / Line 12: @@
 * adding exercises to slow down the reader/force them to internalize something better
 * something like [[Quantum Country]] or [[Orbit]] where flashcards are embedded in the text, forcing certain terms/facts to be memorized.
 ==See also==

@@ Line 3: / Line 3: @@
 one way to understand it is that ''someone'' has to manage working memory constraints. When the explainer does not manage it, it forces the burden onto the learner.
-this might be one mechanism for illusion of transparency
+this might be one mechanism for [[illusion of transparency]]
 Most explanations assume reader will manage wm constraints so they do not explicitly track wm. This leads to "cleaner" explanations that are harder to understand.

← Older revision		Revision as of 17:29, 22 September 2020
Line 6:		Line 6:

	Most explanations assume reader will manage wm constraints so they do not explicitly track wm. This leads to "cleaner" explanations that are harder to understand.		Most explanations assume reader will manage wm constraints so they do not explicitly track wm. This leads to "cleaner" explanations that are harder to understand.
		+
		+	Techniques for managing working memory:
		+
		+	* summarizing at appropriate intervals in the text
		+	* adding exercises to slow down the reader/force them to internalize something better
		+	* something like [[Quantum Country]] or [[Orbit]] where flashcards are embedded in the text, forcing certain terms/facts to be memorized.
		+
		+	==See also==
		+
		+	* [[Managing micro-movements in learning]]

	[[Category:Learning]]		[[Category:Learning]]