20 Facts about Learning

As photographers there is so much to remember, F/stops, exposure levels, what is in focus, the composition, the timing - it’s endless!

How can we make those processes easier so it’s a simple subconscious reaction every time we shoot?

I’ve looked into psychological mechanisms and insights about learning that reveal the most common ways that people learn using recognised scientific structures.

Spacing Effect

Spacing out learning over time leads to better retention. Research by Dr. Douglas Rohrer and Harold Pashler at the University of California, San Diego, suggests that spaced repetition can enhance long-term memory. (Source: Psychological Science)

Primacy and Recency Effects

People tend to remember the first and last items in a list better than those in the middle. This phenomenon, known as the primacy and recency effects, was demonstrated in a study by Glanzer and Cunitz in 1966. (Source: Journal of Experimental Psychology)

Interleaved Practice

Interleaving different types of practice or study material can enhance learning compared to mass practice. A study by Kornell and Bjork in 2008 found that interleaved practice leads to better long-term retention. (Source: Journal of Experimental Psychology: Learning, Memory, and Cognition)

Dunning-Kruger Effect

The Dunning-Kruger effect is a cognitive bias where people with low ability tend to overestimate their competence. Research by Dunning and Kruger in 1999 showed that people with low cognitive ability are often unaware of their limitations. (Source: Journal of Personality and Social Psychology)

Self-Efficacy

Self-efficacy, or belief in one’s ability to succeed in specific situations or accomplish a task, plays a significant role in learning. Bandura’s research in the 1970s highlighted the importance of self-efficacy in motivation and performance. (Source: Psychological Review)

Emotional State and Learning

Emotions can impact learning and memory. Research by MacLeod and Mathews in 1981 demonstrated that individuals in a positive mood are more likely to recall positive memories, while those in a negative mood may recall negative memories more easily. (Source: Journal of Abnormal Psychology)

Mindset

Carol Dweck’s research on mindset suggests that individuals with a growth mindset, who believe their abilities can be developed through dedication and hard work, are more likely to embrace challenges and persevere in the face of setbacks. (Source: Psychological Science)

Social Learning Theory

Albert Bandura’s social learning theory posits that people learn through observation, imitation, and modeling. Bandura’s research in the 1960s demonstrated how children imitate aggressive behavior observed in adults. (Source: Journal of Abnormal and Social Psychology)

Cognitive Load Theory

Cognitive load theory suggests that learning is more effective when cognitive load is managed effectively. Sweller’s research in the 1980s showed that reducing extraneous cognitive load can enhance learning outcomes. (Source: Cognitive Load Theory)

Schema Theory

Schema theory proposes that prior knowledge and experiences influence how new information is processed and organized. Research by Bartlett in the 1930s demonstrated how schemas shape perception and memory. (Source: Remembering)

Dual Coding Theory

Dual coding theory suggests that information is processed more effectively when it is presented in both verbal and visual formats. Research by Allan Paivio in the 1970s supported the idea that dual coding enhances learning. (Source: Cognitive Psychology)

Zone of Proximal Development

Lev Vygotsky’s concept of the zone of proximal development (ZPD) highlights the importance of challenging but attainable tasks in learning. Vygotsky’s research emphasized the role of social interaction and guidance in cognitive development. (Source: Mind in Society)

Motivation and Learning

Motivation plays a crucial role in learning. Research by Deci and Ryan in the 1980s identified intrinsic motivation (driven by internal factors) and extrinsic motivation (driven by external rewards) as key determinants of engagement and performance. (Source: Self-Determination Theory)

Cognitive Dissonance

Cognitive dissonance theory, proposed by Festinger in the 1950s, suggests that people are motivated to reduce the discomfort caused by conflicting beliefs or behaviours. Research has shown that cognitive dissonance can lead to changes in attitudes and behaviours. (Source: A Theory of Cognitive Dissonance)

Memory Consolidation

Memory consolidation is the process by which newly acquired information is stabilized and integrated into long-term memory. Research by Robert Stickgold and colleagues in the 2000s demonstrated the role of sleep in memory consolidation. (Source: Nature Neuroscience)

Mnemonics

Mnemonics are memory aids or techniques that help improve retention and recall. Research by Nelson Cowan and others has shown that mnemonic strategies, such as the method of loci or acronyms, can enhance learning and memory. (Source: Memory & Cognition)

Feedback and Learning

Effective feedback is essential for learning and skill acquisition. Research by Hattie and Timperley in 2007 highlighted the importance of timely, specific, and actionable feedback in improving learning outcomes. (Source: Review of Educational Research)

Transfer of Learning

Transfer of learning refers to the application of knowledge or skills from one context to another. Research by Perkins and Salomon in 1992 emphasized the importance of promoting transferable skills and understanding in education. (Source: Transfer of Learning)

Emotion Regulation

Emotion regulation skills can influence learning and academic achievement. Research by Gross in the 1990s highlighted the role of emotion regulation strategies, such as cognitive reappraisal and expressive suppression, in coping with academic stress. (Source: Psychological Inquiry)

Neuroplasticity

Neuroplasticity is the brain’s ability to reorganize and adapt in response to experience and learning. Research by Eric Kandel and others has shown that learning and environmental enrichment can promote neuroplastic changes in the brain. (Source: Nature Reviews Neuroscience)

These psychological insights provide valuable perspectives on the processes underlying learning and memory, informing educational practices and strategies for effective teaching and learning.